F O C U S Challenge? Reaction? Insight? Action Chapter Three Learning About Learning

F O C U S Challenge? Reaction? Insight? Action Chapter Three Learning About Learning Reading Assignments Chapter 3, pages 49-74 PowerPoint Presentations Chapter 3 FOCUS on Community College Success Resource Center 1. Challenge Quiz 2. iaudio Chapter Summaries Assignments Learning Styles Assignment Exercise 3.2 Multiple Intelligences- textbook pp. 59-61 VARK - WebLinks Discussion Board Postings - Tammy Ko Learning how to learn is life s most important skill. Tony Buzman, memory expert Challenge Case - Tammy Ko Chapter 3 begins with the Tammy Ko s challenge case on pages 50-51. Read Tammy s story then review the REACTION What Do YOU Think? questions. Does Tammy s story relate to your own experience in some way? Go to the Head of the Class: Learning and the Brain (Staley, 52) Before you begin this chapter, understand one thing clearly no one learning style is better than another learning style. No Myers Briggs code is better than another. No VARK result is better than another. No Index of Learning Style is better than another. No Multiple Intelligence profile is better than another. I am an ESTJ (Extrovert, Sensing, Thinking, Judging), AURAL, LINGUISTIC, LOGICAL/MATHEMATICAL, INTERPERSONAL Learner. What does all of that mean? By the time you get to the end of Chapter 3, you too will understand what each of those mean and be able to write a similar sentence about yourself. Before you begin this chapter, I would like for you to complete a few inventories that will help to identify your learning style. First, take the Myers Briggs Self Score that was packaged with your book. It will help you to understand your personality PREFERENCES. I stress preferences. We will use the results from the Myers Briggs to identify your learning style in this chapter, and we will also use it to reflect on your career choice. Second, take the VARK. You will find the link to the VARK assessment in Web Links. The VARK online version will automatically score your assessment. After receiving your results on the VARK site connect to the resources for your learning style. Be sure to

save your results. There is also a paper and pencil version of the VARK on pages 66-68 in your text book. Third, on pages 59-61 you will find Exercise 3.2 Multiple Intelligences Self-Assessment. Take these inventories and tally your scores. How SMART are you? (Staley, 61) Staley begins by asking have you ever noticed that people are smart in different ways? She later asks, how are you smart? Gardner formulated his theory of multiple intelligence based on observing patterns in different sets of skills. Individuals may have strengths in more than one area. Individuals can be strong in one area while weak in another. How is understanding your intelligence profile important to understanding your learning style? By understanding your natural preference to learning, you will understand the best way to choose a class, choose a major and/or choose a career. Below you will find Gardner s Multiple Intelligence broken out into layman terms. I actually found these explanations on an elementary school web site. However, after reviewing the explanations I found them to be a great summary of each intelligence profile. I have also included information from Clemson University s National Drop-out Prevention Center. Verbal-Linguistic Skills sensitivity to and appreciation of word meanings and the function of the language. (Santrock/Halonen, 91) The verbal/linguistic intelligence focuses on the ability to use both oral and written language fluently. (Pocket Guide to Multiple Intelligences, 2, Shirley) People who are strong in verbal/linguistic intelligence think in words. They love reading, writing, telling stories and playing word games. ((Pocket Guide to Multiple Intelligences, 2, Shirley) Verbal-Linguistic identifiers (http://www.cookps.act.edu.au/mi_ling.htm): Asks a lot of questions Enjoys talking Has good vocabulary Can pick up new language easily Enjoys playing with words: word games, puns, rhymes Enjoys reading Likes to write Understands the functions of language Can talk about language skills Good at memorizing names, places, dates and trivia Verbal-Linguistic learn best (http://www.cookps.act.edu.au/mi_ling.htm) Saying, hearing and seeing words Writing Talking Reading Verbal-Linguistic typical careers: (http://www.cookps.act.edu.au/mi_ling.htm) Novelist

Actor Poet Politician Journalist Speech writer English instructor Editors Radio/TV personality (Pocket Guide to Multiple Intelligences, 2, Shirley) Attorney Teacher Logical-Mathematical Skills orderly use of reasoning, logic, and mathematics to understand and explain abstract ideas. (Santrock/Halonen, 91) The logical/mathematical intelligence is the ability to use abstract thought, precision, deductive/inductive reasoning, counting, organization and logical structure. The person strong in this intelligence is able to solve abstract problems and understands complex relationships found in mathematics and in scientific process. (Pocket Guide to Multiple Intelligences, 3, Shirley) Logical-Mathematical identifiers: ((http://www.cookps.act.edu.au/mi_logic.htm) Enjoy solving puzzles Play with numbers Want to know how things work Oriented toward rule-based activities Interested in if then logic Like to collect and classify things Analytical in approach to problems Good at math, reasoning, logic and problem solving Logical-Mathematical learn best by:(http://www.cookps.act.edu.au/mi_logic.htm) Categorizing Classifying Working with abstract patterns and relationships Logical-Mathematical typical careers: (http://www.cookps.act.edu.au/mi_logic.htm) Mathematician Accountant Doctor Scientist Economist Computer programmer Inventor Astronomer Lawyer Detective

Engineer (Pocket Guide to Multiple Intelligences, 3, Shirley) Purchasing Agent Auditor Bookkeeper Musical Abilities appreciating, performing, or creating music or the elements of music, such as rhythm or pitch (Santrock/Halonen, 92) The musical intelligence is evident by sensitivity to pitch, rhythm, timbre, tone, color and the emotional power and complex organization of music and the sounds in one s environment. (Pocket Guide to Multiple Intelligences, 4j, Shirley) Musical identifiers: (http://www.cookps.act.edu.au/mi_musical.htm) Sensitivity to sound patterns Hum tunes Tap or sway in rhythm Discriminate among sounds Have good sense of pitch Move rhythmically Capture the essence of a beat and adjust movement patterns according to changes Remember tunes and sound patterns See and enjoy musical experiences Play with sounds Good at picking up sounds, remembering melodies, noticing pitches/rhymes and keeping time Musical learn best (http://www.cookps.act.edu.au/mi_musical.htm): Rhythm Music Inventing songs/tunes Melody Playing instruments Musical typical careers (http://www.cookps.act.edu.au/mi_musical.htm): Sound recorder Musician Instrument maker Entertainer Composer Band director/member Conductor Critic Morse code operator Music teacher Disc Jockey (Pocket Guide to Multiple Intelligences, 4, Shirley) Sound engineer

Bodily-Kinesthetic Awareness coordinated and skilled use of objects in the environment, involving both gross and fine motor skills. (Santrock/Halonen, 92) The bodily/kinesthetic intelligence relies on the whole body to express ideas and feelings and the hands to produce or transform things. (Pocket Guide to Multiple Intelligences, 6, Shirley) Bodily-Kinesthetic identifiers:(http://www.cookps.act.edu.au/mi_bodily.htm) Good sense of balance Good sense of rhythm Graceful in movement Read body language Good hand-eye coordination Can solve problems through doing Can communicate ideas through gesture Have ease in manipulating objects Good at physical activities Bodily-Kinesthetic learn best (http://www.cookps.act.edu.au/mi_bodily.htm) Touching Moving Interacting with space Processing knowledge through bodily sensations Bodily-Kinesthetic typical careers (http://www.cookps.act.edu.au/mi_bodily.htm) Artist Professional athlete Gymnast Surgeon Sculptor Carpenter Choreographer Massage therapist Physical trainer Auto mechanic (Pocket Guide to Multiple Intelligences, 6, Shirley) Recreational worker Physical therapist Spatial Skills accurate perception and reproduction of spatial images, including strong navigation and artistic skills. (Santrock/Halonen, 92) The visual/spatial intelligence is the capacity to perceive the world in mental images the ability to see form, color, shape and texture in the mind s eye. (Pocket Guide to Multiple Intelligences, 5, Shirley) Spatial identifiers: (http://www.cookps.act.edu.au/mi_visual.htm) Like to draw Like to take things apart

Like to build things Enjoy puzzles Like to doodle Have a keen eye for detail Have a good sense of parts to whole Mechanically adept Remember places by description or image Can interpret maps Enjoy orienteering Spatial learn best: (http://www.cookps.act.edu.au/mi_visual.htm) Visualizing Using the mind s eye Dreaming Working with colors/pictures Spatial typical careers: (http://www.cookps.act.edu.au/mi_visual.htm) Artist Urban planner Surveyor Mechanic Interior designer Photographer Florist Web designer Architect Explorer Navigator Fashion designer Graphic designer Lay-out editor (Pocket Guide to Multiple Intelligences, 5, Shirley) Art teacher Pilot Interpersonal Abilities meaningful discrimination and interpretation of the behavior and moods of others. (Santrock/Halonen, 92) The interpersonal intelligence involves the ability to perceive and discriminate the feelings, moods, intentions, and motivations of other people. People who are strong in this intelligence seem to be able to easily read other people s facial expressions, voice, and gestures and then interpret those actions with appropriate responses. (Pocket Guide to Multiple Intelligences, 7, Shirley) Interpersonal identifiers: (http://www.cookps.act.edu.au/mi_interpersonal.htm) Demonstrate empathy toward others Admired by peers Relate well to others

Display skills of leadership Work cooperatively with others Sensitive to the feeling of others Act as a mediator or counselor Good at understanding people Good at organizing, communicating and sometimes manipulating people Interpersonal learn best: (http://www.cookps.act.edu.au/mi_interpersonal.htm) Sharing Relating Interviewing Comparing Cooperating Interpersonal careers (http://www.cookps.act.edu.au/mi_interpersonal.htm) Teacher Receptionist Entrepreneur Politician Counselor Priest/minister/rabbi Tour guide Social worker Salesperson Nurse Manager Anthropologist Intrapersonal Abilities accurate self-perception, including a refined capacity to identify and represent complex personal emotions and motives. (Santrock/Halonen, 92) The ability to know oneself and to act adaptively is the mark of the person who has strong intrapersonal intelligence. This intelligence allows one to accurately assess personal strengths and weaknesses; perceive inner moods, motivations, temperaments and desires; and practice self-discipline. (Pocket Guide to Multiple Intelligences, 8, Shirley) Intrapersonal identifiers: (http://www.cookps.act.edu.au/mi_intrapersonal.htm) Can express strong like or dislike on particular activities Can communicate feelings Aware of strengths and weaknesses Confident of my own abilities Set appropriate goals Work toward ambition Good at understanding myself and focusing inward on feelings and dreams Good at following instincts Good at pursuing interests and goals

Like being original Intrapersonal learn: (http://www.cookps.act.edu.au/mi_intrapersonal.htm) Working alone Self-paced instruction Individualized projects Having own space Intrapersonal careers: (http://www.cookps.act.edu.au/mi_intrapersonal.htm) Poet Writer Counselor Spiritualist Diarist Autobiographer Artist Psychologist Philosopher Naturalist Abilities understanding, relating to, classifying, and explaining aspects of the natural world. (Santrock/Halonen,92) The naturalist intelligence refers to the ability to recognize and classify plants, animals, and minerals. A person strong in this intelligence is also good at identification of cultural artifacts. (Pocket Guide to Multiple Intelligences, 9, Shirley) Naturalist identifiers: (Pocket Guide to Multiple Intelligences, 9, Shirley) Good at identifying, sorting and classifying natural things Understand differences in species Recognize patterns in nature Sensitive to features of the natural world (clouds and rock configurations) Naturalist learn: (Pocket Guide to Multiple Intelligences, 9, Shirley) Best in outdoor environment Field trips to nature areas Naturalist careers: (Pocket Guide to Multiple Intelligences, 9, Shirley) Botanist Chef Farmer Biologist Zookeeper Park Ranger Refer to page 64 to the Intelligence-Oriented Study Techniques for the Gardner s Multiple Intelligences.

How Do You Perceive and Process Information? (Staley, 65-) It is important to understand that we all learn in different ways. Create your own learning plan based from your learning style to increase your success. Think which classes in high school you seemed to learn the easiest or liked the best. It could have easily had something to do with your sensory preference to a particular instructor s teaching style. You will have instructors that lecture in a variety of ways from the instructor who never moves from behind the podium to the instructor who adds PowerPoint to the lecture to the instructor who includes tactile learning in the instruction. First understand the instructor will not change their lecture style to accommodate your sensory preference. However, understanding your sensory preference will let you know what you need to do to accommodate your learning style to the instructor s lecture. VARK (Staley, 65) Let s look at how you perceive and process information from the perspective of the VARK instrument. Each chapter in the text will end with a VARK activity. These exercises will help you strengthen how to apply your learning style. Visual Some prefer to see the information and learn best through symbolic representations that explain what could have been said in normal text format. Prefer to see information such as pictures, diagrams, cartoons, demonstrations Picture words and concepts they hear as images Easily distracted in lecture with no visual aids Overwhelmed with intense visuals accompanied by lecture Benefit from using charts, maps, notes, and flash cards when studying Aural - Some prefer to hear the information and learn best through sounds by listening. Prefer to hear information spoken Can absorb a lecture with little effort May not need careful notes to learn Often avoid eye contact in order to concentrate Read/Write - Some prefer to read/write the information and learn through words by reading and writing. Kinesthetic - Some prefer to do something with information and learn best through experience when all senses are activated. Prefer touch as their primary mode for taking in information In traditional auditory learning situations, they should write out important facts Create study sheets connected to vivid examples Role-playing can help them learn and remember important ideas Refer to Figure 3.1 Visual, Aural, Read/Write, and Kinesthetic Learning Strategies to find General Strategies, Study Strategies, and Exam Strategies. Please review more information on Visual, Verbal and Tactile learning on DVC Online: http://www.metamath.com/lsweb/dvclearn.htm and http://www.metamath.com/lsweb/fourls.htm

How to Study.Com Learning Styles http://www.how-to-study.com/learningstyles.htm Myers Briggs (Staley, 71) The Myers Briggs (MBTI) is the most well-known personality assessment instrument in the world. As mentioned earlier, refer to the PowerPoint for the Myers Briggs found in the Chapter 3 Learning Module. The MBTI shows your preferences in four areas: 1. What energizes you and where do you direct energy? Do you get energy from other people (Extravert - E) or do you go within yourself to find strength? (Introvert - I) 2. How do you gather information and what kind of information do you trust? Do you trust your senses and faculty-based information (Sensor S) or do you trust your gut feelings?(intuition N) 3. How do make decisions, arrive at conclusions, and make judgments? Do you think things through logically (Thinker - T) or do you care about how others react and feel? (Feeler F) 4. How do you relate to the outer world? Do you prefer organization and structure (Judging - J) or do you like spontaneity and going with the flow? (Perceiver - P) Refer to page 72 for ways you may need to adjust to the teaching style of your instructor Translate for maximum comfort Make strategic choices Take full advantage