There are generally three kinds of learners. The following are the three major factors making up your learning style.
1. the three senses—auditory, visual and kinesthetics
2. the two reasoning types—deductive and inductive
3. the two environments—intrapersonal and interpersonal
Here are two questionnaires that will help you identify your learning style. The first is a very short, simple form from Donald Martin's , How to be a Successful Student, Marin Community College.
FORM ONE
The Three Senses: select one in each category.
Auditory—listening
- I prefer to follow verbal instructions rather than written ones.
- I find it comfortable to add spoken numbers mentally.
Visual—seeing, reading and visualizing
- I score high on tests that depend on reading comprehension.
- I can read formulas and understand them
- I prefer maps to verbal directions when I am trying to find a place.
Kinesthetics—moving, touching, writing and doing
- When I write things down, it clarifies my thoughts.
- I have to manipulate formulas in order to understand them.
- I like to draw pictures.
- I am good at using my hands. I enjoy lab classes.
The Two Reasoning Types
Deductive reasoning
- I like to look at the big picture first, then get the details.
- When learning a new game, I like to know all the rules before playing.
- In an argument, I state my premises first, then draw conclusions.
Inductive reasoning
- I like to see some examples when first learning a new subject, before developing an overview.
- I prefer to learn the rules of a new game "as we go along".
The Two Learning Environments
Intrapersonal—working alone.
- When solving word problems, I have to figure it out for myself.
- Doing school work with a group often wastes a lot of time.
Interpersonal—working with others.
- Before making a decision, I usually discuss it with my family or friends.
- I like to do my homework with others.
This assessment tool is easy to analyze. If you encounter problems arriving at an accurate analysis, see your counselor or instructor.
FORM TWO
The second assessment tool, Index of Learning Styles (ILS), is much lengthier and in-depth. The ILS is an instrument used to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a learning style model formulated by Richard M. Felder and Linda K. Silverman. The model also contains a fifth dimension, inductive/deductive, that is not assessed by the ILS. The instrument is being developed by Barbara A. Soloman and Richard M. Felder of North Carolina State University.
A preliminary version of the ILS was tested, the responses were subjected to factor analysis, and some items that were not providing noticeable discrimination were replaced. The revised Web-based version of the instrument, which was scripted by Benjamin Heard of North Carolina State University, may be accessed online. Read about the instrument at North Carolina State University so that you will better understand the program. You will be able to obtain a print-out of their analysis after you answer the questions on the web version.
A paper and pencil version is printed after the overview of the Index of Learning Styles. Anyone who wishes to use the ILS is welcome to do so. The user should be aware of two important points:
1. The ILS is still under development and cannot be considered as having been validated. The results provide an indication of an individual's learning preferences and probably an even better indication of the preference profile of a group of students (e.g. a class), but they should not be over-interpreted.
2. A student's learning style profile provides an indication of probable strengths and possible tendencies or habits that might lead to difficulty in academic settings. The profile does not reflect a student's suitability or unsuitability for a particular subject, discipline, or profession. Labeling students in this way is at best misleading, and can be destructive if the student uses the label as justification for a major shift in curriculum or career goals.
ILS Directions
For each of the 44 questions below select either "a" or "b" to indicate your answer. Please choose only one answer for each question. If both "a" and "b" seem to apply to you, choose the one that applies more frequently.
1. I understand something better after
(a) try it out. (b) think it through.
2. I would rather be considered
(a) realistic. (b) innovative.
3. When I think about what I did yesterday, I am most likely to get
(a) a picture. (b) words.
4. I tend to
(a) understand details of a subject but may be fuzzy about its overall structure.
(b) understand the overall structure but may be fuzzy about details.
5. When I am learning something new, it helps me to
(a) talk about it. (b) think about it.
6. If I were a teacher, I would rather teach a course
(a) that deals with facts and real life situations.
(b) that deals with ideas and theories.
7. I prefer to get new information in
(a) pictures, diagrams, graphs, or maps.
(b) written directions or verbal information.
8. Once I understand
(a) all the parts, I understand the whole thing.
(b) the whole thing, I see how the parts fit.
9. In a study group working on difficult material, I am more likely to
(a) jump in and contribute ideas. (b) sit back and listen.
10. I find it easier
(a) to learn facts. (b) to learn concepts.
11. In a book with lots of pictures and charts, I am likely to
(a) look over the pictures and charts carefully.
(b) focus on the written text.
12. When I solve math problems
(a) I usually work my way to the solutions one step at a time.
(b) I often just see the solutions but then have to struggle to figure out the
steps to get to them.
13. 13.In classes I have taken
(a) I have usually gotten to know many of the students.
(b) I have rarely gotten to know many of the students.
14. In reading nonfiction, I prefer
(a) something that teaches me new facts or tells me how to do something.
(b) something that gives me new ideas to think about.
15. I like teachers
(a) who put a lot of diagrams on the board.
(b) who spend a lot of time explaining.
16. When I'm analyzing a story or a novel
(a) I think of the incidents and try to put them together to figure out the themes.
(b) I just know what the themes are when I finish reading and then I have to go
back and find the incidents that demonstrate them.
17. When I start a homework problem, I am more likely to
(a) start working on the solution immediately.
(b) try to fully understand the problem first.
18. I prefer the idea of
(a) certainty. (b) theory.
19. I remember best
(a) what I see. (b) what I hear.
20. It is more important to me that an instructor
(a) lay out the material in clear sequential steps.
(b) give me an overall picture and relate the material to other subjects.
21. I prefer to study
(a) in a study group. (b) alone.
22. I am more likely to be considered
(a) careful about the details of my work.
(b) creative about how to do my work.
23. When I get directions to a new place, I prefer
(a) a map. (b) written instructions.
24. I learn
(a) at a fairly regular pace. If I study hard, I'll "get it."
(b) in fits and starts. I'll be totally confused and then suddenly it all "clicks."
25. I would rather first
(a) try things out. (b) think about how I'm going to do it.
26. When I am reading for enjoyment, I like writers to
(a) clearly say what they mean. (b) say things in creative, interesting ways.
27. When I see a diagram or sketch in class, I am most likely to remember
(a) the picture. (b) what the instructor said about it.
28. When considering a body of information, I am more likely to
(a) focus on details and miss the big picture.
(b) try to understand the big picture before getting into the details.
29. I more easily remember
(a) something I have done. (b) something I have thought a lot about.
30. When I have to perform a task, I prefer to
(a) master one way of doing it. (b) come up with new ways of doing it.
31. When someone is showing me data, I prefer
(a) charts or graphs. (b) text summarizing the results.
32. When writing a paper, I am more likely to
(a) work on (think about or write) the beginning of the paper and progress forward
(b) work on (think about or write) different parts of the paper and then order them.
33. When I have to work on a group project, I first want to
(a) have "group brainstorming" where everyone contributes ideas.
(b) brainstorm individually and then come together as a group to compare ideas.
34. I consider it higher praise to call someone
(a) sensible. (b) imaginative.
35. When I meet people at a party, I am more likely to remember
(a) what they looked like. (b) what they said about themselves.
36. When I am learning a new subject, I prefer to
(a) stay focused on that subject, learning as much about it as I can.
(b) try to make connections between that subject and related subjects.
37. I am more likely to be considered
(a) outgoing. (b) reserved.
38. I prefer courses that emphasize
(a) concrete material (facts, data). (b) abstract material (concepts, theories).
39. For entertainment, I would rather
(a) watch television. (b) read a book.
40. Some teachers start their lectures with an outline of what they will cover. Such outlines are
(a) somewhat helpful to me.(b) very helpful to me.
41. The idea of doing homework in groups, with one grade for the entire group,
(a) appeals to me. (b) does not appeal to me.
42. When I am doing long calculations,
(a) I tend to repeat all my steps and check my work carefully.
(b) I find checking my work tiresome and have to force myself to do it.
43. I tend to picture places I have been
(a) easily and fairly accurately. (b) with difficulty and without much detail.
44. When solving problems in a group, I would be more likely to
(a) think of the steps in the solution process.
(b)think of possible consequences or applications of the solution in a wide range of areas.
YOU NOW KNOW WHAT KIND OF LEARNER YOU ARE! GOOD LUCK IN YOUR ACADEMIC ENDEAVORS.
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