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Learning Style Inventory

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29 views4 pages

Learning Style Inventory

Uploaded by

Bien
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Learning Style Inventory

Directions: Circle the letter before the statement that best describes you.

V A K

If I have to learn how to do Watch someone Hear someone Try to do it myself


1
something, I learn best when I: show me how tell me how

Visualize what I Read out loud or Fidget and try to


2 When I read, I often find that I: am reading in my hear the words “feel” the content
mind’s eye inside my head
See the actual Have no difficulty Have to point or
places in my in giving them move my body as
3 When asked for directions, I: mind as I say verbally I give them
them or prefer to
draw them

Write it in order to Spell it out loud in Write it in order to


determine if it order to determine if it
4 I am unsure how to:
looks right determine if it feels right
sounds right
Am concerned Often say the Push hard on my
with how neat letters and words part or pencil and
5 When I write, I: and well spaced to myself can feel the flow
my letters and of the words
words appear

Wrote them down Said them over Move around and


If I had to remember a list of and over to used my fingers
6
items, I would remember best if: myself to name each
item.
Use a board or Talk with lots of Use handson
overhead expression activities
7 I prefer teachers who:
projector while
they lecture

There is a lot of There is a lot of I have to sit still


When trying to concentrate, I clutter or noise in the room for any length of
8
have a difficult time when: movement in the time
room
Write or draw Talk myself Use my entire
diagrams to see it through it body or move
9 When solving a problem, I:
objects to help
me think

Read them Read them out Try to put the


silently and try to loud and talk to parts together
When given written instructions
10 visualize how the myself as I put first and read
on how to build something, I:
parts will fit the part together later
together

Adapted from: Learning to Study Through Critical Thinking, J.A. Beatrice Page 1 of 4
Learning Style Inventory

Look around, Talk or listen to Walk around,


stare, or read others manipulate things
To keep occupied while waiting,
11 with my hands, or
I:
move/shake my
feet as I sit

If I had to verbally describe Be brief because Go into great Gesture and


12 something to another person, I I do not like to detail because I move around
would: talk at length like to talk while talking

Try to visualize Enjoy listening Become bored if


If someone were verbally what he/she was but want to her/his
13 describing something to another saying interrupt and talk description got
person, I would: myself too long and
detailed.
Faces but forget Names, but forget The situation
names faces where I met the
When trying to recall names, I
14 person rather
remember:
than the person’s
name or face

Scoring instructions: Add the number Visual: Auditory: Kinaesthetic:


of responses for each letter and enter the
total below. The area with the highest
number of responses is your primary V = _______ A = ______ K = ______
mode of learning

Adapted from: Learning to Study Through Critical Thinking, J.A. Beatrice Page 2 of 4
Learning Style Inventory

Study Strategies

VISUAL LEARNER
• Organise work and living space to avoid distractions.
• Sit in the front of the room to avoid distraction and away from doors or windows where action
takes place. Sit away from wall maps or bulletin boards.
• Use neatly organised or typed material.
• Use visual association, visual imagery, written repetition, flash cards, and clustering strategies
for improved memory.
• Reconstruct images in different ways try different spatial arrangements and take advantage
of blank spaces on the page.
• Use note pads, PostIts, todo lists, and other forms of reminders.
• Use organisational format outlining for recording notes. Use underlining, highlighting in
different colours, symbols, flow charts, graphs or pictures in your notes.
• Practice turning visual cues back into words as you prepare for exams.
• Allow sufficient time for planning and recording thoughts when doing problem-solving tasks.
• Use test preparation strategies that emphasise organisation of information and visual encoding
and recall.
• Participate actively in class or group activities.
• Develop written or pictorial outlines of responses before answering essay questions.

AUDITORY LEARNER
• Work in quiet areas to reduce distractions, avoiding areas with conversation, music, and
television.
• Sit away from doors or windows where noises may enter the classroom.
• Rehearse information orally.
• Attend lectures and tutorials regularly.
• Discuss topics with other students, professors and GTAs. Ask others to hear your understanding
of the material.
• Use mnemonics, rhymes, jingles, and auditory repetition through tape recording to improve
memory.
• Practice verbal interaction to improve motivation and self-monitoring.
• Use tape recorders to document lectures and for reading materials.
• Remember to examine illustrations in textbooks and convert them into verbal descriptions.
• Read the directions for tests or assignments aloud, or have someone read them to you,
especially if the directions are long and complicated.
• Remind yourself to review details.
• Use time managers and translate written appointment reminders into verbal cues.
• Use verbal brainstorming and tape recording writing and proofing.
Adapted from: Learning to Study Through Critical Thinking, J.A. Beatrice Page 3 of 4
Learning Style Inventory

• Leave spaces in your lecture notes for later recall and 'filing'. Expand your notes by talking with
others and collecting notes from the textbook.
• Read your notes aloud.
• Practice writing your answers using old exams and speak your answers.

KINAESTHETIC LEARNER
• Keep verbal discourse short and to the point.
• Actively participate in discussions.
• Use all of your senses sight, touch, taste, smell, hearing.
• Use direct involvement, physical manipulation, imagery, and "hands on" activities to improve
motivation, interest, and memory.
• Organise information into the steps that were used to physically complete a task.
• Seek out courses that have laboratories, field trips, etc. and lecturers who give real life
examples.
• Use case studies and applications (example) to help with principles and abstract concepts.
• Allow for physical action in solving problems.
• Read or summarise directions, especially if they are lengthy and complicated, to discourage
starting a task without instructions.
• Use taped reading materials.
• Use practice, play acting, and modelling to prepare for tests.
• Allow for physical movement and periodic breaks during tests, while reading, or while
composing written assignments.
• Role play the exam situation.
• Teach the material to someone else.
• Write practice answers, paragraphs or essays.

Adapted from: Learning to Study Through Critical Thinking, J.A. Beatrice Page 4 of 4

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