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From: 1/5/2024

This report displays your learning and productivity preferences. The preferences are grouped into categories. Each category
requires a slightly different approach to improve your learning and productivity. Read the introductions carefully so that you
understand these different approaches before you choose and apply the recommendations in the report.

Sensory Preferences
You learn with four senses. You may like to learn with only one or two, but research has shown that you benefit most when
learning through multiple sensory modes. So it will help to use more than just your preferred senses.
To get started, try learning new and difficult topics by using the modes for which you have a higher preference. As you
become more comfortable with a topic, begin to use your less-preferred preferences as well. Over time, you will adjust to
using all of the sensory modes and your learning will become easier and more effective.
For example, if you prefer visual learning, you can start learning a topic through reading, pictures and diagrams. As you
become more familiar with the topic, discuss it (auditory) and get involved in activities related to it (tactile and kinesthetic).

Low Auditory High Auditory

Auditory Learning
Auditory learning refers to what you can hear.
You have a moderate preference for auditory learning. This means you sometimes like to learn by listening. You can
probably focus on and remember some of the information you hear. You can get better with practice. Use the
recommendations below.

Recommendations
When you have to learn by listening, use the following recommendations. These will help you use other modes of
learning at the same time, assisting your overall ability to learn.

During Instruction or Activities

check_box_outline_blank Ask for written instructions and outlines whenever possible. Keep these written materials in front of you and follow
along when listening to spoken instruction.

check_box_outline_blank Read about upcoming topics for class discussion before the class. Reading ahead of time makes listening easier
because you have some understanding of the topic.

check_box_outline_blank Take notes and re-read them soon after class. You can often write them on the handouts provided by the teacher.

Working on Assignments or Independent Tasks

check_box_outline_blank Read important points and your own writing aloud to yourself. This helps combine visual information with auditory
information.

check_box_outline_blank For videos, turn on closed captioning or try to find transcripts of the audio.

Preparing for Tests or Presentations

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check_box_outline_blank Use memory devices such as rhymes or repeating things aloud to yourself.

check_box_outline_blank Write out cue cards or speaking notes, even when you will not use them. Writing the words combines visual and
tactile information with the auditory information.

check_box_outline_blank Have someone else quiz you on test or presentation topics and answer the questions verbally.

Low Kinesthetic High Kinesthetic

Kinesthetic Learning
Kinesthetic learning involves movement and physical activity.
You have a moderate preference for kinesthetic learning. This means you are OK with learning through movement and
physical activity. Your ability to learn new sports, trades and other physically involved activities is about the same as most
of your peers. You can develop this ability further through practice. Use the recommendations below.

Recommendations
During activity-based learning, use the following recommendations. These will help you use other modes of learning at
the same time, assisting your overall ability to learn.

During Instruction or Activities

check_box_outline_blank When learning physical skills, try to view demonstrations or videos or watch others practice the skill in addition to
trying it yourself.

check_box_outline_blank Ask others who are skilled in the activity for advice. Even if you are already skilled in your own way, listen to them
describe what helps them to be successful.

check_box_outline_blank When doing a classroom-based activity, ask questions or request a handout that describes the goals of the activity.

Working on Assignments or Independent Tasks

check_box_outline_blank If you have difficulty with a physical skill, try dividing the skill into smaller steps. Practice the first part until you feel
comfortable. Add more steps, one at a time, to build the skill gradually.

check_box_outline_blank Work with another person who has a high kinesthetic preference. Discuss the activity and provide visual and verbal
feedback to each other to improve your performance.

Preparing for Tests or Presentations

check_box_outline_blank For presentations, practice with someone you trust. Have them give you feedback on posture, voice and eye
contact.

check_box_outline_blank Use a mirror or take video of yourself practicing the activity. There are many apps that can help with video analysis,
such as slow-motion, split screen and drawing tools.

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Low Tactile High Tactile

Tactile Learning
Tactile learning involves touching and handling objects related to what you are learning. Examples include measuring
objects in math or dissecting a specimen in science.
You have a high preference for tactile learning — learning through touch. Lessons that use models and other physical
objects usually help you to learn a concept. You can take advantage of this ability and develop it further through practice.
Use the recommendations below.

Recommendations
Use the following recommendations during situations that involve tactile learning. These will help you use other modes of
learning at the same time, assisting your overall ability to learn.

During Instruction or Activities

check_box_outline_blank Take notes in class. The physical act of writing will help you remember the important points.

check_box_outline_blank Look for opportunities to "do" things in your classes — like science experiments, writing, using math-related
objects, working with materials, and so on.

Working on Assignments or Independent Tasks

check_box_outline_blank When reading, highlight the key ideas and then write a summary of them. Engaging your hands in the reading
process will help you remember what you've read.

check_box_outline_blank Use real objects to help you learn. For example, if you're studying levers in physics, find a simple one and try using
it in different ways. For geography, use a globe or map to aid in studying.

Preparing for Tests or Presentations

check_box_outline_blank Keep your desk clear of distracting objects. Your tactile sense should be focused on what you are learning, not
unrelated things.

check_box_outline_blank Don't forget to review notes from labs and activities that involved tactile learning. Try to remember what it was like
to use your hands and what you felt with your sense of touch in those activities.

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Low Visual High Visual

Visual Learning
Visual learning involves seeing what you are learning. Examples include reading text and viewing pictures and diagrams.
You have a high preference for visual learning — you like to learn through reading and looking at pictures. You can take
advantage of this ability and develop it further through practice. Use the recommendations below.

Recommendations
Use the following recommendations during situations that involve visual learning. These will help you use other modes of
learning at the same time, assisting your overall ability to learn.

During Instruction or Activities

check_box_outline_blank Learn about and take notes in visual formats such as mind maps, sketches and diagrams. Use underlining and
color to highlight important points.

check_box_outline_blank Ask for written instructions and outlines whenever possible. Keep these written materials in front of you and follow
along during spoken instruction.

Working on Assignments or Independent Tasks

check_box_outline_blank Read about upcoming topics for class discussion before the class. When you find it difficult to visualize the ideas
discussed, ask for pictures, diagrams or other visual aids for those topics.

check_box_outline_blank Organize your work area to avoid visual distractions. Any visual cues should be directly related to what you are
learning.

Preparing for Tests or Presentations

check_box_outline_blank Look for opportunities to complete assignments that are visual, such as posters or computer slide presentations.

check_box_outline_blank Rewrite and review notes. Create flash cards to prepare for tests.

check_box_outline_blank Visualize the test or presentation environment as you prepare. Think of visual cues in that environment to help you
remember key concepts.

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Environmental Preferences
These are simple preferences that don't require further development. For these, simply adjust your learning environment,
when reasonable, to suit your strongest preferences.

No Intake Likes Intake

Intake
Intake refers to eating and drinking while learning or working. Some people learn better if they're able to eat or drink
something. Other people find it distracting to eat or drink while learning.
You have a very low preference for intake. You prefer not to eat or drink while learning or studying.

Recommendations
Based on your results, you prefer not to eat or drink while learning. Read the following recommendations and select the
ones you think would work best for you.

During Instruction or Activities

check_box_outline_blank Make sure you've had enough to eat and drink before class, so you aren't bothered by hunger or thirst when you're
trying to concentrate.

check_box_outline_blank If you haven't had anything to eat or drink beforehand, bring water and a small snack with you.

Working on Assignments or Independent Tasks

check_box_outline_blank Have water and snacks available nearby, in case you get hungry or thirsty while you're working.

check_box_outline_blank Avoid sugary treats or too much caffeine before beginning your work. They can have a negative effect on your
productivity.

Preparing for Tests or Presentations

check_box_outline_blank If you get hungry or thirsty, take a break away from your studies to have something. Return to work when you're
finished.

check_box_outline_blank Before a test or presentation, eat a healthy meal or snack. Make sure it's enough to prevent you from feeling
hungry, but not so much that you feel too full.

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Low Light Bright Light

Light
The amount of light in your learning environment can affect your achievement. Some people study and learn better in a
brightly lit area, while others achieve more in dimly lit surroundings.
You have a very high preference for light. You prefer bright light for learning or studying. It helps you be productive.

Recommendations
Based on your results, you should try to learn and work in bright light when possible. Read the following
recommendations and select the ones you think would work best for you.

During Instruction or Activities

check_box_outline_blank If you're in a place that is too dimly lit, try sitting closer to a window.

Working on Assignments or Independent Tasks

check_box_outline_blank Take care to avoid shadows on your reading material.

Preparing for Tests or Presentations

check_box_outline_blank Make sure you have enough overhead lighting or lamps and windows available in your study area.

check_box_outline_blank Let your family members know that you need bright light for studying and learning.

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Cool Environment Warm

Environment
Temperature
Research has shown that people work differently in a warm or cool environment. By making sure you are warm or cool
enough, you can improve your success in learning and studying.
You have no strong preference for either a warm or cool learning environment. You are able to study and learn
successfully regardless of the temperature around you.

Recommendations
Based on your results, your ability to study and learn is not affected by the temperature in your environment. Read the
following recommendations and select the ones you think would work best for you.

During Instruction or Activities

check_box_outline_blank If possible, head outside for a quick break between classes. A breath of fresh air can clear your mind and help you
work more productively.

Working on Assignments or Independent Tasks

check_box_outline_blank If you're feeling foggy, try cooling down. Research shows that exposure to cold can increase blood flow to your
brain. Move to a cooler room or splash your face or hands with very cold water.

Preparing for Tests or Presentations

check_box_outline_blank If your study area is very warm, it could make you feel sleepy. Make sure you drink plenty of water and take regular
breaks to stand and move around.

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Stillness Mobility
Mobility
People with a preference for mobility need to move around to learn most effectively. It's difficult for them to sit in one
place for a long time. People who prefer stillness find it easy to concentrate while sitting still for a long time.
You strongly prefer to remain still while learning. Your concentration is helped by sitting still rather than moving around.

Recommendations
Based on your results, you concentrate best when sitting still. Read the following recommendations and select the ones
you think would work best for you.

During Instruction or Activities

check_box_outline_blank Try to sit in a place where you're less likely to be disrupted — away from aisles and entrances, for instance. Avoid
sitting near people who tend to be active or fidgety.

Working on Assignments or Independent Tasks

check_box_outline_blank Do your most challenging work when you can remain seated, undisturbed, for longer periods of time. If you're
interrupted or required to move, switch to more repetitive tasks until you feel settled again.

Preparing for Tests or Presentations

check_box_outline_blank Learn to meditate. This can help you relax and focus. Sitting perfectly still can help to concentrate the mind and
you'll gain greater clarity in your thinking.

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Quiet in Sound in
Background Background
Sound
Some people find silence distracting and can concentrate better when there's sound in the background. Other people
require a quiet environment in which to work and learn.
You strongly prefer a quiet environment for learning. You find it distracting if there's noise in the background or people
walking around. Your concentration is best when you're by yourself or in a very quiet, private place.

Recommendations
Based on your results, you should try to study and learn in a quiet environment. Read the following recommendations
and select the ones you think would work best for you.

During Instruction or Activities

check_box_outline_blank If you can't avoid being in an area with too much background noise, try wearing disconnected headphones or
earplugs.

Working on Assignments or Independent Tasks

check_box_outline_blank When you need a quiet place to study and learn, head to the library or a private room in your home.

Preparing for Tests or Presentations

check_box_outline_blank Let your friends and family know that you need quiet in order to concentrate.

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Casual Setting Traditional Setting

Physical Setting
Studies have shown that the physical setting of your learning environment has a direct effect on achievement. The
traditional academic setting of straight-backed chair and formal desk doesn't work well for everyone. For some people, a
casual setting with softer furnishings is more beneficial.
You prefer a more traditional setting while learning. You like to sit upright on a straight-backed chair and work at a desk
or table when you study. This helps you to concentrate and achieve better results.

Recommendations
Based on your results, you should try to study and learn in a traditional setting using a straight-backed chair and desk or
table. Read the following recommendations and select the ones you think would work best for you.

During Instruction or Activities

check_box_outline_blank Sit upright, work at a table or desk, use a laptop or desktop computer and have study resources nearby.

Working on Assignments or Independent Tasks

check_box_outline_blank Avoid sitting on a sofa, cushions or a bed when trying to learn.

Preparing for Tests or Presentations

check_box_outline_blank If you can't avoid soft seating, sit on the floor with your back leaning against a wall.

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Late in the Day Early in the Day

Time of Day
Research has proven that success in learning can be affected by the time of day in which you study.
You have a moderate preference for learning later in the day. You are alert and do your best work after midday. It may
take you a long time to wake up in the morning.

Recommendations
Based on your results, you should try to do your most challenging learning later in the day. Read the following
recommendations and select the ones you think would work best for you.

During Instruction or Activities

check_box_outline_blank Schedule your most difficult learning and creative tasks for later in the day.

Working on Assignments or Independent Tasks

check_box_outline_blank Do routine tasks earlier in the day.

Preparing for Tests or Presentations

check_box_outline_blank On your days off, use afternoons and evenings for studying and homework.

Rate your profile:

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Mindset Preferences
These preferences indicate your attitude toward learning and working, and how you function best. Mindset includes
motivation, focus, how you complete tasks and how you work with others. For some of these preferences, developing your
mindset toward one side of the scale is beneficial. For others, developing both sides of the scale is more helpful.

Low Teacher High Teacher

Motivation Motivation
Teacher Motivation
Teacher motivation indicates how much you are motivated by people like your teachers, counselors and other educators.
Some students work hard because they know their teachers want them to. These students are helped when they can ask
a lot of questions and get regular feedback. They also work better when their teachers are close by. Other students work
better with less contact from their teachers.
You have moderate teacher motivation. Sometimes you are motivated by teachers and sometimes you are not. You may
occasionally ask questions or try to get feedback from your teachers. If a teacher is nearby, it usually makes no
difference in how well you work.

Recommendations
These recommendations are based on your results. Read them and select the ones you think would work best for you.

During Instruction or Activities

check_box_outline_blank Always thank teachers for feedback and answers to questions. This will encourage more feedback in the future.

check_box_outline_blank Teachers are often very busy dealing with many students at once. If you want detailed feedback, or have more than
one question, try to schedule a time outside of class to discuss things with your teacher.

check_box_outline_blank When a teacher says something that sounds negative or critical, remember that all feedback can help you improve.
The best way to react is to calmly ask a few questions about what to do next time. It might be best to wait a while
after first receiving the feedback so that you have time to think and form good questions that will get a good
response.

Working on Assignments or Independent Tasks

check_box_outline_blank The next time you are given instructions, verbal or written, for a large assignment, think carefully about what you
are going to do. Write down your plans in point form if it helps. Then describe or show your plans to the teacher
well before the assignment is due. Teachers always appreciate well-thought-out questions like this.

Preparing for Tests or Presentations

check_box_outline_blank If a teacher is not providing the feedback you need, try to get it from a counselor, another teacher or your parents.

check_box_outline_blank Find out if any of your teachers make their classrooms available for studying before or after school. Or, you may be
able to use the school library. This will make a teacher available if any questions come up while you are working.

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Independent Collaborative
Collaborative or Independent
Being collaborative means working well with others. Being independent means working well on your own. If you prefer to
work collaboratively, you tend to work harder and learn more with others, especially other collaborative people. If you
prefer to work independently, you learn more and get more done on your own.
You have a very low preference for collaboration and prefer to work independently. You find it distracting and are less
able to focus when other people are around. Being able to work well under both conditions is important. Sometimes you
need to collaborate and sometimes you need to be independent. This is true for school, work and your personal life.

Recommendations
Because it is important to be able to work both collaboratively and independently, there are recommendations for both.
Read them and select the ones you think would work best for you in different situations.

During Instruction or Activities

check_box_outline_blank If you prefer independence, try to sit in a part of the classroom where others are also independent and less likely to
interact with you. However, some class activities will require you to collaborate with others. Be ready for those
times.

check_box_outline_blank If you have to work independently for long periods, take a break and use it to spend time with other people.

Working on Assignments or Independent Tasks

check_box_outline_blank If you prefer to work independently, plan to do your more difficult work when you're alone. However, you can learn
important things from others. You may want to check in with others occasionally to talk about your work.

check_box_outline_blank If you prefer collaboration, organize a group to work together on projects.

check_box_outline_blank In choosing a career or other activities outside of school, choose those that fit best with your preference for working
with others or independently.

Preparing for Tests or Presentations

check_box_outline_blank When you want to study independently, find a quiet area where you can study, such as the library.

check_box_outline_blank To study in a collaborative way, study in places where there are people around to discuss ideas. Test each other on
your knowledge.

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Less Structure More Structure

Structure
Students who prefer more structure like to learn with step-by-step instructions for how to complete tasks. They want to
know details of what resources to use and to have specific guidelines and examples of what their completed work should
look like.
Student who prefer less structure like to learn through exploration. They prefer to make their own choices about what
steps to take, what resources to use and what sequence to follow. They don't need examples of what their work should
look like because they like to imagine their own way of doing things.
You have a high preference for structure. You want your teachers to not only explain assignments, but also to provide
examples. You feel most comfortable with handouts that have step-by-step directions to follow. You also prefer that
teachers cover topics in a planned-out way, rather than explore the information on your own.

Recommendations
These recommendations are based on your results. Read them and select the ones you think would work best for you.

During Instruction or Activities

check_box_outline_blank If you need more detail, ask your instructor to clarify directions and expectations.

check_box_outline_blank Ask for, or try to create, an organized outline of lessons that you receive in class.

Working on Assignments or Independent Tasks

check_box_outline_blank Talk to your classmates. Find out their understanding of assignment details.

check_box_outline_blank If your instructor wants you to figure out the details, review your notes and other materials and make your best
guess. This is good practice for future learning or working situations.

Preparing for Tests or Presentations

check_box_outline_blank When studying, organize your material in a logical order that makes sense to you.

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Low Focus High Focus

Focus
Focus refers to whether a person tends to complete all the work or tasks they need to do before doing other things.
People with low focus may have many unfinished activities going on at the same time, while people with high focus
complete a task before moving on to the next one. Focus is also related to whether you remain on-task and get things
done on time or you tend to get distracted and procrastinate.
Your current results show that you have a somewhat low level of focus. You may get distracted and not finish your tasks
or assignments on time, or you may rush to finish them at the last minute. You also may not prepare properly for tests.
However, you can increase your level of focus and improve your chances of success at school, in your career and in
your personal life. Follow the recommendations below as a start.

Recommendations
These recommendations are based on your results. Read them and select the ones you think would work best for you.

During Instruction or Activities

check_box_outline_blank Remove any distracting objects or materials from your desk. If you get distracted by other people, try to sit away
from those people during times that you need to focus.

Working on Assignments or Independent Tasks

check_box_outline_blank Write down your goals and tasks. Keep that list close by and visible so that it is hard to forget.

check_box_outline_blank Use reminder features on your mobile device or computer to regularly remind you of your current tasks.

check_box_outline_blank Divide tasks into steps. Start assignments as soon as you get them — don't wait. You can take breaks, but make
sure that you stay on track for completing assignments on time.

check_box_outline_blank Don't work on too many projects at once. Prioritize the tasks from most to least important. Complete the most
important one first and then move on to the next.

Preparing for Tests or Presentations

check_box_outline_blank For important tests, make a study schedule. Figure out how much study time you will need based on the test. Then
think of how much time each day you will have available to study. Work backwards from the test day to figure out
how long before the test you will need to start studying.

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Low Self- High Self-

Motivation Motivation
Self-Motivation
Self-motivation is important for doing well in school and in your career. Students with high self-motivation look for and
find interesting things in their studies. It is easier for them to spend the time necessary to learn what they need to learn.
They motivate themselves to learn. Students with low self-motivation usually need rewards or other people to help
motivate them.
Your results show that you have pretty high self-motivation. That's great! This means that you are good at finding
interesting things in what you learn at school, which makes it easier to study and complete your work. Keep developing
your self-motivation so that you can continue to find enjoyment at school and beyond. Follow the recommendations
below as a start.

Recommendations
These recommendations are based on your results. Read them and select the ones you think would work best for you.

During Instruction or Activities

check_box_outline_blank Talk with a counselor or teacher to find out what motivates you outside of school. Together, find the connections
between those motivators and things you do in school. There may be specific classes, school clubs or teams that
are a better fit with what motivates you.

check_box_outline_blank Look at this chart to see how your education affects employment and pay. Notice how unemployment goes down
and pay goes up as you gain more education.

Working on Assignments or Independent Tasks

check_box_outline_blank Divide assignments and learning material into small parts and reward yourself for completing each piece. Take
frequent breaks if it helps.

check_box_outline_blank When given an assignment, talk to your teacher about how you could modify the assignment to fit with what
motivates you. For example, if you like movies, you may be able to create a movie that covers the topics of your
assignment.

Preparing for Tests or Presentations

check_box_outline_blank Talk to a peer tutor. Peer tutors can be very helpful in pointing out what might be interesting or meaningful in school
because they, as peers, are more likely to share your interests and values.

check_box_outline_blank Everybody's motivation can be affected by challenges sometimes. If this happens to you, talk to a school counselor
who is trained to help with this. You can also talk to others who have experienced similar challenges. Pick someone
who was successful in overcoming that challenge and seems more motivated now.

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