Learning Styles ^*

All people learn differently. These are not quantifiable differences that can be expressed simply as a higher or lower IQ. These are qualitative differences in the kinds of perception and judgment that each person PREFERS to use. We each have a different "mix" of abilities, different needs, interests and motivations, and thus we show differing degrees of success in school. Identifying your own learning style with your strengths and weaknesses can help you augment and enhance your own learning while improving or compensating for your weaker areas. Try the learning style self-assessment test here.

Cognitive Styles

Cognitive styles of learning include those aspects of the brain which perceive meaning and interact with the world. These are often used to predict student achievement on standardized tests, but I prefer to use these scores to help students understand their cognitive strengths and weaknesses so they can choose and use them wisely. Students who are aware of their cognitive strengths can use them to help in their weak areas.

	Analytical skill	Identifying simple figures hidden in a complex field; use the critical element of a problem in a different way
	Spatial skill	Identify geometric shapes and rotate objects in the imagination; to recognize and construct objects in mental space
	Discrimination skill	Visualize the important elements of a task; to focus attention on required detail and avoid distractions
	Categorization skill	Use reasonable vs. vague criteria for classifying information; to form accurate, complete and organized categories of information
	Sequential processing skill	Process information sequentially or verbally; to readily derive meaning from information presented in a step-by-step, linear fashion
	Simultaneous processing skill	Grasp visuospatial relationships; to sense an overall pattern from the relationships among the component parts
	Memory skill	Retain distinct vs. vague images in repeated tasks; to detect and remember subtle changes in information

Affective Styles

Affective styles of learning are a by-product of personality, cultural environment, parental and peer pressures and school influences. We are influenced by our emotions and our sociological surroundings.

	Persistence orientation	Willingness to work at a task until completion
	Verbal risk orientation	Willingness to express opinions, speak out
	Grouping preference	Preference for whole class, large group, small group or dyadic grouping
	Verbal-Spatial preference	Preference for verbal or nonverbal activities
	Manipulative preference	Preference for "hands-on" activities

Physiological Styles

Physiological styles include perceptual modes and environmental factors that affect learning. The perceptual response portion of the inventory describes the initial response to information as a visual, auditory, or emotive response. For more information about these three modes, click here.

	Perceptual response	Initial reaction to information is visual, auditory or emotive
	Study time preference	Preference for study time in early morning, late morning, afternoon or evening
	Posture preference	Preference for formal or informal study arrangements
	Mobility preference	Preference for moving about and taking breaks vs. working until finished
	Sound preference	Preference for quiet study vs. background sound
	Lighting preference	Preference for brighter or dimmer study areas
	Temperature preference	Preference for studying in a cooler or warmer environment

 

^* All information taken from Learning Style: Theory and Practice by James W. Keefe and Learning Style Profile Examiner's Manual by James W. Keefe and John S. Monk