Presentation on theme: "The Learning Styles Profile The Study Skills Inventory"— Presentation transcript:
1 The Learning Styles Profile The Study Skills Inventory &The Study Skills Inventory
2 What is Learning? Joshua 1:8 This book of the law shall not depart out of thy mouth; but thou shalt meditate therein day and night, that thou mayest observe to do according to all that is written therein: for then thou shalt make thy way prosperous, and then thou shalt have good success.
3 Matthew 23 (Jesus teaching) Teaching/LearningMatthew 23 (Jesus teaching)Therefore whatever they tell you to observe, that observe and do, … And do not be called teachers; for One is your Teacher, the Christ.
4 Teaching/Learning Galatians 6:9 II Timothy 2:15 And let us not be weary in well doing: for in due season we shall reap, if we faint not.II Timothy 2:15Study to shew thyself approved unto God, a workman that needeth not to be ashamed, rightly dividing the word of truth.
5 Teaching/LearningThe change in a subject’s behavior to given stimuli brought about by repeated experiences in that situation provided the behavioral change can not be explained on the basis of native response tendencies, maturation, or temporary states of the subject.
6 The Developmental Factors in a student’s worldLuke 2:52And Jesus increasedin wisdom (mental)and stature (physical), &in favor with God (spiritual)and man (social).
7 Parkers’ Diagnosis/Prescription Model Profile of Learning StylesLearningDiagnosisInventory of Study SkillsPrescriptionSubject Content
8 How youView yourstudentsmaydependon howtheylearn!-The Frog
10 Difficulties Having to take action and do things before those things are demonstrated or read Working in a place filled with noise Listening to lectures without any visual stimulation Working in classrooms with dull colors Working in classrooms with florescent lighting, etc., etc., etc.
13 Study Skills Inventory Time ManagementNote-takingReadingListeningTest-takingWritten CommunicationsStressCareer-oriented
14 Study Skills Inventory MemoryLearning BehaviorCritical ThinkingResearchTechnologyDecision-makingLife SkillsHealth
15 Can I say goodbye for the day knowing that another individual has received maximum consideration?
16 Parkers’ Learning Styles Profile and Study Skills Inventory A Computer-IntegratedDiagnostic&PrescriptionToolFor the Classroom
17 Parkers’ Learning Styles Profile & Study Skills Inventory How would you prescribe a student’sstudy skill method in various subjects based upon a diagnosis of the results of their personal learning style and study skills?
19 We enhance your growth by improving three INTERPERSONAL skills: DATAPEOPLETHINGS
20 Areas of Competency...The ability to perform a specific task to a satisfactory level of skill.THINGS – psychomotor skills like typing, writing, running, etc.DATA – Compiling & interpreting factual material.PEOPLE – dealing with interpersonal skills.
22 The Dependent/Independent Learner... The Dependent Learner prefers:clear and precise learning instructions.objective-type assessment.an instructor who controls the learning.a socially-related learning atmosphere.organization in the learning process.a well-defined job description.
23 The Dependent/Independent Learner... The Independent Learner prefers:self-directed learning situations.a choice of assessment methods.the instructor as mentor or facilitator.work usually with little or no supervision.non-traditional learning settings.
26 The Auditory Learner prefers... hearing instruction and enjoying discussion.remembering names rather than faces.remembering by speaking repetitiously.moving lips while reading silently.talking about situations and problems.having illustrations explained.expressing emotions.listening to music.sitting in the back of classroom.
27 The Visual Learner prefers... seeing (watching) demonstrations.learning situations rather that imaging words.writing down information to keep organized.sitting in the front of the class.learning to read by sighting words.remembering faces rather than names.studying without music or movement.written examination as assessment tool.
28 The Kinesthetic Learner prefers... remembering by doing and participating.moving (acting out) while memorizing.space.moving to music.non-verbal communication.physical activity when solving problems."how-to-do" books and videos.simulations, group activities, and projects as assessment.
30 Parkers’ Learning Model Motivation“hear”Observation“see”Participation“do”Concentration“think”
31 “The Book of the Law shall not depart out of thy mouth: but thou shall meditate therein day and night, that thou may OBSERVE TO DOAccording to all that is written therein: for then thou shall make thy way prosperous, and then thou shall have good success.”Joshua 1:8
32 Philippians 4:9Those things (content), which ye have both learned (think), and received (think), and heard (hear), and seen (see) in me, do: and the God of peace shall be with you.
33 “Keep putting into PRACTICE ALL you LEARNED from meand HEARD from me andSAW me DOING,…”Phil. 4:9
34 Proverbs 21 My child, LISTEN to me and treasure my instructions. 2 Tune your EARS to wisdom, and CONCENTRATE on understanding. 3 Cry out for INSIGHT and understanding. 4 SEARCH for them as you would for lost money or hidden treasure. 5 Then you will understand what it means to fear the LORD, and you will gain knowledge of God. 6 For the LORD grants wisdom! From his mouth come knowledge and understanding.
35 Parkers’ Learning Model Motivation“hear”AuditoryObservation“see”Participation“do”KinestheticVisualConcentration“think”
37 Parkers’ Learning Model AttitudeMotivation“hear”AuditoryObservation“see”Participation“do”KinestheticVisualConcentration“think”AbilitiesAcademics
38 Attitudes/Academics/Abilities The BRAIN3.Use1.KnowledgeAcquire & IntegrateExtend & RefineKnowledge2.KnowledgeAttitudes/Academics/Abilities
39 Questions Regarding Learning AttitudeHow does your belief affectthe way you FEELabout things, data, & people?AcademicsHow does your belief dictate that which should be learned?PhilosophyAbilityWhat do you believeabout the things you DO?
40 Personality Identifiers Learning Styles Inventory... Motivated Action Taker = DO + HEARConcerned Listener = HEAR + SEEThoughtful Observer = SEE + THINKActive Processor = THINK + DO
41 Parkers’ instructional Model AttitudeMotivation“hear”Motivated Action TakerConcerned ListenerAuditoryObservation“see”Participation“do”KinestheticVisualThoughtful ObserverConcentration“think”Active ProcessorAbilitiesAcademics
42 Problem/Diagnosis: Problem – A Need to Read Diagnosis Kinesthetic learnerField Independent learner“Things” personDoes NOT like to read
43 Problem/Prescription: Problem – A Need to ReadPrescriptionKinesthetic learner - _______________Field Independent learner - __________“Things” person - ________________Solution - ______________________
44 Teacher (Manager)/Student Task Relationships... Work On (student)/Hands Off (Teacher) - ExhorterWork Off (student)/Hands On (Teacher) - RestorerWork Off (Student)/Hands Off (Teacher) - NeglectorWork On (Student)/Hands On (Teacher) - Offender
45 Parkers’ Instructor Identifiers Work On-StudentHands On-TeacherWork On-StudentHands Off -TeacherOffenderNo YesYes NoExhorterNeglectorRestorerWork Off-StudentHands On-TeacherWork Off-StudentHands Off-Teacher
47 A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.
49 Behavior Modification Model AwarenessDesire to changeCognitive restructuringBehavioral substitutionEvaluation
50 Behavior Assertiveness Skills Learn to say “NO”!Maintain eye contactUse assertive body languageDemonstrate peaceful agreementMove slowly and softly with firmnessRespond to the individual’s needsMaintain your teaching demeanor
51 Behavior Modification Stages Select an undesirable behaviorAsk yourself how motivated you are to change this behaviorThink about what changes in your perceptions and attitudes must accompany this behavioral changeSpecify what new behavior you with to adoptEvaluate
52 Leadership/Management Characteristics for Teachers SupervisingInstructingConsultingEntertainingPersuadingMentoringManagingLeadingNegotiating
53 Leadership/Management Characteristics…Mentoring listens & asks questionsreflects back feeling and informational responsesguides conversationdiagnoses and evaluates feelings and informationmakes suggestionsprescribes treatments and approaches to solving problems
54 Leadership/Management Characteristics…Mentoring instructs: presents information, explains, gives examples & forecasts possible outcomes,predicts consequences of alternative courses of actiongives assurances and supportMotivates, persuades and influences in favor of a point of viewprovides feedback and evaluation of progressmakes new suggestions based on new information or circumstances
55 Leadership/Management Characteristics…Managing sets goals and performance standardsestablishes communication channelspromotes the free flow of two way communicationformulates policies and directs their implementationcoordinates tasks activities and programs
56 Leadership/Management Characteristics…Managing makes decisions on personnel mattersprovides evaluation of progressprescribes alternative approaches to solving problemsadministers and implements the policies of supervisorsallows others to leadtakes responsibility for duties and tasks under jurisdiction
57 Leadership/Management Characteristics…Leading establishes and implementsperformance standardssets group prioritiespersuades and influences in favor of a point of viewpromotes group trust and cohesion motivatesemploys authority to accomplish goals through cooperation of group
58 Leadership/Management Characteristics…Leading maintains group harmonycontrols group behavior through use of sanctions and punishmentsdetermines the direction of the groupmakes decisions on policy and proceduressolves problems by invoking symbols of his authority
59 Leadership/Management Characteristics…Negotiating states and argues positionbargains over termsinstructs: presents information explains, and gives examplesadvances proposalsdefends position with clear and coherent rationaleanswers objectionspresents alternative courses of action
60 Leadership/Management Characteristics…Negotiating gives and takes in a trade-off of benefitsargues against counter-proposalsdiscusses possible solutionsdefines goals and objectivesoffers counterproposals when original proposals are rejectedreconciles opposing view pointsconfronts opposing demands to clarify positions
61 Leadership/Management Characteristics…Supervising assigns tasksdiscusses subordinates’ use of discretionexplains operating procedureimplements performance standardsexamines task outcome against stated criteriadirects studies & evaluates performance
62 Leadership/Management Characteristics…Supervising interprets results of task performancejudges content and consequences of discretionary decisionssets task objectivesassesses individual competence to perform a given taskensures performance standards necessary to achieve objectives
63 Leadership/Management Characteristics…Instructing listens to opinions and ideaspresents lectureselicits and discusses theories and practicestrains others in effective and cognitive principlesuses demonstration and role playing techniques to teach subject matterconducts seminars and workshops
64 Leadership/Management Characteristics…Instructing illustrates theories and principles through explanation and exampletests and assesses knowledge and understanding of the problem -solving process & answers questionspoints out similarities and differences of viewpointsmakes inferences about the cognitive behaviors of others
65 Leadership/Management Characteristics…Consulting gives information and ideas based on experience and trainingrecommends content and methods of trainingprovides sources of technical informationgives ideas to define and clarify procedures and product specificationsinforms on details of working out objectives & gives advice
66 Leadership/Management Characteristics…Consulting explains content of programsassists in working out of plansguides implementation of plansmeets with, listens, discusses andanswers questions to resolve problems and promote cooperationmakes suggestions to reduce resistance and sharpen understanding of program goalsrecommends alternative courses of action
67 Leadership/Management Characteristics…Entertaining tells stories and anecdotesselects and narrates jokes & plays gamesgives support and assurancesexpresses sympathysings songs & acts in dramatic rolesacts out a mime part using only gestures and actions
68 Leadership/Management Characteristics…Persuading describes and explains advantages and benefits of a programconverses with clientsinfluences in favor of a service, product or point of viewdemonstrates the advantages of programs, procedures, products, ideas and services
69 Leadership/Management Characteristics…Persuading speaks and converses with individuals, groups and organizationscoaxes individuals to elaborate on thoughts and feelingsgives instruction, advice and personal assistance
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