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The Learning Styles Profile The Study Skills Inventory

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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/Learning Matthew 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 2:15 Study to shew thyself approved unto God, a workman that needeth not to be ashamed, rightly dividing the word of truth.

5 Teaching/Learning The 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 world Luke 2:52 And Jesus increased in wisdom (mental) and stature (physical), & in favor with God (spiritual) and man (social).

7 Parkers’ Diagnosis/Prescription Model
Profile of Learning Styles Learning Diagnosis Inventory of Study Skills Prescription Subject Content

8 How you View your students may depend on how they learn!- The Frog

9 Or is it A Picture of a Horse?

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.

11 Parker’s Learning Styles Profile
Heredity and Environment characterize… Modalities Interpersonal Skills Competencies Personality Identifiers Management Styles Management/Leadership Characteristics

12 Parker’s Learning Styles Profile Charts
People, Data & Things Chart Independent/Dependent Chart Kinesthetic, Auditory & Visual Chart Personality Identifiers Chart Management Styles Chart Leadership/Management Chart

13 Study Skills Inventory
Time Management Note-taking Reading Listening Test-taking Written Communications Stress Career-oriented

14 Study Skills Inventory
Memory Learning Behavior Critical Thinking Research Technology Decision-making Life Skills Health

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-Integrated Diagnostic & Prescription Tool For the Classroom

17 Parkers’ Learning Styles Profile & Study Skills Inventory
How would you prescribe a student’s study skill method in various subjects based upon a diagnosis of the results of their personal learning style and study skills?

18 I Learn & Remember Best By...
1. Reading. Strongly Agree = 5 Agree = 4 Not Sure = 3 Disagree = 2 Strongly Disagree = 1

19 We enhance your growth by improving three INTERPERSONAL skills:
DATA PEOPLE THINGS

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.

21 Areas of Competency…

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.

24 The Dependent/Independent Learner...

25 The Modalities: Visual Auditory Kinesthetic

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.

29 Auditory, Kinesthetic & Visual Modalities...

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 DO According 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 4:9 Those 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 me and HEARD from me and SAW me DOING,…” Phil. 4:9

34 Proverbs 2 1 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” Auditory Observation “see” Participation “do” Kinesthetic Visual Concentration “think”

36 Performance-based Outcomes
Attitude Academics Ability

37 Parkers’ Learning Model
Attitude Motivation “hear” Auditory Observation “see” Participation “do” Kinesthetic Visual Concentration “think” Abilities Academics

38 Attitudes/Academics/Abilities
The BRAIN 3. Use 1. Knowledge Acquire & Integrate Extend & Refine Knowledge 2. Knowledge Attitudes/Academics/Abilities

39 Questions Regarding Learning
Attitude How does your belief affect the way you FEEL about things, data, & people? Academics How does your belief dictate that which should be learned? Philosophy Ability What do you believe about the things you DO?

40 Personality Identifiers Learning Styles Inventory...
Motivated Action Taker = DO + HEAR Concerned Listener = HEAR + SEE Thoughtful Observer = SEE + THINK Active Processor = THINK + DO

41 Parkers’ instructional Model
Attitude Motivation “hear” Motivated Action Taker Concerned Listener Auditory Observation “see” Participation “do” Kinesthetic Visual Thoughtful Observer Concentration “think” Active Processor Abilities Academics

42 Problem/Diagnosis: Problem – A Need to Read Diagnosis
Kinesthetic learner Field Independent learner “Things” person Does NOT like to read

43 Problem/Prescription:
Problem – A Need to Read Prescription Kinesthetic learner - _______________ Field Independent learner - __________ “Things” person - ________________ Solution - ______________________

44 Teacher (Manager)/Student Task Relationships...
Work On (student)/Hands Off (Teacher) - Exhorter Work Off (student)/Hands On (Teacher) - Restorer Work Off (Student)/Hands Off (Teacher) - Neglector Work On (Student)/Hands On (Teacher) - Offender

45 Parkers’ Instructor Identifiers
Work On-Student Hands On-Teacher Work On-Student Hands Off -Teacher Offender No Yes Yes No Exhorter Neglector Restorer Work Off-Student Hands On-Teacher Work Off-Student Hands Off-Teacher

46 Student-Teacher Relationships...

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.

48 Instructional Behavior options
Rewarding Appropriate Behavior Not Rewarding Appropriate Behavior Yes No Yes No Not Rewarding Inappropriate Behavior Rewarding Inappropriate Behavior

49 Behavior Modification Model
Awareness Desire to change Cognitive restructuring Behavioral substitution Evaluation

50 Behavior Assertiveness Skills
Learn to say “NO”! Maintain eye contact Use assertive body language Demonstrate peaceful agreement Move slowly and softly with firmness Respond to the individual’s needs Maintain your teaching demeanor

51 Behavior Modification Stages
Select an undesirable behavior Ask yourself how motivated you are to change this behavior Think about what changes in your perceptions and attitudes must accompany this behavioral change Specify what new behavior you with to adopt Evaluate

52 Leadership/Management Characteristics for Teachers
Supervising Instructing Consulting Entertaining Persuading Mentoring Managing Leading Negotiating

53 Leadership/Management Characteristics…Mentoring
listens & asks questions reflects back feeling and informational responses guides conversation diagnoses and evaluates feelings and information makes suggestions prescribes 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 action gives assurances and support Motivates, persuades and influences in favor of a point of view provides feedback and evaluation of progress makes new suggestions based on new information or circumstances

55 Leadership/Management Characteristics…Managing
sets goals and performance standards establishes communication channels promotes the free flow of two way communication formulates policies and directs their implementation coordinates tasks activities and programs

56 Leadership/Management Characteristics…Managing
makes decisions on personnel matters provides evaluation of progress prescribes alternative approaches to solving problems administers and implements the policies of supervisors allows others to lead takes responsibility for duties and tasks under jurisdiction

57 Leadership/Management Characteristics…Leading
establishes and implements performance standards sets group priorities persuades and influences in favor of a point of view promotes group trust and cohesion motivates employs authority to accomplish goals through cooperation of group

58 Leadership/Management Characteristics…Leading
maintains group harmony controls group behavior through use of sanctions and punishments determines the direction of the group makes decisions on policy and procedures solves problems by invoking symbols of his authority

59 Leadership/Management Characteristics…Negotiating
states and argues position bargains over terms instructs: presents information explains, and gives examples advances proposals defends position with clear and coherent rationale answers objections presents alternative courses of action

60 Leadership/Management Characteristics…Negotiating
gives and takes in a trade-off of benefits argues against counter-proposals discusses possible solutions defines goals and objectives offers counterproposals when original proposals are rejected reconciles opposing view points confronts opposing demands to clarify positions

61 Leadership/Management Characteristics…Supervising
assigns tasks discusses subordinates’ use of discretion explains operating procedure implements performance standards examines task outcome against stated criteria directs studies & evaluates performance

62 Leadership/Management Characteristics…Supervising
interprets results of task performance judges content and consequences of discretionary decisions sets task objectives assesses individual competence to perform a given task ensures performance standards necessary to achieve objectives

63 Leadership/Management Characteristics…Instructing
listens to opinions and ideas presents lectures elicits and discusses theories and practices trains others in effective and cognitive principles uses demonstration and role playing techniques to teach subject matter conducts seminars and workshops

64 Leadership/Management Characteristics…Instructing
illustrates theories and principles through explanation and example tests and assesses knowledge and understanding of the problem -solving process & answers questions points out similarities and differences of viewpoints makes inferences about the cognitive behaviors of others

65 Leadership/Management Characteristics…Consulting
gives information and ideas based on experience and training recommends content and methods of training provides sources of technical information gives ideas to define and clarify procedures and product specifications informs on details of working out objectives & gives advice

66 Leadership/Management Characteristics…Consulting
explains content of programs assists in working out of plans guides implementation of plans meets with, listens, discusses and answers questions to resolve problems and promote cooperation makes suggestions to reduce resistance and sharpen understanding of program goals recommends alternative courses of action

67 Leadership/Management Characteristics…Entertaining
tells stories and anecdotes selects and narrates jokes & plays games gives support and assurances expresses sympathy sings songs & acts in dramatic roles acts out a mime part using only gestures and actions

68 Leadership/Management Characteristics…Persuading
describes and explains advantages and benefits of a program converses with clients influences in favor of a service, product or point of view demonstrates the advantages of programs, procedures, products, ideas and services

69 Leadership/Management Characteristics…Persuading
speaks and converses with individuals, groups and organizations coaxes individuals to elaborate on thoughts and feelings gives instruction, advice and personal assistance

70 Leadership/Management Characteristics

71 Parker’s Learning Styles Profile
The End


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