Presentation on theme: "The Learning Styles Profile & The Study Skills Inventory."— Presentation transcript:
The Learning Styles Profile & The Study Skills Inventory
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.
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.
Galatians 6:9 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.
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.
Luke 2:52 And Jesus increased in wisdom (mental) and stature (physical), & in favor with God (spiritual) and man (social).
Inventory of Study Skills Learning Diagnosis Subject Content Profile of Learning Styles Prescription
How you View your students may depend on how they learn!- The Frog
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.
Time Management Note-taking Reading Listening Test-taking Written Communications Stress Career-oriented
Memory Learning Behavior Critical Thinking Research Technology Decision-making Life Skills Health
Can I say goodbye for the day knowing that another individual has received maximum consideration?
Parkers’ Learning Styles Profile and Study Skills Inventory A Computer-Integrated Diagnostic & Prescription Tool For the Classroom
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?
I Learn & Remember Best By... 1. Reading. Strongly Agree = 5 Agree = 4 Not Sure = 3 Disagree = 2 Strongly Disagree = 1
DATA PEOPLE THINGS We enhance your growth by improving three INTERPERSONAL skills:
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.
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.
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.
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.
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.
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.
“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
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.
“Keep putting into PRACTICE ALL you LEARNED from me and HEARD from me and SAW me DOING,…” Phil. 4:9
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.
The BRAIN Attitudes/Academics/Abilities Acquire & Integrate Knowledge 1.1. 2.2. 3.3. Extend & Refine Knowledge Use
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? Ability What do you believe about the things you DO? Philosophy
Personality Identifiers Learning Styles Inventory... Motivated Action Taker = DO + HEAR Concerned Listener = HEAR + SEE Thoughtful Observer = SEE + THINK Active Processor = THINK + DO
Problem/Diagnosis: Diagnosis Kinesthetic learner Field Independent learner “Things” person Does NOT like to read
Problem/Prescription: Prescription Kinesthetic learner - _______________ Field Independent learner - __________ “Things” person - ________________ Solution - ______________________
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
Work Off-Student Hands Off-Teacher Work On-Student Hands On-Teacher Work Off-Student Hands On-Teacher Work On-Student Hands Off -Teacher No Yes Yes No Exhorter Neglector Restorer Offender
Rewarding Inappropriate Behavior Rewarding Appropriate Behavior Not Rewarding Inappropriate Behavior Not Rewarding Appropriate Behavior NoYes No
Behavior Modification Model Awareness Desire to change Cognitive restructuring Behavioral substitution Evaluation
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
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
Leadership/Management Characteristics for Teachers Supervising Instructing Consulting Entertaining Persuading Mentoring Managing Leading Negotiating
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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