2 How Do You Like to Learn? 1. I study best when it is quiet. Yes No 2. I am able to ignore the noise ofother people talking while I am working. Yes No3. I like to work at a table or desk. Yes No4. I like to work on the floor. Yes No5. I work hard by myself. Yes No6. I work hard for my parents or teacher. Yes No7. I will work on an assignment until it is completed, nomatter what. Yes No8. Sometimes I get frustrated with my workand do not finish it. Yes No9. When my teacher gives an assignment, I like tohave exact steps on how to complete it. Yes No10. When my teacher gives an assignment, I like tocreate my own steps on how to complete it. Yes No11. I like to work by myself. Yes No12. I like to work in pairs or in groups. Yes No13. I like to have unlimited amount of time to work onan assignment. Yes No14. I like to have a certain amount of time to work on15. I like to learn by moving and doing. Yes No16. I like to learn while sitting at my desk. Yes No
3 Moderately Interested My WayAn expression Style InventoryK.E. Kettle J.S. Renzull, M.G. RizzaUniversity of ConnecticutProducts provide students and professionals with a way to express what they have learned to an audience. This survey will help determine the kinds of products YOU are interested in creating.My Name is: ____________________________________________________Instructions:Read each statement and circle the number that shows to what extent YOU are interested in creating that type of product. (Do not worry if you are unsure of how to make the product).Not At All InterestedOf Little InterestModerately InterestedInterestedVery Interested1. Writing Stories123452. Discussing what I have learned3. Painting a picture4. Designing a computer software project5. Filming & editing a video6. Creating a company7. Helping in the community8. Acting in a play
4 Moderately Interested Not At All InterestedOf Little InterestModerately InterestedInterestedVery Interested9. Building an invention1234510. Playing musical instrument11. Writing for a newspaper12. Discussing ideas13. Drawing pictures for a book14. Designing an interactive computer project15. Filming & editing a television show16. Operating a business17. Working to help others18. Acting out an event19. Building a project20. Playing in a band21. Writing for a magazine22. Talking about my project23. Making a clay sculpture of a character
5 Moderately Interested Not At All InterestedOf Little InterestModerately InterestedInterestedVery Interested24. Designing information for the computer internet1234525. Filming & editing a movie26. Marketing a product27. Helping others by supporting a social cause28. Acting out a story29. Repairing a machine30. Composing music31. Writing an essay32. Discussing my research33. Painting a mural34. Designing a computer35. Recording & editing a radio show36. Marketing an idea37. Helping others by fundraising38. Performing a skit
6 Moderately Interested Not At All InterestedOf Little InterestModerately InterestedInterestedVery Interested39. Constructing a working model.1234540. Performing music41. Writing a report42. Talking about my experiences43. Making a clay sculpture of a scene44. Designing a multi-media computer show45. Selecting slides and music for a slide show46. Managing investments47. Collecting clothing or food to help others48. Role-playing a character49. Assembling a kit50. Playing in an orchestraProductsWrittenOralArtisticComputerAudio/VisualCommercialServiceDramatizationManipulativeMusical1. ___2. ___3. ___4. ___5. ___6. ___7. ___8. ___9. ___10.___11. ___12. ___13. ___14. ___15. ___16. ___77. ___18. ___19. ___20. ___21. ___22. ___23. ___24. ___25. ___26. ___27. ___28. ___29. ___30 . ___31. ___32. ___33. ___34. ___35. ___36. ___37. ___38. ___39. ___40. ___41. ___42. ___43. ___44. ___45. ___46. ___47. ___48. ___49. ___50. ___Total_____Instructions: My Way …A ProfileWrite your score beside each number. Add each Row to determine your expression style profile.
7 Activity 2. 5 – The Modality Preferences Instrument (HBL, p Activity 2.5 – The Modality Preferences Instrument (HBL, p. 23) Follow the directions below to get a score that will indicate your own modality (sense) preference(s). This instrument, keep in mind that sensory preferences are usually evident only during prolonged and complex learning tasks. Identifying Sensory Preferences Directions: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if you disagree that the statement describes you most of the time.I Prefer reading a story rather than listening to someone tell it A DI would rather watch television than listen to the radio. A DI remember faces better than names. A DI like classrooms with lots of posters and pictures around the room. A DThe appearance of my handwriting is important to me. A DI think more often in pictures A DI am distracted by visual disorder or movement. A DI have difficulty remembering directions that were told to me. A DI would rather watch athletic events than participate in them. A DI tend to organize my thoughts by writing them down. A DMy facial expression is a good indicator of my emotions. A DI tend to remember names better than faces. A DI would enjoy taking part in dramatic events like plays. A DI tend to sub vocalize and think in sounds. A DI am easily distracted by sounds A DI easily forget what I read unless I talk about it. A DI would rather listen to the radio than watch TV. A DMy handwriting is not very good A DWhen faced with a problem , I tend to talk it through. A DI express my emotions verbally A DI would rather be in a group discussion then read about a topic. A D
8 Interpreting the Instrument’s Score I prefer talking on the phone rather than writing a letter to someone. A DI would rather participate in athletic events than watch them A DI prefer going to museums where I can touch the exhibits A DMy handwriting deteriorates when the space becomes smaller A DMy mental pictures are usually accompanied by movement A DI like being outdoors and doing things like biking, camping, swimming, hiking etc. A DI remember best what was done rather then what was seen or talked about A DWhen faced with a problem, I often select the solution involving the greatest activity A DI like to make models or other hand crafted items A DI would rather do experiments rather then read about them A DMy body language is a good indicator of my emotions A DI have difficulty remembering verbal directions if I have not done the activity before. A DInterpreting the Instrument’s ScoreTotal the number of “A” responses in items _____This is your visual scoreTotal the number of “A” responses in items _____This is your auditory scoreTotal the number of “A” responses in items _____This is you tactile/kinesthetic scoreIf you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex learning situation.If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation.If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented.
9 Self Assessment: The Theory of Multiple Intelligences Where does your true intelligence (processing ability) lie? This quiz can help you determine where you stand. Read each statement. If it expresses some characteristic of yours and sounds true for the most part jot down a “T”. If it doesn’t mark and “F”. If the statement is sometimes true, sometimes false, leave it blank._____ I’d rather draw a map than give someone verbal directions._____ I can play (or used to play) a musical instrument._____ I can associate music with my moods._____ I can add or multiply quickly in my head._____ I like to work with calculators and computers._____ I pick up new dance steps quickly._____ It’s easy for me to say what I think in an argument or debate._____ I enjoy a good lecture, speech, or sermon._____ I always know north from south no matter where I am._____ Life seems empty without music._____ I always understand the directions that comes with new gadgets or appliances._____ I like to work puzzles and play games._____ Learning to ride a bike (or skate) was easy._____ I am irritated when I hear an argument or statement that sounds illogical._____ My sense of balance and coordination is good._____ I often see patterns and relationships between numbers faster and easier than others._____ I enjoy building models (or sculpting)._____ I am good at finding the the fine points of word meanings._____ I can look at an object one way and see it turned sideways or backwards just as easily._____ I often connect a piece of music with some event in my life._____ I like to work with numbers and figures._____ Just looking at shapes of buildings and structures is pleasurable to me._____ I like to hum, whistle, and sing in the shower or when I am alone._____ I’m good at athletics._____ I’d like to study the structure and logic or languages._____ I’m usually aware of the expressions on my face._____ I’m sensitive to the expressions on other people’s faces._____ I stay in touch with my moods. I have no trouble identifying them._____I am sensitive to the moods of others._____ I have a good sense of what others think of me.
10 Linguistic Logical/Math. Musical Spatial Scoring SheetPlace a checkmark by each item, which you marked as "True." Add your totals. A total of (four in any of the categories A through E indicates strong ability. In categories F through G a score of one or more means you have abilities in these areas as well.A B C DLinguistic Logical/Math. Musical Spatial7 ____ 4 ____ 2 ____ 1 ____8 ____ 5 ____ 3 ____ 9 ____14 ___ 12 ___ 10 ___ 11 ___18 ___ 16 ___ 20 ___ 19 ___25 ___ 21 ___ 23 ___ 22 ___E F GBody/Kinesthetic Intrapersonal Interpersonal6 ____ 26 ___ 27 ___13 ___ 28 ___ 29 ___15 ___ __17 ___24 ___
11 Triarchic Theory of Intelligences Robert Sternberg Mark each sentence T if you like to do the activity and F if you do not like to do the activity.Analyzing characters when I’m reading or listening to a story ___Designing new things ___Taking things apart and fixing them ___Comparing and contrasting points of view ___Coming up with ideas ___Learning through hands-on activities ___Criticizing my own and other kids’ work ___Using my imagination ___Putting into practice things I learned ___Thinking clearly and analytically ___Thinking of alternative solutions ___Working with people in teams or groups ___Solving logical problems ___Noticing things others often ignore ___Resolving conflicts ___
12 Triarchic Theory of Intelligences Robert Sternberg Mark each sentence T if you like to do the activity and F if you do not like to do the activity.Evaluating my own and other’s points of view ___Thinking in pictures and images ___Advising friends on their problems ___Explaining difficult ideas or problems to others ___Supposing things were different ___Convincing someone to do something ___Making inferences and deriving conclusions ___Drawing ___Learning by interacting with others ___Sorting and classifying ___Inventing new words, games, approaches ___Applying my knowledge ___Using graphic organizers or images to organize your thoughts ___Composing ___30. Adapting to new situations ___
13 Triarchic Theory of Intelligences – Key Robert Sternberg Transfer your answers from the survey to the key. The column with the most True responses is your dominant intelligence.Analytical Creative Practical1. ___ ___ ___4. ___ ___ ___7. ___ ___ ___10. ___ ___ ___13. ___ ___ ___16. ___ ___ ___19. ___ ___ ___22. ___ ___ ___25. ___ ___ ___28. ___ ___ ___Total Number of True:Analytical ____ Creative _____ Practical _____
14 Thinking About the Sternberg Intelligences ANALYTICALLinear – Schoolhouse Smart - SequentialShow the parts of _________ and how they work.Explain why _______ works the way it does.Diagram how __________ affects __________________.Identify the key parts of _____________________.Present a step-by-step approach to _________________.PRACTICALStreetsmart – Contextual – Focus on UseDemonstrate how someone uses ________ in their life or work.Show how we could apply _____ to solve this real life problem ____.Based on your own experience, explain how _____ can be used.Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem.CREATIVEInnovator – Outside the Box – What If - ImproverFind a new way to show _____________.Use unusual materials to explain ________________.Use humor to show ____________________.Explain (show) a new and better way to ____________.Make connections between _____ and _____ to help us understand ____________.Become a ____ and use your “new” perspectives to help us think about ____________.
15 Array Interaction Inventory Directions:Rank order the responses in rows below on a scale from 1 to 4 with 1 being “least like me” to 4 being “most like me”.After you have ranked each row, add down each column.The column(s) with the highest score(s) shows your primary Personal Objective(s) in your personality.In your normal day-to-day life, you tend to be:NurturingSensitiveCaringLogicalSystematicOrganizedSpontaneouscreativePlayfulQuietInsightfulreflectiveIn your normal day-to-day life, you tend to value:HarmonyRelationships are importantWorkTime schedules are importantStimulationHaving fun is importantReflectionHaving some time alone is importantIn most settings, you are usually:AuthenticCompassionateHarmoniousTraditionalResponsibleParentalActiveOpportunisticInventiveCompetentSeekingIn most situations, you could be described as:EmpatheticCommunicativeDevotedPracticalCompetitiveLoyalImpetuousImpactfulDaringConceptualKnowledgeableComposed
16 Array Interaction Inventory, cont’d You approach most tasks in a(n) _________ manner:AffectionateInspirationalVivaciousConventionalOrderlyConcernedCourageousAdventurousImpulsiveRationalPhilosophicalComplexWhen things start to “not go your way” and you are tired and worn down, what might your responses be?Say “I’m sorry”Make mistakesFeel badlyOver-controlBecome criticalTake charge“It’s not my fault”ManipulateAct outWithdrawDon’t talkBecome indecisiveWhen you’ve “had a bad day” and you become frustrated, how might you respond?Over-pleaseCryFeel depressedBe perfectionisticVerbally attackOverworkBecome physicalBe irresponsibleDemand attentionDisengageDelayDaydreamAdd score:HarmonyProductionConnectionStatus Quo
17 Personal Objectives/Personality Components Teacher and student personalities are a critical element in the classroom dynamic. The Array Model (Knaupp, 1995) identifies four personality components; however, one or two components(s) tend to greatly influence the way a person sees the world and responds to it. A person whose primary Personal Objective of Production is organized, logical and thinking-oriented. A person whose primary Personal Objective is Connection is enthusiastic, spontaneous and action-oriented. A person whose primary Personal Objective is Status Quo is insightful, reflective and observant. Figure 3.1 presents the Array model descriptors and offers specific Cooperative and Reluctant behaviors from each personal objective.Personal Objectives/Personality ComponentHARMONYPRODUCTIONCONNECTIONSTATUS QUOCOOPERATIVE(Positive Behavior)CaringSensitiveNurturingHarmonizingFeeling-orientedLogicalStructuredOrganizedSystematicThinking-orientedSpontaneousCreativePlayfulEnthusiasticAction-orientedQuietImaginativeInsightfulReflectiveInaction-orientedRELUCTANT(Negative Behavior)OveradaptiveOverpleasingMakes mistakesCries or gigglesSelf-defeatingOvercriticalOverworksPerfectionistVerbally attacksDemandingDisruptiveBlamesIrresponsibleDemands attentionDefiantDisengagingWithdrawnDelaysDespondentDaydreamsPSYCHOLOGICAL NEEDSFriendshipsSensory experienceTask completionTime scheduleContact with peopleFun activitiesAlone timeStabilityWAYS TO MEET NEEDSValue their feelingsComfortable work placePleasing learning environmentWork with a friend sharing timesValue their ideasIncentivesRewardsLeadership positionsSchedulesTo-do listsValue their activityHands-on activitiesGroup interactionGamesChange in routineValue their privacyIndependent activitiesSpecific directionsComputer activitiesRoutine tasks