1. TA TAvisions education support Terry Ashton Welcome!

2. TA TAvisions education support We dont all learn (and teach) the same way! so what?

3. TA TAvisions education support Im not crazy Im just not you!

4. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 4 what we are going to do What are learning styles and preferences Beginning to identify our own learning preferences BREAK identifying our own learning preferences learning styles in action; how knowledge of learning preferences might affect the way we relate and the way we teach? LUNCH learning styles in action (cont) evaluation

5. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 5 why are we doing this? possible outcomes from today identify personal learning styles identify and address biases how learning styles affect the way we teach consider how these might affect different pupils think about how we can provide varied learning experiences relating to pupils differences

6. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 6 why are we doing this? possible outcomes from today appreciate that different approaches to learning and teaching (and life) can be complementary think about how to build good relationships through understanding differences think about how to better relate to staff as well as students (eg in meetings and departmental work) strike a balance between supporting and challenging learners when planning learning

7. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 7 some questions

8. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 8 some questions what things puzzle you in teaching?

9. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 9 some questions do you find…. some people are easier to understand than others? kids and teachers?

10. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 some questions do you find…. some teachers understand some kids better than others?

11. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 some questions do you find…. some kids learn really well with some teachers and not with others?

12. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 some questions do you find…. a great lesson doesnt always work a second time?

13. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 some questions do you find…. the way you explain something to one youngster may not help another?

14. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 some questions do you find…. some teaching methods appeal to you and others do not? (how does this affect how you teach and how does it affect the pupils?)

15. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 15 some questions do you find…. you are tempted to use the teaching approaches that worked best with you?

16. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 16 some questions do you find…. we talk a lot about meeting the needs of individuals?

17. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 17 some questions do you find…. much work in the past about meeting individual needs has focused on differences in ability?

18. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 18 why are learning styles important? People who are actively engaged in the learning process will more likely achieve success. A key to getting and keeping learners involved in the learning process is to understand learning style preferences.

19. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 19 models for learning styles Felder–Silverman Learning Model Herrmann Brain-Dominance Model Kolbs Learning-Style Inventory Honey & Mumfords model Barbe-Swassing model Gregorc model of mind styles Myers Briggs Personality Types

20. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 20 Felder–Silverman Learning Model sensing or intuitive learners visual or verbal learners inductive or deductive learners active or reflective learners sequential or global learners

21. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 21 Herrmann Brain-Dominance Model classifies learners in terms of their relative preferences for thinking in four different modes left-brain cerebral (logical thinkers) left-brain limbic (sequential thinkers) right-brain limbic (emotional thinkers) right-brain cerebral (holistic thinkers).

22. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 22 Kolbs Learning-Style Inventory This classifies learners as having a preference for concrete experience or abstract conceptualization active experimentation or reflective observation.

23. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 23 Honey & Mumfords Classification Developed from Kolbs model; learners are activists reflectors pragmatists theorists

24. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 24 How we take in and learn information Visual learn by seeing and watching Auditory learn by listening to verbal instructions Kinesthetic learn by being physically involved Barbe-Swassing Model

25. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 25 Perception - how we take in information –Concrete –Abstract Ordering - how we make sense of and use the information –Sequential –Random Gregorc model of mind styles

26. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 26 Carl Jung Psychological Types 1926

27. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 27 Katherine Briggs & Isabel Briggs Myers developed the Myers-Briggs Type Indicator (MBTI)

28. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 28 trait theory measure how much of a particular trait or skill an individual has type theory valuable differences between people result in different preferences

29. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 29 trait theory 100 IQ

30. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 30 exam score trait theory 0 100

31. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 31 trait theory self-esteem 0 100

32. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 32 trait theory happiness 0 100

33. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 33 type theory MBTI preference 1preference 2

34. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 34 preferences MBTI is NOT about what you are good at it is about WHAT YOU PREFER

35. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 35

36. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 36

37. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 37 naturalunnatural easydifficult flowingjerky comfortableawkward needs less energyneeds more energy

38. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 38 preferences MBTI is NOT about what you are good at it is about WHAT YOU PREFER

39. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 39

40. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 40 the learning process

41. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 41 the learning process acquiring or taking in information

42. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 42 the learning process acquiring or taking in information using information

43. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 43 the learning process acquiring or taking in information using information

44. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 44 the learning process acquiring or taking in information using information getting motivated or energised

45. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 45 the learning process acquiring or taking in information using information getting motivated or energised your preferred environment

46. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 46 getting motivated/energised acquiring or taking in information using information getting motivated or energised your preferred environment

47. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 47 getting motivated/energised extraversion

48. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 48 getting motivated/energised extraversion E

49. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 49 getting motivated/energised extraversion E introversion

50. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 50 getting motivated/energised extraversion E introversion I

51. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 51 getting motivated/energised E - I your energy source; where you get your energy what energises you - inner world or outer world direction of focus - sources of energy how you recharge your batteries

52. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 52 E I energised by outer world (of people activities, things) energised in inner world (of ideas, emotions, impressions focus on people, thingsfocus on thoughts, concepts activereflective breadth of interestdepth of interest live it, then understand itunderstand it, before live it interactionconcentration recharge energy by being with others, socializing, and outward directed activities recharge energy by being alone and engaging in quieter activities

53. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 53 E I outgoinginwardly directed do-think-dothink-do-think prefer talking to writingprefer activity to take place quietly in head need to experience world to understand it, and so tend to like action don't need to experience things to understand them because the concepts and ideas can be worked out in the head talk it outthink it through

54. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 54 E I extend into your environment by reaching out to others defend yourself against your environment by stepping back from others act first, think laterthink first, act later like variety and actionlike concentration and reflection prefer to talk face-to-faceprefer to use memos, e-mail, and other written forms of communication you are frequently not available because youre out and about even though youre present, others see you as difficult to read/remote or hard to know

55. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 55 E I feel deprived when cut off from interaction with the outside world regularly require an amount of "private time" to recharge batteries usually open to and motivated by outside world of people and things motivated internally, mind is sometimes so active it is "closed" to outside world enjoy wide variety and change in people relationships prefer one-to-one communication and relationships tend to speak out loud to determine what it is people are trying to say generally prefer to think things through first, sometimes losing the chance to speak in a group

56. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 56 the learning process acquiring or taking in information using information getting motivated or energised your preferred environment

57. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 57 acquiring/taking in information acquiring or taking in information using information getting motivated or energised your preferred environment

58. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 58 acquiring/taking in information sensing

59. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 59 acquiring/taking in information sensingS

60. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 60 acquiring/taking in information sensingS intuitive

61. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 61 acquiring/taking in information sensingS intuitiveN

62. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 62 acquiring/taking in information S - N how you prefer to take in information perceiving preference ways of taking in information what you pay attention to the kind of information you prefer to gather and trust

63. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 63 S N prefer taking in information through the five senses prefer taking in information through the sixth sense and noticing what might be work with known factslook for possibilities and relationships factsmeanings dataassociations

64. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 64 S N detailspossibilities reality-basedhunches, speculations actualitytheoretical here and nowfuture utilityfantasy

65. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 65 S N step-by-stepleap around avoid fabrications and generalities regarding things overlook details, lose focus when things are too spelled out value accuracy and precisionvalue insights and analogies relish the presentanticipate the future let the facts pile up to find the trends let imagination and ideas be their guide want to know the practical applications or results want to know additional uses or possible innovations

66. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 66

67. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 67 the learning process acquiring or taking in information using information getting motivated or energised your preferred environment

68. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 68 using information acquiring or taking in information using information getting motivated or energised your preferred environment

69. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 69 using information thinking

70. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 70 using information thinkingT

71. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 71 using information thinkingT feeling

72. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 72 using information thinkingT feelingF

73. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 73 T F base decisions on objective/impersonal analysis and logic base decisions on personal values analysissympathy objectivesubjective logichumane impersonalpersonal

74. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 74 T F critiqueappreciate reasonvalues criteriacircumstances firm but faircompassionate weigh the pros and conssort through your values

75. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 75 T F want to be logicalwant to have a harmonious outcome seek to find the truth, influenced by objective reasoning seek to find the most important, influenced by personal information concern yourself with the underlying principles behind a decision concern yourself with the impact the decision may have on people tend toward scepticism and controversytend towards acceptance and tolerance care that flaws are discovered, sharing them with others in an effort to care for them prefer not to critique others but rather to find an appreciative comment

76. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 76

77. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 77

78. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 78

79. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 79 the environment you prefer acquiring or taking in information using information getting motivated or energised your preferred environment

80. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 80 the environment you prefer judging

81. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 81 the environment you prefer judgingJ

82. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 82 the environment you prefer judgingJ perceiving

83. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 83 the environment you prefer judgingJ perceivingP

84. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 84 J P prefer a planned, decided, ordered and organised way of life prefer a flexible, spontaneous way of life organisedpending settledflexible plannedspontaneous decisivetentative

85. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 85 J P control ones lifelet life happen set goalsundaunted by surprise systematicopen to change plan your work and work your plan solve problems as they arise schedule out your time, setting dates and arrangements leave scheduling options open as long as possible

86. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 86 J P make decisions quickly, putting a stop to seeking new information enjoy considering new information, putting off final decisions find surprises and interruptions an annoyance find surprises or interruptions a welcome distraction want to have things settled in advance want to face a few challenges with spontaneity focus on tasks and timetablesfocus on processes and options

87. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 87

88. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 88

89. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 89 which best applies to you? doing what should be done a high sense of duty an inspiration to others everything has room for improvement ready to try anything once sees much but shares little performing noble service to aid society a love of problem-solving the ultimate realist you only go around once in life giving life an extra squeeze one exciting challenge after another one of lifes administrator host/hostess of the world smooth-talking persuader one of lifes natural leaders

90. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 90 The sixteen personality types ISTJISFJINFJINTJ ISTPISFPINFPINTP ESTPESFPENFPENTP ESTJESFJENFJENTJ

91. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 91 The sixteen personality types ISTJ doing what should be done ISFJ a high sense of duty INFJ an inspiration to others INTJ everything has room for improvement ISTP ready to try anything once ISFP sees much but shares little INFP performing noble service to aid society INTP a love of problem- solving ESTP the ultimate realist ESFP you only go around once in life ENFP giving life an extra squeeze ENTP one exciting challenge after another ESTJ one of lifes administrator ESFJ host/hostess of the world ENFJ smooth-talking persuader ENTJ one of lifes natural leaders

92. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 92 this group % E66I34 S39N61 T37F63 J68P32

93. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 93 this group compared with last years group %2010200920102009 E6664I3436 S3942N6158 T3771F6329 J6871P3229

94. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 94 this group and the general population % this group general population this group general population E6664I3436 S3969N6131 T3749F6351 J6856P3244

95. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 95 this group (and previous years) 2010 average 2005-2009 2010 average 2005-2009 % E6670I3430 S3947N6153 T3743F6357 J6864P3236

96. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 96 Teachers: %N

97. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 97 this group! (%) ENTJ 8 ENFJ 21 ESFJ 8 ESTJ 8 ENTP 3 ENFP 8 ESFP 11 ESTP 0 INTP 3 INFP 8 ISFP 0 ISTP 0 INTJ 5 INFJ 5 ISFJ 2 ISTJ 11

98. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 98 this group (and average 2005-2009) % ENTJ 8 (8) ENFJ 21 (13) ESFJ 8 (11) ESTJ 8 (11) ENTP 3 (5) ENFP 8 (13) ESFP 11 (7) ESTP 0 (2) INTP 3 (4) INFP 8 (2) ISFP 0 (1) ISTP 0 (1) INTJ 5 (5) INFJ 5 (2) ISFJ 2 (7) ISTJ 11 (6)

99. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 99 this group (and the general population %) ENTJ 8 (4) ENFJ 21 (4) ESFJ 8 (14) ESTJ 8 (15) ENTP 3 (5) ENFP 8 (8) ESFP 11 (10) ESTP 0 (7) INTP 3 (4) INFP 8 (4) ISFP 0 (5) ISTP 0 (4) INTJ 5 (3) INFJ 5 (2) ISFJ 2 (7) ISTJ 11 (7)

100. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 0

101. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 1 the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

102. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 2 the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

103. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 3 E s prefer being in a group group work; group projects; group brainstorming talking (although they get rather fed up with too much talk from teacher!) talking before doing individual work or individual thinking

104. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 4 E s prefer activities which give a chance to reconsider thoughts or possible answers or solutions relatively short, fast-moving activities/environment trial and error problem-solving (they often succeed when the principles follow the experience, e.g. when using computers, microscopes or doing maths activities)

105. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 5 E s prefer learning by watching someone else do something first (modelling) (eg in science allow extraverts to try or watch an experiment before you explain it) talking to lots of other people when wrestling with a problem action and variety knowing what other people expect of them

106. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 6 E s are relatively easily distracted (eg do not often concentrate best when sitting next to a window)

107. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 7 I s prefer individual activities one-to-one or small group interaction, and may find larger groups difficult lectures more than extraverts not being put on the spot by too many questions which require spontaneous answers time for preparation would be helpful here (introverts are not usually the first to raise their hands)

108. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 8 I s prefer pauses for thinking or reflection after being given a question, task or problem someone else modelling a course of action before they attempt it rehearsing before they speak in front of large group or give oral presentations concentrating on a few tasks at a time

109. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 10 9 I s prefer taking their time to understand something before they try it to understand the concept before trying an experiment or problem to set their own standards

110. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 0 I s can often cope with (shut out) distractions do not always express enthusiasms immediately (eg for a particular course of action) may need reassurance that it is OK for them not to be extravert

111. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 1 the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

112. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 2 the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

113. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 3

114. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 4

115. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 5

116. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 6

117. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 7

118. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 8 the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

119. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 11 9 S s prefer to use their eyes, ears and touch to find out what's happening information and facts as well as (vague) ideas and theories (may find abstract concepts difficult or stressful) lectures or programmed learning, but only if they attract attention (straight lectures or lots of teacher talk aren't usually enough audio-visual presentations (rather than just OHP presentations)

120. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 0 S s prefer solving problems through standard methods (so may have difficulty with new problems if this can't be done) skills practice work experience; community service etc hands-on activities; practical work case studies tasks which involve the use of senses (eg touch) and which are definite and measurable

121. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 1 S s prefer using skills they've already learned more than learning new skills practical/concrete examples having precise step-by-step directions/ideas about what they are going to do definite measurable things facts and distrust vague ideas a reference (eg a chapter in a book which they can use as a study guide

122. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 2 S s may be patient with details but impatient when details get complicated may find challenge difficult sometimes find it difficult when INTUITIVE (N) teachers present material from several different perspectives (eg in social subjects)

123. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 3 N s prefer reading and listening activities paying attention to meanings of facts and how they fit together open-ended situations using imagination to come up with possibilities and new ways of doing things solving new problems, particularly those which don't have one particular solution

124. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 4 N s prefer not doing things over and over again - get bored with practice activities and lose interest learning new skills rather than practising those already learned challenge and open-ended, creative activities self-paced learning group discussions which allow imagination

125. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 5 N s prefer role play (particularly if the person also prefers extraversion) having new topics introduced in such a way that it encourages them to look upon them as challenges (but if you give them too many details at first they may feel overwhelmed)

126. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 6 N s may be impatient with details but don't mind complicated situations dislike routine sometimes find it difficult to get down to concrete realities

127. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 7 the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

128. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 8 the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

129. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 12 9 T s prefer deciding things logically lectures if logically structured being treated with justice and fair play tasks/problems with right answers praise for getting things right; they tend to value individual achievement

130. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 0 T s prefer rank-ordering (eg of courses of action) to know where they stand in relation to others and can be devastated by failure feedback – and quickly - on what they've done work to be marked, and feedback given – quickly researching information and debate to be task oriented

131. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 1 T s prefer programmed learning debates problem-solving activities involving collecting, organizing and evaluating data activities which involve research (e.g. library research) and allow them to share results with others

132. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 2 T s sometimes hurt other people's feelings without realising it; they may pay more attention to ideas than to other people's feelings don't necessarily need harmony, and often don't mind conflict so much as other people may enjoy talking with teachers rather than peers

133. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 3 F s prefer to decide according to personal feelings or values pleasing people, even in unimportant things activities involving positive feedback praise for the effort they've put in

134. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 4 F s prefer taking account of other people's feelings more than ideas, and they sometimes ignore the logic harmony and get upset by conflict appreciate being known personally by the teacher knowing they're liked helping others, so may make good peer teachers (but remember prefer does not always equal good at)

135. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 5 F s prefer group discussion and group decision- making and role play particularly if they also have a preference for extraversion

136. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 6 F s may find it difficult to challenge others, even in a small way, because they worry about dealing with the possible (conflict) response have difficulty in accepting criticism, sarcasm, ridicule

137. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 7 the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

138. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 8 the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

139. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 13 9 the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

140. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 0 J s prefer to have a plan, & have things settled in advance highly structured activities with clear deadlines to have clear purposes and instructions things to turn out the way they ought to be to finish one project before they start another, so may like to try out courses of action one at a time

141. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 1 J s prefer to decide things fairly quickly to be right to live by schedules which are not easily changed

142. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 2 J s prefer to be told in advance of any changes in procedures or schedules (e.g. if there is to be a substitute teacher or a change in schedule such as an assembly) and make sure they know for how long to have a course outline so that they know the topics which will be covered during a term/course/year

143. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 3 J s may find it difficult to cope with too many unfinished projects - implications for assignments here?

144. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 4 P s prefer to be flexible & not have plans which are too fixed, so find target setting and action planning rather a problem (Not profiling again, they might say!) flexible tasks which can be approached in different ways unplanned and unexpected happenings

145. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 5 P s prefer to start lots of projects, but have trouble finishing them all (so may like to try out lots of courses of action at once at not complete them properly) to decide things fairly slowly to miss nothing to live by making changes to deal with problems as they arise discussions which do not lead to preconceived conclusions

146. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 6 P s may find games helpful in learning concepts often find sitting at a desk for long periods of time boring, and can distract others by their activity during quiet times if they aren't allowed the chance to move around at some time (remember that PERCEIVING pupils often act spontaneously!)

147. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 7 P s often enjoy long discussions which do not lead to preconceived conclusions may need help in completing assignments on time can sometimes be helped to develop plans for their work by working backwards from deadlines

148. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 8 P s BE CAREFUL… …not to interpret their off-task behaviour as confrontation with the teacher they often just like having fun and enjoying life, and have a good sense of humour which can be harnessed in the classroom

149. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 14 9 J your preferred environment P If all the Js in your organisation got sacked, what would happen to it? If all the Ps in your organisation got sacked, what would happen to it?

150. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 15 0 J your preferred environment P the differences between Js and Ps: what problems can they cause? how can you get around them?

151. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support personality preferences E getting motivated or energised I S acquiring or taking in information N T using information F J your preferred environment P

152. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support personality preferences E getting motivated or energised I S acquiring or taking in information N T using information F J your preferred environment P

153. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support personality preferences E getting motivated or energised I S acquiring or taking in information N T using information F J your preferred environment P

154. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 15 4 contact details Terry Ashton e-mail TAVisions@sunnybr.demon.co.uk TAVisions@sunnybr.demon.co.uk

155. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 15 5 course materials www.aberdeen-education.org.uk/ guidance/downloads

156. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 15 6 Thank you for taking part

157. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 15 7index styles: using information styles: your environment learning T Learning preferences F learning preferences contact details styles: being energized styles: acquiring information S learning preferences N learning preferences the learning process description of styles E learning preferences I learning preferences J learning preferences P learning preferences

158. npih12341.12.11.22.23.13.24.14.2 TA TAvisions education support 15 8