Muskingum College First-Year Seminar
Becoming a More Intentional Learner Database Assignment
STEP ONE: Assess Your Learning Style
(1) MODALITY STRENGTH
These statements are adapted from O'Brien (1985) and Matte and Green Henderson (1995). Read each statement carefully and think about how well it describes you. Use the following scale to rank your responses, recording your responses on the FYS assignment sheet. Then total each of the three categories to see what your highest score is.
1 - never describes me
1. I often embellish my written work with pictures and doodles.
2. If I don't write something down I'll forget it.
3. I have to use written directions or a map to find a new location.
4. It's easier to remember a new name or number if I mentally write it or picture it.
5. I can mentally picture information from my notes or book when taking a test.
6. It's difficult for me to listen if I can't see the speaker's face.
7. When in a classroom, I get distracted by people moving past the doorway or outside the windows.
8. I prefer classes with lots of slides, overheads, and graphics.
9. When learning a new computer program, I prefer to read directions in a manual.
10. I can study with the radio on but not in front of the television.
1. My handwriting is not neat, even when I take my time.
2. I read better when I move my lips, subvocalize, or read aloud.
3. It's easier for me to find a new location when someone tells me how to get there.
4. If given a choice, I'd rather do a class presentation than a written paper.
5. When making a decision, it helps me to talk it through with someone.
6. Sometimes I confuse words that look-alike words, such as gun and gum.
7. I'd rather listen to a book on tape than read it.
8. I prefer classes with lots of discussions and guest speakers.
9. When learning a new computer program, I prefer to have someone tell me how to use it.
10. When in a classroom, I get distracted by noises like whispering, coughing, and creaking chairs.
1. I can build things without directions or cook things without a recipe.
2. I learn best when I can do something, hands on.
3. I might buy a CD or book after listening or reading to someone else's.
4. When trying to decide on the spelling of a word, I write all the possible spellings.
5. I learn better when I can take lots of study breaks.
6. It helps me to move around when studying or taking a test.
7. I can find my way around in a new town or other location.
8. I prefer classes with lots of labs and field trips.
9. When learning a new computer program, I figure it out myself by experimenting or ask someone to show me.
10. I use my hands a lot while talking.
(2) BRAIN HEMISPHERICITY
These statements are adapted from Tobias (1994) and Matte and Green Henderson (1995). Read each pair of statements carefully and think about which of the two best describes you. On your FYS assignment sheet, put a check mark in either the Left- brain Analytical column or in the Right-brain Global column for each pair of statements. After examining all ten statements, total the number of check marks in the Left-brain and Right-brain columns to see what your preferred style is.
1. I prefer to study by myself (LEFT).
2. I use logic to solve problems (LEFT).
3. I work on one task at a time (LEFT).
4. I do better on objective (true-false, multiple choice, fill in) tests (LEFT).
5. When I read, I remember the details more than the main ideas (LEFT).
6. I complete tasks in a step-by-step manner (LEFT).
7. I can accept constructive criticism (LEFT).
8. I prefer to have letter or number grades for all assignments (LEFT).
9. I usually make decisions on my own (LEFT).
10. I have no problems showing my work or explaining how I arrived at an answer (LEFT).
(3) PERCEIVING AND ORDERING INFORMATION
These four sets of statements are adapted from Tobias (1994). For each statement, make a check mark on your FYS assignment sheet if that statement that describes you. After examining the four sets of statements, total the number of check marks in the four categories to see what your preferred style is.
1. I have trouble with unstructured courses, ambiguous assignments, or instructors who jump around during lecture.
2. My work area is organized.
3. It is difficult to complete a task without being given step-by-step instructions.
4. I prefer working with facts and details rather than underlying concepts and themes.
5. I often develop a "system" for completing a task.
1. I can use a variety of creative approaches to complete a task.
2. I prefer not to revise completed work, such as writing multiple drafts of a paper.
3. I dislike restrictions and limitations, such as strict time schedules or no options for assignments.
4. I can think quickly on my feet.
5. I prefer working with facts if I know where they came from.
1. I listen well to others and easily understand others' points of view.
2. I like working in a group.
3. I prefer working with underlying themes than with facts and details.
4. I don't always complete tasks in a step-by-step manner.
5. I often make decisions based on my emotions and the advice of others.
1. I am able to order information in logical sequences.
2. I often make spur-of-the-moment decisions.
3. I prefer working with and analyzing underlying themes and concepts.
4. I dislike repetitive tasks and assignments.
5. I prefer courses or assignments that thoroughly cover a subject in which I'm interested.
Matte, N. L. and Green Henderson, S. H. (1995). Success, your style! Right- and left- brain techniques for learning. Belmont, CA: Wadsworth Publishing Company.
O'Brien, L. (1985). Learning channel preference. Rockville, MD: Specific Diagnostics, Inc.
Tobias, C. U. (1994). The way they learn. Colorado Springs: Focus on the Family Publishing.