Learning Style Survey for Young Learners: Assessing your own Learning Styles Andrew D.
Cohen & Rebecca L. Oxford (First draft , not yet piloted, 6. 22.01 clip art to be added.) Purpose: The Learning Style Survey is designed to assess your general a roach to learning. !t does not redict your behavior in every instance" but it is a clear indication of your overall style references. Instructions: #or each ite$ circle the res onse that best $atches your a roach. Co$ lete all ite$s. %hen you read the state$ents" try to thin& about what you generally do when learning.
For each item, circle your immediate response: *** !ften or always ** Sometimes * "ever or rarely #$he asteris%s are to &e replaced &y ' or ( smiling faces, ) frowning face*+
Part ): ,!- I .S/ 0Y P,YSI1AL S/"S/S
)* (* '* 2* 3* 4* 5* ! re$e$ber so$ething better if ! write it down. %hen ! listen" ! see ictures" nu$bers" or words in $y head. ! highlight the text in different colors when ! read. ! need written directions for tas&s. ! have to loo& at eo le to understand what they say. ! understand tal&s better when they write on the board. Charts" diagra$s and $a s hel $e understand what so$eone says. *** *** *** *** *** *** *** A ' Total 6* 7* )8* ))* )(* )'* )2* ! re$e$ber things better if ! discuss the$ with so$eone. ! li&e for so$eone to give $e the instructions out loud. ! li&e to listen to $usic when ! study. ! can understand what eo le say even when ! cannot see the$. ! easily re$e$ber (o&es that ! hear. ! can tell who a erson is (ust by their voices )e.g." on the hone*. %hen ! turn on the T+" ! listen to the sound $ore than ! watch the screen. *** *** *** *** *** *** *** ** ** ** ** ** ** ** * * * * * * * ** ** ** ** ** ** ** * * * * * * *
, ' Total )3* )4* )5* )6* )7* (8* ()* ((* ('* ! (ust start to do things" rather than aying attention to the instructions. ! need to ta&e brea&s a lot when ! study. ! need to eat so$ething when ! read or study. !f ! have a choice between sitting and standing" !-d rather stand. ! get nervous when ! sit still too long. ! thin& better when ! $ove around )e.g." acing or $y ta ing feet*. ! lay with or bite on $y ens during tal&s. ! $ove $y hands a lot when ! s ea&. ! draw lots of ictures in $y noteboo& during class. *** *** *** *** *** *** *** *** *** C ' Total ** ** ** ** ** ** ** ** ** * * * * * * * * *
Part (: ,!- I /9P!S/ 0YS/LF $! L/A:"I"; SI$.A$I!"S
)* (* '* 2* 3* ! learn better when ! study with others than by $yself. ! $eet new eo le easily by (u$ ing into the conversation. ! learn better in the classroo$ than with a rivate tutor. !t is easy for $e to tal& to strangers. Tal&ing with lots of other students in class gives $e energy. refer individual or one'on'one ga$es and activities. only have a few interests" and ! really concentrate on the$. After wor&ing in a large grou " ! a$ really tired. %hen ! a$ in a large grou " ! tend to &ee silent and (ust listen. ,efore ! try so$ething" ! want to understand it real well. *** *** *** *** *** A ' Total *** *** *** *** *** , ' Total ** ** ** ** ** ** ** ** ** ** * * * * * * * * * *
4* ! 5* ! 6* 7* )8*
Part ': ,!- I </AL -I$, $AS=S>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
.. /. 2. 3. ! li&e to lan language study sessions carefully and do lessons on ti$e or early. 0y class notes" handouts" and other $aterials are carefully organi1ed. ! li&e to be certain about what things $ean in the target language. ! li&e to &now how to use gra$$ar rules and why ! need to use the$. *** *** *** *** ** ** ** ** * * * *
A ' Total 4. 5. 6. 8. ! ! ! ! don-t care too $uch about finishing assign$ents on ti$e. have $any iles of a ers on $y des& at ho$e don7t worry about understanding everything in class. don7t feel the need to co$e to 9uic& conclusions in class. *** *** *** *** , ' Total ** ** ** ** * * * *
Part 2: ,!- I :/1/I?/ I"F!:0A$I!"
.. /. 2. 3. 4. ! refer short and si$ le answers rather than long ex lanations. ! don-t ay attention to details if they don-t see$ i$ ortant to the tas&. !t is easy for $e to see the overall lan or big icture. ! get the $ain idea" and that-s enough for $e. %hen ! tell a story" ! forget lots of details. *** *** *** *** *** A ' Total 5. ! need s ecific exa$ les in order to understand fully. 6. ! ay attention to s ecific facts or infor$ation. 8. !-$ good at catching new hrases or words when ! hear the$. :. ! en(oy activities where ! have to fill in the blan& with $issing words ! hear. .;. %hen ! tell a (o&e" ! re$e$ber the details" but forget the unch line. *** *** *** *** *** ** ** ** ** ** * * * * * ** ** ** ** ** * * * * *
, ' Total
.nderstanding your $otals
Once you have totaled your oints" write the results on the blan&s below. Circle the higher nu$ber in each art. !f they are close" circle both and read about your learning styles on the next age. Part ): A +isual , <<<<<< Auditory C Tactile=>inesthetic* Part (: A , Part ': A , Part 2: A , ?xtroverted !ntroverted Closure'Oriented O en @lobal Aarticular
Part ): ,!- I .S/ 0Y P,YSI1AL S/"S/S !f you are a visual erson" you rely $ore on the sense of sight" and you learn best through visual $eans )boo&s" video" charts" ictures*. !f you are an auditory erson" you refer listening and s ea&ing activities )discussions" debates" audio ta es" role' lays" lectures*. !f you are a tactile@%inesthetic erson" you benefit fro$ doing ro(ects" wor&ing with ob(ects" and $oving around the roo$ )ga$es" building $odels" conducting ex eri$ents*. Part (: ,!- I /9P!S/ 0YS/LF $! L/A:"I"; SI$.A$I!"S !f you are eAtroverted" you en(oy a wide range of social" interactive learning tas&s )ga$es" conversations" discussions" debates" role' lays" si$ulations*. !f you are introverted" you li&e to do $ore inde endent wor& )studying or reading by yourself or learning with the co$ uter* or en(oy wor&ing with one other erson you &now well. Part ': ,!- I APP:!A1, $AS=S !f you li&e closure or to finish u or get things clear" you focus carefully on all learning tas&s" $eet deadlines" lan ahead for assign$ents" and want ex licit directions. !f you are $ore o en" you en(oy learning by discovery )where you ic& u infor$ation naturally* and refer to relax and en(oy your learning without concern for deadlines or rules. Part 2: ,!- I :/1/I?/ I"F!:0A$I!" !f you are a glo&al erson" you en(oy getting the $ain idea" and are co$fortable tal&ing to others even if you don-t &now all the words or conce ts. !f you are a particular erson" you focus $ore on details" and re$e$ber s ecific infor$ation about a to ic well.
