Learning Styles
The North Carolina Learning Index of Learning Styles Questionnaire allows students to find out how they prefer to learn. Often it takes many years for a student to find a specific set of strategies that they are comfortable using to help them access the curriculum they are learning.
The site offers insight into the different modalities of learning. The survey results enable you to see how you relate on a scale of:
Active and Reflective Learner
Sensing and Intuitive Learner
Visual and Verbal Learner
Sequential and Global Learners
Scaled scores indicate:
- If your score on a scale is 1-3, you are fairly well balanced on the two dimensions of that scale.
- If your score on a scale is 5-7, you have a moderate preference for one dimension of the scale and will learn more easily in a teaching environment which favors that dimension.
- If your score on a scale is 9-11, you have a very strong preference for one dimension of the scale. You may have real difficulty learning in an environment which does not support that preference.
Results for: Stephanie Camarena di Paola ACT X REF 11 9 7 5 3 1 1 3 5 7 9 11 <-- --> SEN X INT 11 9 7 5 3 1 1 3 5 7 9 11 <-- --> VIS X VRB 11 9 7 5 3 1 1 3 5 7 9 11 <-- --> SEQ X GLO 11 9 7 5 3 1 1 3 5 7 9 11 <-- --> My Learning Style results indicate that I am most likely to prefer to be an active learner versus a reflective
learner. I find that when I do something I am more inclined to learn it faster. I incorporate this into my
teaching methodologies. I focus on first introducing new curriculum, relating to material students are familiar
with, then modeling exercises or strategies with them, then having them apply their new knowledge through
targeted activities. I find that students are more motivated to learn when they see something that they have created.
In terms of Sensing and Intuitive Learning, I find that I am more inclined to look for connections or relationships
with things that I learn to connect them to prior knowledge. I find that when I learn I like to find multiple ways
to apply my knowledge. I also bring this into my strategies in the classroom. I find that students detest repetition
they seem to want to explore new avenues to apply what they are learning. This is especially relevant in today's culture
where new is better. Students are often coming to me detailing their experiences with new apps on their phones or devices
and I try to take what they are interested in and apply it to ways I incorporate their lessons.
On the scale between between a visual and verbal learner, I know that I learn better when I see and hear something
at the same time. I have taught SDC classes for the past 4 years and I find that for my students with learning disabilities
they prefer this method as well. It gives them something to see and relate the information to. I find that images, graphs,
movies, or events that can be related to what they are learning helps them gain a better understanding of the material.
In my classroom I try to use the projector, and smart-board as often as possible. This also helps me incorporate relevant
technology into my lessons so that my students have equitable access to current information and applications that are being
used in today's culture.
Lastly, on a scale of Sequential and Global Learners I am in the middle. I would say that I am more a sequential learner,
I can follow logical paths to gain greater insight into unfamiliar material. In mathematics I tend to need to study every
step in order to understand the entire problem. I find that in reading or analyzing data, I can connect details to see the
underlying themes, and gain the overall theme of the work. I find that in teaching it is important to guide
students who have language barriers step by step so that they can apply their knowledge to new material.
I have tried to apply SDAIE strategies in my English classes, as well as use graphic organizers to help organize,
and differentiate visual learners thought process. I find that these strategies are beneficial to wide array of students,
and also help to bring students together in active learning groups.
