Q. What is the connection, if any, between how I learn and how I teach?

A. I have designed the following self-evaluative inventory based upon abilities measured in cognitive or aptitude tests rather than learning preferences. (Catherine Jester, a DSPS Learning Specialist from Diablo Valley created an excellent learning styles inventory that takes into account aptitude testing as well. While this one deals with teaching approaches, DV's has to do with study approaches for students.) This inventory is completely based upon your choices and thus differs from standardized measures, and is to be used as you see fit. It can be found in Riverside's 4faculty Professional Development series.

The purpose is to take a look at how you learn, how you most often teach, and see if there is any area of processing that could be worked into your curriculum more often in order to provide a multi-modality experience. This ensures that all students have a fair chance to take in the information you are providing.

It is designed with space for you to write if you wish to simply print the inventory out, or text boxes allow for online typing, if you prefer.

The name of the category is followed by a couple of descriptors or examples.

1.  Discover how you learn.

Which of the following are your most effective pathways to learning?

To Do:  Place a checkmark in each area that applies to you.    

___ Visual-Spatial: 

I learn best by seeing it. 

I think most effectively based on visual patterns, diagrams, and other visual input.

___ Auditory/Verbal/Linguistic: 

Auditory reception:  I learn best by hearing about it, as in listening to lectures or dialogue.

Verbal/Linguistic expression:  I learn best by discussing or writing about it.

___ Tactile/Kinesthetic/Concrete: 

I learn best by interacting with it in a hands-on manner. 

I remember best when I do something with the content.  

I like to see how it applies in my life practically.

___ Abstract Verbal Reasoning: 

I think in words and engage in an "internal dialogue". 

I apprehend abstract ideas most easily after analyzing, interpreting, and logically inferring from language.

___ Abstract Non-verbal Reasoning: 

I often "see" what I am thinking about in my "mind's eye".

I apprehend abstract ideas most easily after distinguishing, synthesizing, and conceptualizing from visualized models or data.  

2. Discover how you teach. 

Please estimate how often you use the following approaches.  Think of one class for one term as your basis for deciding.

To Do:  Place a check in front of the estimate that applies to you.

a. Visual examples:  I use overhead transparencies, write on the board, provide visuals in the form of "handouts" or in a packet, provide visual copies of the key terms for the class, and/or provide an outline or diagram of lecture content. 

(Note that visual refers to the mode of input; thus, visual can mean a visual form of words such as a textbook, not just a graphic.)

___   all the time

___   most of the time.

___   about half the time

___   occasionally

___   never

b. Visual-spatial examples:  I use online instruction, web pages, visuals or graphics to convey course content, such as PowerPoint slides and videos. 

(Note that this set of visual options is mainly visual-spatial and computerized.)

___   all the time

___   most of the time.

___   about half the time

___   occasionally

___   never

c. Verbal examples:  I explain terms, concepts or calculations clearly during lecture, and make connections with students' background knowledge; I use new words in context with examples so students understand the meanings and hear how to use the terms.

(Note that verbal has combined the auditory and linguistic modalities for simplicity's sake; however, auditory input precedes the construction of meaning through language cognitively.)

___   all the time

___   most of the time.

___   about half the time

___   occasionally

___   never

d. Verbal examples:  I facilitate group discussion, allow students to discuss in small groups, and ask students to make presentations to the whole group; I encourage students to paraphrase and summarize; I require students to turn in their writing in different forms throughout the term.

___   all the time

___   most of the time.

___   about half the time

___   occasionally

___   never

e. Tactile or "hands-on" examples:  I plan class so that students can engage in interactive, hands-on activities, ranging from labs, experiments, field trips, games, role playing, simulations, to creating models or products based on the lessons covered in class.

___   all the time

___   most of the time.

___   about half the time

___   occasionally

___   never

f. Tactile or "hands-on" examples:  I design instruction so students can work on computers during class, such as do research projects using the internet, work on interactive programs, or write essays using technological tools.  If that is not possible, I give assignments for outside use of computers, allow students to share their findings in class, or work collaboratively on research projects.

___   all the time

___   most of the time.

___   about half the time

___   occasionally

___   never

g. Abstract verbal reasoning examples:  I encourage abstract, logical reasoning by providing opportunities in class for students to investigate a topic, which may include combining any of the following:  create analogies, summarize points, analyze and synthesize ideas, devise interpretations, make and evaluate inferences, come to conclusions, or devise solutions in relation to the question, issue or problem at hand.

___   all the time

___   most of the time.

___   about half the time

___   occasionally

___   never

h. Abstract Non-verbal reasoning examples:  I encourage abstract, non-verbal reasoning by providing opportunities for students to investigate a topic by forming logical connections between ideas, finding common elements, forming hypotheses, analyzing, synthesizing, or conceptualizing from data gained via a visual-spatial means.

___   all the time

___   most of the time.

___   about half the time

___   occasionally

___   never

3. Summary

a. Write a summary of your learning style based upon your answers to question 1.

b. List the learning modalities you use least often in your classes based upon your answers to question 2.

c. After reviewing the summaries a and b above, take a few moments to write about the relationship between your learning and teaching style.

d. Which learning approaches would you like to incorporate more often in your future lesson plans so your classes are more accessible to all types of learners?  How could you do this?

 Was this valuable for you? Please direct any responses or questions about the above self-evaluation and the application of its results to me via email. Thank you for your feedback.

Please send your questions and/or answers for either teachers or students to Gerry Lewin for possible posting.