Transcript Chapter 4 (and a little of 3)

Chapter 4
Learning Styles
Personality assessment
Your brain
• Brain function
contributes to
learning
The 10 Best Ways to Damage Your
Brain
• 1. Skip breakfast!
http://madison.balance.fm/health/10-best-ways-damage-your-brain
The 10 Best Ways to Damage Your
Brain
2. Stress
The 10 Best Ways to Damage Your
Brain
3. Smoking
The 10 Best Ways to Damage Your
Brain
4. High Sugar
Consumption /
Over eating
The 10 Best Ways to Damage Your
Brain
5. Air Pollution
The 10 Best Ways to Damage Your
Brain
• 6. Sleep
Deprivation
The 10 Best Ways to Damage Your
Brain
• 7. Lack of
Stimulating Thought
The 10 Best Ways to Damage Your
Brain
8. Alcohol abuse
The 10 Best Ways to Damage Your
Brain
9. Drug abuse
The 10 Best Ways to Damage Your
Brain
10. Not wearing a
helmet or seat belt
The brain & learning
• 3 lbs
• Control center
– Think
– Feel
– Act
• Where learning takes
place
Brain Zones
• The brain stem
–Connects brain
to spinal cord
–Control vital
functions
Brain Zones
• Cerebellum
–Balance &
coordination
Brain Zones
• Cerebrum
–High-level
functioning
–Voluntary
movements
4 Major Lobes
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Frontal
Parietal
Temporal
Occipital
Occipital Lobe - Cerebrum
• Vision
Parietal Lobe - Cerebrum
• Perception &
interpretation of
sensory info
Temporal Lobe - Cerebrum
• Memory (short term)
–Hearing
–Taste
–Smell
Frontal Lobe - Cerebrum
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Personality
Affect
Judgment
Inhibitions
Intellect
The Cerebrum – A house divided
• 2 hemispheres
–Left
• Logic
• Language
• Right side of
the body
The Cerebrum – A house divided
• 2 hemispheres
–Right
• Art & music
• Non-verbal
• Left side of the
body
The cellular level
• Functional unit of
the brain
–Neuron
Learning Styles
• “A particular way
in which the mind
receives and
processes
information”
How can you discover your learning
style?
• http://learning-stylesonline.com/inventory/#online
• Pg 116 of your text book
What is the value of learning style
assessments?
• Maximize strengths
• Compensate for weaknesses
• ID’s
–Best way to study / remember
How do I put assessment results in
perspective?
• No right answers
• Try different approaches 
–analyze results
• Multiple pathways
Multiple Intelligence Pathways
• Dr. Howard Gardner
http://pathwaystowork.eu/en/?page_id=297
Multiple Intelligence Pathways
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Verbal-Linguistic
Logical-Mathematical
Bodily-Kinesthetic
Visual-Spatial
Interpersonal
Intrapersonal
Musical
Naturalistic
Verbal - Linguistic
• Ability to
communicate
through language
Logical-mathematical
• Ability to
understand logical
reasoning and
problem solving
Bodily-Kinesthetic
• Ability to use the
physical body
skillfully and to
take in knowledge
through bodily
sensation
Visual-Spatial
• Ability to
understand spatial
relationships and
to perceive and
create images
Interpersonal
• Ability to relate to
others, noticing
their moods,
motivations and
feelings
Intrapersonal
• Ability to
understand one’s
own behavior and
feelings
Musical
• Ability to comprehend
and create meaningful
sound and recognize
patterns
Naturalistic
• Ability to identify,
distinguish, categorize
and classify species or
items, often
incorporating high
interest in elements of
the natural
environment
Take & Score the Assessment Test
Page 115-116
http://pathwaystowork.eu/en/?page_id=297
Verbal - Linguistic
SKILLS
• Analyzing own use of
language
• Remembering terms easily
• Explaining, teaching,
learning using humor
• Understanding syntax and
work meaning
• Convincing someone to do
something
STUDY TECHNIQUES
• Read text; highlight no more
than 10%
• Rewrite notes
• Outline chapters
• Teach someone else
• Recite information or write
scripts / debates
Logical-mathematical
SKILLS
• Recognizing abstract
patterns
• Reasoning inductive and
deductively
• Discerning relationships &
connections
• Performing complex
calculations
• Reasoning scientifically
STUDY TECHNIQUES
• Organize material logically
• Explain material
sequentially to someone
• Develop systems and find
patterns
• Write outlines and develop
charts and graphs
• Analyze information
Bodily-Kinesthetic
SKILLS
• Connecting mind and body
• Controlling movement
• Improving body functions
• Expanding body awareness
to all senses
• Coordinating body
movement
STUDY TECHNIQUES
• Move or rap while you
learn; pace and recite
• Use “method of loci” or
manipulative
• Move fingers under words
while reading
• Create “living sculptures”
• Act out scripts of material,
design games
Visual-Spatial
SKILLS
• Perceiving and forming
objects accurately
• Recognizing relationships
between objects
• Representing something
graphically
• Manipulating images
• Finding one’s way in space
STUDY TECHNIQUES
• Develop graphic organizers
for new material
• Draw mind maps
• Develop charts and graphs
• Use color in notes to
organize
• Visualize material (method
of loci)
Interpersonal
SKILLS
• Seeing things from other’s
perspectives
• Cooperating within a group
• Communicating verbally
and nonverbally
• Creating and maintaining
relationships
STUDY TECHNIQUES
• Study in a group
• Discuss information
• Use flash cards with others
• Teach someone else
Intrapersonal
SKILLS
• Evaluating own thinking
• Being aware of and
expressing feelings
• Understanding self in
relation to others
• Thinking and reasoning on
higher levels
STUDY TECHNIQUES
• Reflect on personal
meaning of information
• Visualize information / keep
a journal
• Study in quiet settings
• Imagine experiments
Musical
SKILLS
• Sensing tonal qualities
• Creating/enjoying melodies,
rhythms
• Being sensitive to sound &
rhythms
• Using “schemas” to hear
music
• Understanding the structure
of music
STUDY TECHNIQUES
• Create rhythms out of
words
• Beat out rhythms with hand
or stick
• Play instrumental
music/write raps
• Put new material to songs
you already know
• Take music breaks
Naturalistic
SKILLS
• Ability to categorize
something as a member of
a group or species
• Ability to distinguish items
in a group from one another
STUDY TECHNIQUES
• Break down information
into categories
• Look for relationships
among ideas, events facts
Scope of thought
Global Learner
• “See the big picture”
• “How things relate to each
other”
– Summarize your notes
– Draw conclusions
– Sketch diagrams to show how
things come together
– Come up with questions
about the topics covered in
class
Detail learner
• “Learn in logical patterns”
• “Like strict outlines”
– Summarize notes with
bulleted points
– Draw diagrams to relate small
pieces of into to larger
themes
– Make to-do lists for self
– Write questions down during
class
– Think of examples to illustrate
details