English Department Learning Styles Inventory

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English Department Learning Styles Inventory

• (adapted from Learning Styles at
  www.chaminade.org/inspire/learnstl.htm)
  Questions grouped by standard (Reading Writing
  Listening, Speaking, Viewing)

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When researching for a topic, I prefer to

• read about the latest news on the topic, search
  the internet, read books, etc.
• listen to a debate on the topic or watch a debate
  on television.
• conduct a personal interview or create a student
  survey to go around and ask my classmates.

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2. When I revise a paper, I like to

• refer to the teachers or peer editors feedback
  notes.
• read the paper aloud to a peer to listen for the
  mistakes.
• read each word aloud or silently, looking for the
  mistake, using my finger to follow along.

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3. When I must complete a written assignment,

• I create an outline, web, or chart to organize my
  ideas before I begin writing.
• I discuss possible ideas with my teacher/peers
  before I begin writing.
• I delay writing with several trips to the pencil
  sharpener, fridge, etc. before I begin writing.

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4. When given an opportunity to create a project,

• I write a poem or story reflecting the theme of
  the work.
• I question my teacher several times about what to
  do for the assignment.
• I rap, perform music, make a play, etc. with ease.

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5. When working in the media center on research
topics,

• I quietly and independently review the examples
  the teacher provides and work to reproduce that
  format in my own writing.
• I review the examples the teacher provides, ask
  questions, and then try to work to reproduce that
  format in my own writing.
• I wander around the media center, eventually
  focusing on the project and gathering ideas that
  vaguely resemble the example provided by the
  teacher.

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6. When working on an assignment that requires
technology,

• I prefer working alone and reading the directions
  to figure out how to make the technology work.
• I like to hear detailed instructions, so I can
  understand how to make the technology work.
• I need to pace the room to formulate ideas.

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7. When my teacher assigns a timed writing,

• I prefer to read the writing prompt for myself.
• I prefer to hear the instructor read the prompt.
• I prefer to get out of my desk to speak to the
  teacher to confirm my understanding of the
  writing prompt.

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8. When working on a writing assignment that
requires MLA documentation,

• I prefer to follow the directions from the style
  guide by myself, and it doesnt help me if the
  teacher reads it to me.
• I prefer the teacher read the directions, or I
  ask a friend in class to tell me how to write a
  citation instead of reading it for myself.
• Id rather do a classroom activity that allows me
  to move around the room to learn how to write a
  citation.

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9. When working on grammar,

• I prefer to read the examples and figure out the
  answers by myself.
• I prefer working with a partner and talking about
  the examples rather than working by myself.
• I prefer completing an activity in class that
  demonstrates the grammar concept instead of
  reading it by myself or listening to an
  explanation.

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10. When analyzing drama or plays in class,

• I prefer reading the play to myself so I can
  visualize the actors on the stage.
• I enjoy listening to the play as it is read
  aloud.
• Id rather perform the play as a class.

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11. When establishing a context for information
acquired by reading across subject areas,

• I enjoy examining multiple texts side by side to
  establish relationships.
• I prefer sharing and hearing different life
  experiences related to subject area content.
• I like discussing how certain words and concepts
  relate to multiple subjects.

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12. When I read a new word and dont understand
its meaning,

• I see how the word could have different meanings
  from similar words that I already know.
• I like to hear someone read the new word to me.
• I like to draw pictures of the meanings of the
  new word to help me understand it.

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13. How do you prepare to write an organized,
engaging essay?

• I create a prewriting chart, outline, web, etc.
  to organize thoughts.
• I talk to a friend (or myself) about the topic
  and/or the response.
• I walk around, tap a pencil, scratch my head,
  etc. while I think about what I will write.

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14. How do you incorporate research into your
writing?

• I compare my paper/works cited format to a sample
  paper given by the teacher.
• I ask the teacher or another student to explain
  how to format my paper/works cited, then I create
  mine exactly as told.
• I create note cards to organize my paper/works
  cited.

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15. How do you learn a grammatical skill like
those in DGP?

• I study the diagram to understand how the
  sentence is constructed.
• I talk my way through the sentence to remember
  the terms.
• I write the words and their grammatical labels or
  redraw the diagram.

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16. What do you do when you read this type of
direction for classwork?Identify and list two
universal themes found in the play. Mark the
words in the text that support each choice.

• I need to highlight the support lines in two
  different colors to match the themes Ive come up
  with.
• I want the teacher to affirm that my first choice
  is correct before going on.
• I want to work with a group in the hall, so I can
  lie down and think.

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17. What do you do when you read this type of
direction for classwork?Demonstrate your
understanding of the sonnet form by composing
either an Italian or English sonnet and marking
its identifying characteristics.

• I want to decorate or illustrate the poem as
  well.
• I like to read the poem aloud to a neighbor or to
  myself after I add a new line.
• I want to make a 14-row table on the computer so
  I can keep track of the lines.

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18. How do you prepare for a class discussion?

• I write out an organizer for my thoughts.
• I share ideas with a classmate first.
• I pace the room while thinking of a response.

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19. When you work within a collaborative group,
what job do you prefer?

• the illustrator, note taker, or secretary
• the speaker
• the runner, who gathers materials and gets up to
  ask questions

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20. When you prepare a presentation, what would
you rather do?

• make a poster or film
• give an oral presentation or auditory tape
• act out a skit or demonstrate a process

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21. How do you take notes from an instructional
video?

• take many notes and write down lots of details
• remember important information simply by hearing
  it
• need to fidget or jiggle your hands or feet, and
  do not take notes

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22. Which describes you best as you listen to a
class lecture?

• write down much of what the speaker says
• listen carefully for the details
• tap or chew on your pencil

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Tally your totals

• Count your total number of A, B, and C answers.
• Circle the letter which you answered most
  frequently.

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What type of learner are you?

• A Visual Learner
• B Auditory Learner
• C Tactile Learner

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Visual Learners

• Remember what they see
• Enjoy visual projects and presentations
• Can remember diagrams, charts, maps

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Learning Suggestions for Visual Learners

• Draw a map of events in history or draw
  scientific process.
• Make outlines of everything.
• Copy whats on the board.
• Ask the teacher to diagram.
• Diagram sentences.
• Take notes, make lists.
• Watch videos.
• Color code words, research notes.
• Outline reading.
• Use flashcards.
• Use highlighters, circle words, underline.

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Auditory Learners

• Remember what they hear and say
• Enjoy class discussions
• Can remember oral instructions

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Learning Suggestions for Auditory Learners

• Use word association to remember facts and lines.
  
• Record lectures.
• Watch videos.
• Repeat facts with eyes closed.
• Participate in group discussions.
• Use audiotapes for language practice.
• Tape notes after writing them.

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Tactile Learners

• Remember what they experience with their hands or
  bodies (movement)
• Enjoy using tools or active lessons
• Can remember procedures after having done them

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Learning Suggestions for Tactile Learners

• Study in short blocks.
• Take lab classes.
• Role play.
• Study with others.
• Use memory games.
• Use flash cards to memorize.