Until this module, I had never gotten a clear sense of my learning style. Of course we learn throughout our lives, but returning to school as a non-traditional student can be a real challenge. Well, I thought learning online seemed to be that easy but I was wrong. With every ease that comes with learning online comes a different level of difficulty. One of the difficulties I am running in to now is balancing my job and learning online. Working the graveyard shift is really hard so I am really pushing myself to strike a balance between work and study. Time management and personal motivation are really crucial for me. As to my learning pace, I am kind person who learns best at slow to moderate pace so I would associate my learning style through assimilation; but it really varies based on my personal feelings and state of mind.
Here’s what I found out after answering this online learning style inventory:
SECTION 1 (Doing & Watching)
Circle either “Doing” or “Watching” next to the statements below, depending upon the part of the statement you most closely relate to.
- Doing – I often produce off-the-cuff ideas that at first might seem silly or half-baked.
Watching – I am thorough and methodical.
- Doing – I am normally the one who initiates conversations.
Watching – I enjoy watching people.
- Doing – I am flexible and open minded.
Watching – I am careful and cautious.
- Doing – I like to try new and different things without too much preparation.
Watching – I investigate a new topic or process in depth before trying it.
- Doing – I am happy to have a go at new things.
Watching – I draw up lists up possible courses of actions when starting a new project.
- Doing – I like to get involved and to participate.
Watching – I like to read and observe.
- Doing – I am loud and outgoing.
Watching – I am quiet and somewhat shy.
- Doing – I make quick and bold decisions.
Watching – I make cautious and logical decisions.
- Doing – I speak fast, while thinking.
Watching – I speak slowly, after thinking.
SECTION 2 (Thinking & Feeling)
Circle either “Thinking” or “Feeling” next to the statement below, depending upon the part of the statement you most closely relate to.
- Thinking – I ask probing questions when learning a new subject.
Feeling – I am good at picking up hints and techniques from other people.
- Thinking – I am rational and logical.
Feeling – I am practical and down to earth.
- Thinking – I plan events down to the last detail.
Feeling – I like realistic, but flexible plans.
- Thinking – I like to know the right answers before trying something new.
Feeling – I try things out by practicing to see if they work.
- Thinking – I analyze reports to find the basic assumptions and inconsistencies.
Feeling – I rely upon others to give me the basic gist of reports.
- Thinking – I prefer working alone.
Feeling – I enjoy working with others.
- Thinking – Others would describe me as serious, reserved, and formal.
Feeling – Others would describe me as verbal, expressive, and informal.
- Thinking – I use facts to make decisions.
Feeling – I use feelings to make decisions.
- Thinking – I am difficult to get to know.
Feeling – I am easy to get to know.
Total number of Doing: 1
Total number of Watching: 8
Task Preference: WATCHING
Total number of Thinking: 3
Total number of Feeling: 6
Emotional Preference: FEELING
Preferred learning style: REFLECTING category:
- Prefers to learn from activities that allows watching, thinking, and to review what has happened, such as brainstorming and cooperative groups.
- Lectures may be helpful but only if they provide expert explanations and analysis.
- Likes innovative and imaginative approaches to doing things.
- Prefers to view situations from many perspectives.
- Interested in people and tends to be feeling-oriented.
These are the two main conclusions I have reached in this study. First, it is good to see clearly who I am as a learner, where I have come from and how I can better relate to the whole world of learning. I can understand why some of the educational situations I experienced as unnecessarily hard or separating were the way they were and I can change some of that based on better knowing my needs. Second and more important, this knowledge gives me even more determination to stand for every child that I will teach in the future; for their unique learning style, their unique personality, and their unique circumstances.