My Learning Style- Module 2

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.

  1. Doing – I often produce off-the-cuff ideas that at first might seem silly or half-baked.

      Watching – I am thorough and methodical.

  1. Doing – I am normally the one who initiates conversations.

      Watching – I enjoy watching people.

  1. Doing – I am flexible and open minded.

     Watching – I am careful and cautious.

  1. 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.

  1. 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.

  1. Doing – I like to get involved and to participate.

Watching – I like to read and observe.

  1. Doing – I am loud and outgoing.

      Watching – I am quiet and somewhat shy.

  1. Doing – I make quick and bold decisions.

     Watching – I make cautious and logical decisions.

  1. 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.

  1. Thinking – I ask probing questions when learning a new subject.

      Feeling – I am good at picking up hints and techniques from other people.

  1. Thinking – I am rational and logical.

      Feeling – I am practical and down to earth.

  1. Thinking – I plan events down to the last detail.

      Feeling – I like realistic, but flexible plans.

  1. Thinking – I like to know the right answers before trying something new.

      Feeling – I try things out by practicing to see if they work.

  1. Thinking – I analyze reports to find the basic assumptions and inconsistencies.

      Feeling – I rely upon others to give me the basic gist of reports.

  1. Thinking – I prefer working alone.

      Feeling – I enjoy working with others.

  1. Thinking – Others would describe me as serious, reserved, and formal.

      Feeling – Others would describe me as verbal, expressive, and informal.

  1. Thinking – I use facts to make decisions.

      Feeling – I use feelings to make decisions.

  1. Thinking – I am difficult to get to know.

      Feeling – I am easy to get to know.


Task Preference

Total number of Doing:   1

Total number of Watching:   8

Task Preference: WATCHING


Emotional Preference

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.

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