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Learning
RUNNING HEAD: Learning Style
Learning Style Paper
Jennifer B. Grossman
The PennsylvaniaStateUniversity
Learning Style Paper
The results from the four learning assessments were all very similar and congruent with how I viewed myself before taking them. Aside from the Myers-Briggs Type Indicator (MBTI) and the Learning Styles Inventory, I took the Learning Style Survey for College Students and The Temperament Sorter II. Out of the sixteen profiles under the MBTI my specific profile is Extraverted iNtuitive Feeling Perceiving (ENFP). According to the description of ENFP’s at I tend to agree with the assessment except for a few elements. I agree with the assertions that ENFPs are “idea” and “people” people and that they strive to have the approval of others. I certainly believe that I value friendships, I am outgoing and that I genuinely like people. As a learner I do a lot of brainstorming however I am a strong procrastinator and meet deadlines with very little time to spare. ENFPs are “global learners” in that we go for the bigger picture rather than details. The smaller elements of projects can be neglected while in the process of accomplishing the task.
When it comes to the Learning Styles Inventory I am an Accommodator. According to these results I am good at accomplishing things and take leadership roles. However, I seem to engage in too much meaningless activity, which is something I can certainly being applicable to myself. To help development as a learner I need to practice committing myself to objectives, influence others, and be involved by dealing with people. When solving problems as a learner, accommodators use the trial-and-error methodology and we also prefer active learning process rather than traditional lecture and note taking (Evans, Forney & Guido-DiBrito, 1998). I do not really put much confidence in this assessment because when looking at the strengths and what needs to be improved they seem to contradict. For example it states that I am a good leader but yet I need to practice influencing and leading others. This is inherently contradictory.
Both of the additional tests reaffirm the results of the previous two. The Learning Style Survey for College Students at states that I fall under the Tactile/ Kinesthetic Learning Style, which describes me as being one that learns best through “hands on” activity and having a high level of energy. Being immersed in the learning environment and taking an active role rather than sitting back and simply listening is important. There are several suggestions given in order to improve as a learner including taking notes throughout a class period, sitting in the front of the class, and while studying to remain active by walking back and forth and reading out loud. I totally agree with this assessment of my personality and how I learn. It fits with how I engage in learning almost perfectly.
Finally, The Temperament Sorter II at assessment describes me as an Idealist. This indicator describes me as someone who enjoys being around people and cherishing friendships. Personal relationships are extremely important, including romantic relationships. As a learner, personal development and improvement is a top priority. High ethical standards keep Idealists wanting to keep to a strict integrity and if they come into conflict with their integrity, they can be very hard on themselves. Idealists learn best in environments where there are healthy and caring relationships present. Harmonious relationships puts Idealists at ease and they put forth great effort to make sure everyone surrounding them feel at ease as well if only to improve the learning environment. When it comes to this particular assessment, I do agree with my concentration on strong personal relationships, both romantic and platonic, however, the results seem to focus on it a bit too much. It is an important part of my life but it is not a priority in all aspects of my life.
For educators there are plenty of alternate experiences they can offer their students who tend not to favor the traditional classroom lecture. Professors can utilize new technologies while in the classroom and still have that personal contact with their students. For instance, using power point and videos can help put certain curriculum into context for students in order to relate the material back to what is said in person in the classroom. When engaging students in out of class practical work learners like myself would do best working with groups of people. Learners that thrive on relating with the people around them, would be more productive with group work and reflection rather than working on an individual basis. Considering people like myself tend to put work off until right before deadlines, faculty could work on being somewhat flexible when it comes to due dates. Not to say that certain students deserve special treatment simply because the leave things to the last minute, but to get the best work from students, professors need to understand how their students learn and be willing to give a little leeway.
Another suggestion would be to concentrate on goal setting and following through on those goals. People like me can be very high energy and work hard at current projects but new projects can distract us. Work needs to be directed toward finishing projects completely. Starting new projects before prior ones are finished is possible but the focus needs to be on finishing those begun first. Finally, considering I tend to be more of a global learner in that I look at the larger picture and not so much on the details involved, a more narrow focus on learning can be useful. Looking at learning in a smaller context could contribute to the larger picture; so this can only improve on the way people such as me see the world. Understanding how one learns can only increase self-awareness and their ability to approach life in the most productive way. Faculty who put forth the effort to truly understand how their students can get the most out of their classes through appreciating the fact that not everyone learns the same are those who genuinely make a lasting impression on education.
References
Advisor Team. The Temperament Sorter II Personality Instrument. Retrieved February
8, 2004, from
Evans, N.J., Forney, D.S., & Guido-DiBrito, F., (1988). Student development and
college: Theory, research and practice. San Francisco: Jossey-Bass.
F.A.S.T. Online Academy. A Learning Style Survey for College Students. Retrieved
February 8, 2004, from
TypeLogic. Extraverted iNtuitive Feeling Perceiving. Retrieved January 1, 2004, from