...literature for this study focuses on procedures used to identify teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Learning and Teaching Styles Many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this significance: The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. But while matching learning style with instructional mode apparently facilitates positive interpersonal relations, and while it would seem to point the way for increased learning, the empirical data that support this idea are rather scarce. Such a significant gap in the research must be filled if knowledge about learning styles is to become a significant force in improving college and university teaching...
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...teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Learning and Teaching Styles Many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this significance: The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. But while matching learning style with instructional mode apparently facilitates positive interpersonal relations, and while it would seem to point the way for increased learning, the empirical data that support this idea are rather scarce. Such a significant gap in the research must be filled if knowledge about learning styles is to become a significant force in improving college and university teaching (p. 36). However, identifying and defining the vast number of learning styles can become...
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...literature for this study focuses on procedures used to identify teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Learning and Teaching Styles Many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this significance: The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. But while matching learning style with instructional mode apparently facilitates positive interpersonal relations, and while it would seem to point the way for increased learning, the empirical data that support this idea are rather scarce. Such a significant gap in the research must be filled if knowledge about learning styles is to become a significant force in improving college and university teaching...
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...Original Learning Styles Research Research by Barbara Prashnig For more information, contact: Technology Based Solutions 504 Floral Vale Blvd. Yardley, PA 19067 888.783.2283 www.asktbs.com 1 Table of Contents Achievement Gains Through Learning Styles Matching ......................................... 3 A Summary of Learning Style Preferences at Various Grade Levels...................... 5 Classroom Discipline............................................................................................... 5 Cognitive Style ........................................................................................................ 6 Counselling ............................................................................................................. 7 Cultural Comparisons.............................................................................................. 8 Emotional Elements and Achievement.................................................................. 11 Formal/Informal Preferences and Achievement .................................................... 11 Gifted/Non-Gifted Students ................................................................................... 11 Intake, Sound and Achievement ........................................................................... 13 Learning Disabilities .............................................................................................. 13 Learning Styles/Teaching Styles.....................................
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...Abbotsford, BC V2T 6Z7 * USA: PO Box 8000 PMB 386, Sumas WA, 98295-8000 Website: www.crgleader.com © 1990-2011, CRG Consulting Resource Group International, Inc. All rights reserved. This material is protected by law and may not be reproduced in any form. Printed from http://www.crgleader.com 2 of 16 Online Leadership Skills Inventory - Self (LSI-S) © 1990-2011 Consulting Resource Group Professional Development and Planning Section Why Become a Transforming Leader? Skilled Leaders are critical to the success level of any venture, both profit and non-profit. This was validated in the research Jim Collins and his team conducted for his book, Good to Great. They confirmed that the most successful organizations had skilled Transforming Leaders at the helm. (Jim Collins called them Level 5 Leaders.) Our research, however, has shown that fewer than 1 in 10 professionals (as observed in video-taped assessment sessions) have competency in the whole range of skills to Level 4 competency (scores of 7 to 8). And even fewer individuals have the abilities—Level 5 competency, scores of 9 to 10—to teach others the skills outlined in the Leadership Skills Inventory. This confirms why there is such a Leadership vacuum globally in organizations, from government to business; they simply do not have the Transformational Leadership Skills to achieve success. Fortunately, the old adage leaders are born not developed is not true. Effective leadership behaviors can be observed,...
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...(Blumer, 1969). This approach allowed the researcher to analyze relationships between the differentiation variables. The quantitative data methods of surveys and test scores, qualitative techniques of classroom observations, and teacher interviews were triangulated. Triangulation of data was used to support research findings through independent measures to point to the same conclusions (Webb et al., 1965). The conceptual framework (Hall, 2004) served as the foundation in the identification of the differentiation variables to be studied. The research findings supported the work of learning styles theorists (Dunn, Griggs, Olsen, Beasley, and Gormann, 1995). Findings also suggested that the differentiation strategies of choice and interest play a vital role in achievement and student satisfaction iv in learning. Findings suggested that teachers just beginning differentiation should first administer a learning...
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...Self-Analysis Inventory Summary By Laretha Payton The effective leadership in a school is primarily a conglomerate of a team of individuals working together to promote academic excellence along with a continued effort toward academic growth. The principal is the catalyst of change and direction in a school that is evolving, promoting and cultivating growth in all children. An effective leader also analyses and reflects on weaknesses and strengths of their leadership styles. The leadership inventories were taken help to give an analysis of my leadership capabilities in working with others. The self-analysis tools used were The Big Five Personality Test and Your Leadership Legacy that revealed my weaknesses and strengths in my personality and leadership abilities. The self-analysis assessment results show that I exhibited these types of characteristics of these types of leaders are Ambassador, Advocate People Mover, Truth-Seeker, Creative builder, and Experienced guide. These types of leadership styles together help create a legacy of leadership that will help to lead effectively, nurture, and develop teachers, staff, and students. My leadership strengths that the self-analysis inventory showed was the ability to handle a variety of situations instinctively, create teams, preserve the integrity of processes and the belief in the end results. These strengths can be built upon to build a legacy of leadership that promotes excellence and cultivates change within a learning community...
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...This material must be used in its entirety. © Supply Chain Management Association Supply Chain Management Professional Designation Program Module Three Logistics and Transportation Information and Overview .................................................................................................... IO – 1 General Information ........................................................................................................ IO – 2 Module Overview ........................................................................................................... IO – 4 Module Readings ............................................................................................................ IO – 7 Session and Reading Summary ....................................................................................... IO – 9 Candidate Evaluation .................................................................................................... IO – 12 Module Evaluation ........................................................................................................ IO – 25 Session One – Logistics...
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...INTRODUCTION: A belief in learning styles is not necessary to incorporating useful knowledge about learning into one's teaching. Within the assignment there will be a discussion of the reasons why learning styles beliefs are so prevalent. Secondary resources were used to gather the information. A secondary source interprets and analyzes primary sources. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of secondary sources include: • PUBLICATIONS: Textbooks, magazine articles, internet articles, histories, criticisms, commentaries and encyclopaedias (Wilde, R. 2008). LITERATURE OVERVIEW ON LEARNING: The David A. Kolb styles model is based on the Experiential Learning Theory (ELT), as explained in his book Experiential Learning: Experience as the source of learning and development (Kolb, D.A. 1984). The ELT model outlines four approaches: Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation (Kolb, D.A. 1981). According to Kolb’s model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individual’s preferred approaches (Kolb...
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.... Analysis of VARK Questionnaire: How It Effects Learning and Teaching Sibel Healy Grand Canyon University: NRS 429V-O500 March 26, 2016 Analysis of VARK Questionnaire: How It Effects Learning and Teaching Learning style is a term used to describe how one interprets, organizes, and comprehends information. People have different learning style which is why each of us study and learn differently, the VARK learning style model helps us as individuals understand our learning preferences so that we can retrieve and convey information to the best of our ability. This model includes a questionnaire that helps those realize their learning preference. The model consist of four major learning categories visual, aural, read/write, and kinesthetic The learning preferences results provide an explanation on how someone “take[s]-in and give[s]-out information” ( Fleming, 2016). In this paper I discuss my learning styles and strategies that were recommend through the questionnaire, as well discuss how individual learning styles, preferences, and strategies can influence how someone may teach and learn. Summary of Learning Style Through the VARK questionnaire I was given the results that my learning preferences were split equally between read/write and kinesthetic. The read/write learning preference is for learners who take in information that is displayed in words. The input and output for this learning style is through printed material especially manuals, reports, essays...
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...VARK Analysis Paper Arlenee Maldonado Grand Canyon University: Family Centered Health Promotion 429 October 19, 2014 VARK Analysis Paper In order for students to maximize their learning experience, they need to be aware of their learning styles. In 1987 Dr. Neil D. Fleming developed the VARK inventory questionnaire in an effort to help students become better learners and promote faculty development (Marcy, 2001). VARK is an acronym for, visual, aural, read/write, and kinesthetic, this is a 16-question questionnaire with multiple responses for each question. Upon the completion of the questionnaire it provides a score along with the corresponding learning style that best fits along with identified learning strategies. It is important for students to know their fit for learning style in order to be successful and reach their full learning potential. This paper will discuss the VARK questionnaire results of the author of this paper. Summary of Preferred Learning Style Upon completion of the VARK questionnaire the author scored a 0 in visual, 4 in aural, 5 in read/write and scoring the highest of a 9 in kinesthetic, making the author a kinesthetic learner. A kinesthetic learner is a very hands on person and they use all their senses, touch, smell, sight, taste, and hearing in order to learn better. According to the VARK questionnaire website kinesthetic learners want to experience things in order to fully understand the concepts. The VARK website also states that, “ideas...
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...PERSONALITY TEST NAME: 16 PERSONALITY FACTOR QUESTIONNAIRE (16PF) GENERAL PURPOSE: The 16PF is a descriptive, as opposed to diagnostic, personality inventory that is designed to assess 16 "normal" personality traits. It is used in vocational settings to provide vocational and occupational comparisons which can then facilitate identification of occupational or career choices. TARGET GROUP: The established norm groups are high school students, college students, and adults. The 16PF, on the surface, appears to have been well criticized by the reviewers in the Burrough's Mental Measurement, but on closer examination suggests that it actually fares quite well for a personality assessment instrument. Its reliability coefficients range from .45 to .93 and has been correlated to numerous other personality instruments. TEST ADMINISTRATION: The test can be administered to groups or individuals, and requires anywhere from 35 to 60 minutes to complete, depending upon the form of the test being used. TESTING CONSIDERATION/ACCOMMODATIONS: There are 5 forms (A-E), with Forms A/B requiring a 7th-grade reading level, C/D a 5th-grade level, and Form E a 3rd grade reading level. The test can be read to poor readers or persons with sensory impairments but is most appropriate with career-minded individuals looking toward college training or individuals trying to make "tough" educational choices. It may also be useful for individuals who have a history of job-hopping. SCORING/INTERPRETATION: ...
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...Life Styles Inventory: Self-Description GM591: Leadership and Organizational Behavior Instructor: Christine Rainwater Ada Freeman afreex4@yahoo.com March 11, 2010 Abstract This paper explains the current way I think and behave using the results of the Life Styles Inventory (LSI) as defined by Human Synergistics International’s LSI Circumplex. The resource maintains that there are three major “life styles” traits. The first is the constructive styles which depict synergy and helps validate why certain individuals, groups, and organizations are particularly effective in performance, growth, and work quality. The second is the passive/defensive style which can produce a predictable and secure situation, however, learning, the ability to adapt and the organization’s survival is hampered. The third is the aggressive/defensive which may lead to stress, decisions are often based on status as opposed to experience and conflict instead of a team effort. Keywords: life styles inventory (LSI), constructive, passive/defensive, aggressive/defensive As I reviewed the LSI Styles Circumplex after the Life Styles Inventory, I could immediately see that some of my results for the behaviors were right on the mark. Others I felt were a bit off the chart but no results seem completely off the chart. After reviewing how the scores were calculated, I began to understand some of the inter-relations between the styles and my corresponding behaviors and beliefs. My...
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...A Review of Multimodal Learning Style and Strategies The multimodal learning style is highly adaptive and is the most common type of learning style. It can encompass a strong preference two or more of the styles, or an equal preference for all of the 4 learning styles: aural, visual, read/write and kinesthetic. According to Fleming, students who prefer the multimodal learning style tend to fall into two categories: the context specific approach and the whole-sense approach. (Fleming, 2011, para.2). These two approaches are not strictly delineated; there are often some transitional areas between each style. In the context specific approach, the student will choose one of the four learning style that best suits the immediate situation, or context of the situation. Learning is done concentrating on one style in their group of preferred styles that fit the situation best. Problems arise when the style chosen is the incorrect. The student using the context specific approach needs to be aware of which mode they are using to be able to switch to the appropriate mode when having difficulty in understanding material. In the whole sense approach, the student combines multiple learning styles to fit the need of the situation. They use many routes to ensure the learning is completely understood and retained. This can cause some problems as using the multiple styles can lengthen the time it takes for the multimodal learner to feel sure they have learned the subject and if material is...
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...ANALYSIS OF VARK LEARNING STRATEGIES Analysis of VARK Learning Strategies “The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information (Fleming & Mills, 1992)”. Each person learns in a unique yet definable way, and through the utilization of the VARK system, categories have been established to assist in understanding and promoting effective learning by the individual. The VARK system is based on a questionnaire where each person describes their response to a given situation, and the compilation of the answers then allows these results to place the individual within one of the four identified groups, with the addition of a fifth being an all-encompassing “multimodal learning preference (Fleming & Mills, 1992)”. The design of the program assists the learner to not only receive their identified learning style, but allows for the instruction of changes or habits that the individual may find helpful in developing their learning effectiveness. Visual learning includes the use of printed graphs, charts, and visual comparisons by using labels, arrows, and symbols that the individual can associate with items of interest. The visual learner equates symbols and figures, and this allows them to process and retain the information more effectively. This style of learning was identified with the lowest number upon completion of the personal questionnaire. Aural/Auditory learning involves the hearing...
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