Take The Learning Style Self-Assessment

Take Thelearning Style Self Assessmenthttpswwwwebtoolsncsued

Take the learning style self-assessment ( ). Review the results of your assessment using the explanation below. Describe the following: a. Results of the assessment—do not copy the findings from the assessment, write this in narrative form and briefly explain each area of your results. b. How you learn best currently (before you knew the type of learner you were). c. How you will modify your study techniques to fit your learning style (if at all), now that you know it. What do the results mean? Barbara Soloman, Coordinator of Advising, First Year College, North Carolina State University explains: Active Learners: tend to retain and understand information best by doing something active with it like discussing or explaining it to others. They enjoy group work.

Reflective Learners: prefer to think about it quietly first. They prefer to work alone. Sensing Learners: tend to like learning facts. They are patient with details and good at memorizing things. They are practical and careful.

Intuitive Learners: prefer discovering possibilities and relationships. They are good at grasping new concepts and are comfortable with abstractions and mathematical formulations. They are innovative and creative. Visual Learners: remember best what they see—pictures, diagrams, flowcharts, timelines, films, and demonstrations. Verbal Learners: get more out of words—written and spoken explanations.

Everyone learns more when information is presented both visually and verbally. Sequential Learners: tend to gain understanding in linear steps, with each step following logically from the previous one. They follow logical steps when finding solutions. Global Learners: Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." They may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.

Paper For Above instruction

Understanding one’s learning style is a vital step toward optimizing educational strategies and enhancing academic success. Recently, I completed a learning style self-assessment to gain insight into how I process and retain information. The assessment results suggested that I predominantly exhibit characteristics of a reflective learner and a visual learner, with significant tendencies toward sequential learning. These findings offer a clearer understanding of my preferred methods of absorbing information and illuminate avenues for adjusting my study techniques.

Before recognizing my learning preferences, I relied heavily on passive reading and rote memorization. I would often review notes repeatedly, aiming to commit details to memory, but I found that I struggled to grasp concepts deeply or to connect different ideas efficiently. My approach was predominantly solitary, with limited engagement in discussions or practical applications. This method resulted in surface-level understanding and difficulty cohesively applying knowledge in complex or unfamiliar contexts. My learning style assessment has confirmed my inclination toward reflective processing, preferring to think through material quietly and at my own pace. Additionally, as a visual learner, I remember best when I can visualize concepts through diagrams, flowcharts, or videos. This insight helps me understand why I often benefit from color-coded notes and visual aids, which make abstract ideas more concrete and memorable.

Armed with this understanding, I intend to modify my study techniques to better align with my learning preferences. First, I plan to incorporate more visual elements into my study sessions, such as creating detailed diagrams, mind maps, and infographics that illustrate relationships among concepts. This approach will cater to my visual learning style and aid in the retention of complex information. Second, I aim to adopt a more structured, sequential approach to problem-solving and content review. Breaking down topics into logical steps and following an ordered process will help me grasp material more thoroughly and avoid feeling overwhelmed by the breadth of information.

Furthermore, I will balance reflection with active engagement. While I naturally prefer to think quietly before discussing ideas, I recognize the benefits of explaining concepts to peers or even teaching the material, which can reinforce my learning through social interaction. Group discussions could serve as a platform to clarify my understanding and challenge my perspectives. Additionally, I will employ active study techniques such as practice quizzes and teaching others rather than passively reviewing notes. These strategies will make my learning more dynamic and solidify my grasp of the material.

The findings from my learning style assessment underscore the importance of employing diverse modes of instruction, aligning with the idea that everyone learns more effectively when information is presented both visually and verbally (Fleming & Mills, 1992). Recognizing that I learn best through visual cues and reflective thought encourages me to vary my study habits intentionally. For example, integrating videos or animations into my study routine can stimulate my visual learning system, while summarizing concepts in my own words and teaching others can activate verbal processing. This multifaceted approach will foster a deeper understanding and improve my academic performance.

In conclusion, understanding my learning style as a combination of reflective, visual, and sequential preferences enables me to tailor my study strategies effectively. By creating visual aids, following logical steps, and engaging actively with peers, I can enhance my comprehension and retention. This self-awareness not only directs me toward more efficient study practices but also supports my confidence in tackling complex academic challenges. As I implement these adjustments, I anticipate a more meaningful and enjoyable learning experience that leverages my strengths and addresses my areas for growth.

References

• Fleming, N. D., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11(1), 137-155.
• Soloman, B. (n.d.). Learning Styles and Strategies. North Carolina State University.