Power Learning 9e Chapter 3 PDF

Because learning changes everything. ® Power Learning 9e Chapter 3 Discovering Your Learning Styles, SelfConcept, and Values © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. Learning Objectives ▪ Discuss the different...

Because learning changes everything. ® Power Learning 9e Chapter 3 Discovering Your Learning Styles, SelfConcept, and Values © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. Learning Objectives ▪ Discuss the different preferred receptive learning styles ▪ Explain the concept of multiple intelligence in relation to learning styles ▪ Explain concept of personality in relation to learning styles © McGraw Hill 2 What is Learning? • “the transformative process of taking in information that— when internalized and mixed with what we have experienced—changes what we know and builds on what we do. It’s based on input, process, and reflection. It is what changes us.” • “Acquiring knowledge and skills and having them readily available from memory so you can make sense of future problems and opportunities.” • Learning style: our prefered manner of acquiring, using, and thinking about knowledge • Receptive learning style: the way we initially receive information from our sense organs © McGraw Hill 3 Three Ways to Determine How You Learn 1. What is your receptive learning style? 2. What are your dominant intelligences? 3. What is your personality type? © McGraw Hill 4 Discovering receptive learning style • Learning styles – How we acquire and use knowledge – Many different methods – What is your preferred receptive learning style? 1. 2. 3. 4. © McGraw Hill Read/write style Visual/graphic style Auditory/verbal style Tactile/kinesthetic style 5 Read/Write Receptive Learning Style • A style that involves a preference for material in written format © McGraw Hill • Write out the words again and again. • Read your notes (silently) again and again. • Do any “extra” suggested reading. • Organize any diagrams, graphs … into statements, e.g. “This graph shows that the trend is…” 6 Auditory Receptive Learning Style • A style in which learner favors listening as the best approach © McGraw Hill • Recite material out loud when studying • consider how words sound • tape record lectures • work with others • talk through the material 7 Suggested Strategies • Use CDs, podcasts, or audio books. • Discuss information with a study partner on the telephone or in person. • Record class lectures. Play the recordings later to take more complete notes. • Read your lecture notes aloud to review them. • Create your own podcasts that summarize a chapter or group of lectures. Listen to them on the treadmill, as you walk, or any other time you want to review. • Chant, rhyme, rap, or use a song to help you study key concepts or terms • Work with a study group to teach or quiz each other out loud © McGraw Hill 8 Visual Receptive Learning Style • A style that favors material presented visually in a diagram or picture © McGraw Hill • Use figures & drawings • Replay classes & discussions in your mind’s eye • Visualize material • Translate words into symbols & figures 9 Suggested Strategies • Develop organized visuals for your courses. (e.g. use maps, diagrams with notes, and charts or summary tables) • Create outlines or Cornell notes for review. • After class, highlight your notes using a colour coded system, such as green for vocabulary, yellow for main ideas, red for key examples, and so on. • Take textbook notes using the same color-coding system. That way, you can look for the colours to help you synthesize the information from your reading and class notes. • Create flashcards by hand or download a flashcard app for your smart phone • For each chapter, create a mind map of key concepts to review. • Develop a written practice test and take it. • Watch videos from sources © McGraw Hill 10 Kinesthetic/Tactile Receptive Learning • A style that involves learning by touching, manipulating objects, and doing things. © McGraw Hill • Incorporate movement into studying • Trace figures & drawings with your finger • Create models • Make flash cards & move them around • Keep active during class • Taking notes, drawing charts, jotting down key concepts 11 Suggested Strategies • Use your smart phone to keep a schedule or take brief notes. • Read or listen to a chapter review or lecture podcast while on a stationary bicycle. • Study flashcards while you stretch or run on a treadmill. • Jump rope, dance, bounce a ball, or pace while you recite facts, conjugate verbs, or memorize a formula or passage. • Use tangible items (things that can be touched) to help you remember concepts, such as a globe or model. • Rewrite or type notes to engage memory. • Act out information you’re trying to learn. For example, show how the thigh bone is connected to the hip bone. • Design and play games to learn information. • Create a craft, model, or exhibit that reinforces what you’re trying to learn. • Interact in a study group that allows you to move while studying © McGraw Hill 12 Further Considerations…. • For all learning preferences, study in short time blocks and then take a brief break. For instance, you could read for 25 minutes, take a 3-to-5 minute break, and then read for another 25 minutes, and so on. • Research indicates that students learn more effectively with spaced study sessions—that is, instead of studying your topic for 6 hours in one week, it’s more effective to study for 2 hours per week for 3 weeks. • Brain-based research suggests that for optimal test performance, learners should also create and practice tests in a format and environment similar to the actual test © McGraw Hill 13 Howard Gardner’s Multiple Intelligence Theory • Theory of Multiple Intelligences – How are you smart? – Logical-mathematical intelligence • Problem solving and scientific thinking – Linguistic intelligence • Production and use of language – Spatial intelligence • Spatial configurations, such as those used by artists and architects – Interpersonal intelligence • Interacting with others and a sensitivity to moods, temperaments, and motivations of others © McGraw Hill 14 Multiple Intelligence Theory Cont. • Theory of Multiple Intelligences – How are you smart? (continued) – Intrapersonal intelligence • Strong understanding of the internal aspects of oneself and access to emotions – Musical intelligence • Skills related to music – Bodily kinesthetic intelligence • Skill in using the body in the solution of problems – dancers, athletes, actors, surgeons – Naturalist intelligence • Skills in identifying and classifying patterns in nature © McGraw Hill 15 Personality Styles • Carl Jung (1921) and Isabell Briggs-Myers and Kathernine Briggs (1942) • Four major personality dimensions: – Most of us fall between the end points of each dimension – Introverts vs. Extroverts – Intuitors vs. Sensors – Thinkers vs. Feelers – Perceivers vs. Judgers © McGraw Hill 16 Extraversion/Introversion (Social Orientation) ▪ Extroverts ▪ Like talking with others and taking action. ▪ Prefer active learning and group projects. ▪ Introverts ▪ Prefer to have others do the talking. ▪ Prefer lectures and structured tasks. © 2017 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. © McGraw Hill 17 Sensing/Intuiting (Information Processing) Sensors ▪ Are most at home with facts and examples. ▪ Are drawn to realistic and practical applications. ▪ Prefer memorizable facts, and concrete questions. Intuiters ▪ Prefer concepts and theories which can give greater play to imagination and inspiration. ▪ Prefer interpretation and imagination. © 2017 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. © McGraw Hill 18 Thinking/Feeling (Decision Making) ▪ Thinkers ▪ Like to take an objective approach and emphasize logic and analysis in their decisions. ▪ Prefer objective feedback, and thrive when there is pressure to succeed. ▪ Feelers ▪ Prefer emotion to logic. ▪ Give greater weight to the impact of relationships in their decisions. ▪ Prefer positive feedback and individual recognition. © 2017 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. © McGraw Hill 19 Judging/Perceiving (Achieving Goals) ▪ Judgers My mind is made up! Don’t confuse me with facts. ▪ Prefer clearly defined strategies to achieve goals. ▪ May jump to closure too quickly. ▪ Prefer orderliness, structure, and deadlines. ▪ Perceivers Let’s think this through ▪ Like to consider all sides to a problem and may be at some risk for not completing their work. ▪ Prefer spontaneity and flexibility. © 2017 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. © McGraw Hill 20 Sixteen Personality Types ISTJ – “the dutiful” ISFJ – “the nurturer” INFJ – “the protector” INTJ – “the scientist” ISTP – “the mechanic” ISFP – “the artist” INFP – “the idealist” INTP – “the thinker” © McGraw Hill ESTP – “the thinker” ESFP – “the performer” ENFP – “The inspirer” ENTP – “the visionary” ESTJ – “the guardian” ESFJ – “the caregiver” ENFJ – “the giver” ENTJ – “the executive” 21 Surface Learning ▪ Studying the minimum of what needs to be learned ▪ Relying primarily on rote memorization, often exercised at the last minute [Cramming] ▪ Motivation comes from grades ▪ In a hurry to get it over with. ▪ Risky – no real learning occurs ▪ Much less likely to lead to college success © 2017 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. © McGraw Hill 22 Deep Learning Fascinating! I need to know more… ▪ Goal is to truly understand course material ▪ Involves actively constructing learning experiences ▪ Leads to better memory retention ▪ Deep learners enjoy the process of learning for its own sake ▪ Deep learners use more thinking skills © 2017 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. © McGraw Hill 23 Recap & Reflect join.nearpod.com Code: 4cdps © McGraw Hill 24 Teaching Styles Visual: relies on visual aids, expects students to learn from text reading, pays attention to form (such as headings, spelling), offers handouts Auditory: relies on speaking as the main teaching method, encourages class discussion, doesn’t often use visual aids Kinesthetic: encourages hands-on work, gets students involved in experiential learning, encourages student group work, uses demonstrations and allows movement during class Concrete: prefers to teach using real-world situations and facts rather than abstract ideas, relies on experience rather than concepts to instruct Abstract: uses a more conceptual, big picture, thematic emphasis; often de-emphasizes details; makes connections; uses metaphor Linear: orders information in a logical sequence with clear patterns of organization Random: uses a flexible, open style of presentation that often doesn’t have a clear organizational pattern © McGraw Hill 25 Remember! No matter what your Learning Style is it’s very important to: ▪ Be involved in class – participate! ▪ Link classroom experience to the outside world ▪ Relate class concepts to your own life. ▪ Ask questions and offer criticism. ▪ Stimulate further relevant discussion. ▪ Don’t get distracted – stay “on-task” ▪ Keep an open mind: there are many ideas beyond your own • You should work on using less-preferred styles • Work cooperatively with others who have different styles © McGraw Hill 26 Brain Processing Styles Left-brain Processing • Focuses on tasks requiring verbal competence, such as speaking, reading, thinking, and reasoning • Information is processed sequentially, one bit at a time • Organize material logically; identify patterns; make tables of key information; break material into component parts © McGraw Hill Right-brain processing • Focuses on information in nonverbal domains, such as the understanding of spatial relationships, recognition of patterns and drawings, music, and emotional expression • Identify patterns; use graphs & drawings; read aloud; create models 27 Brain Processing Styles © McGraw Hill 28 Self-Concept: “Who Am I?” • Self-concept has three parts: 1. Our physical self: How we look, and our opinion of our physical self (e.g. eyes, hair, teeth, nose, weight, etc.) 2. Our social self: The roles we play during our social interactions (e.g. student, son, friend, citizen, etc.) 3. Our self-concept: Our personal self or inner core or private part of ourselves which contains our innermost thoughts and experiences. ✓ It encompasses your personal history, experiences, memories, and traits. ✓ It represents the innermost essence of who you are, beyond the surface-level behaviours and attributes. ✓ It includes our private thoughts, emotions, desires, and inner experiences that we might keep hidden from the outside world. © McGraw Hill 29 Self-Concept and Self-Fulfilling Prophecies • Self-fulfilling prophecy – How our beliefs and expectations affect our behavior • Self-concept = the way we view ourselves • Self-concept determines how we interact, how we face challenges, and our expectations for future success • To get a clearer picture of who you are: – – – – © McGraw Hill Examine the roles you play Identify your strengths and weaknesses Construct your own definition of who you are Accept your entire self-concept 30 Example #1: Self-fulfilling Prophecy Example: A student who views himself as a poor student may find himself thinking ”why should I bother to study hard; I am no good as a student; that is just the way I am.” • In this example you can see that the way the student view himself leads to self-fulfiling prophecy. • By not working hard the student gurantees that the prophecy of poor performance comes true. © McGraw Hill 31 Example #2: Self-fulfilling Prophecy Example #2: a student who see himself as a good student will probably be motivated to study and complete assignments enthusiastically. • In this example the student’s posetive view of his self can therefore bring about expected behaviour-in this example succes. • Thus, self-concept = the way we view ourselves = can act as a positive or negative self-fulfilling prophecy © McGraw Hill 32 Self-Esteem: Building a Positive View of Yourself • Self-esteem is the overall evaluation we give ourselves as individuals • It describes the extent of how much one values their own self • In other words, it is the attitude one holds on one’s own self. • this is how one rates themselves, and it is also known as ‘self-evaluation • People with high self-esteem are always: optimistic confident in their own abilities; possess good selfacceptance; do not worry about what others think • Low self-esteem can produce a cycle of failure © McGraw Hill 33 Self-esteem Vs. Self-Concept • Self-concept is developed by the beliefs a person holds about themselves while self-esteem is an emotional evaluation of a person's self-worth. • Self-concept does not involve comparisons; however, making comparisons between oneself and others can influence selfesteem ✓ Global Self-Esteem: This is the overall evaluation of one's self-worth. ✓ Domain-Specific Self-Esteem: This refers to a person's selfesteem in specific areas of their life, such as academic performance, physical appearance, social relationships, or career success. © McGraw Hill 34 The Cycle of Failure & Cycle of Success © McGraw Hill 35 Personal Mission Statement • • • • What you want to focus on What you want to accomplish Who do you want to become Focus energy, actions, behaviors, and decisions on the things that are most important to you © McGraw Hill 36 Values • Connecting with your own unique purpose and the profound satisfaction that comes from fulfilling it.” (Steven Covey, First Things First) • Pushes you to think deeply about your life, clarify the purpose of your life, and identify what is really important. • Pushes you to clarify your deepest aspirations. © McGraw Hill 37 Values Helps answer questions: • What do I want from my life? • What are my talents? • At the end of my life, what do I want to have accomplished? © McGraw Hill 38 Example • To…(what you want to achieve, do, become)…so that…(reasons why it is important). I will do this by…(specific behaviors or actions you can use to get there).” • “I value…(choose one to three values)… because … (reasons why these values are important to you). Accordingly, I will…(what you can do to live by these values).” • “To live each day with…(choose one to three values or principles)…so that…(what living by these values will give you). I will do this by…(specific behaviors you will use to live by these values).” © McGraw Hill 39 Step 1 - Identify Past Successes Four or five examples where you had personal success in recent years (at work, in community, family, etc.) • Developed new product at work • Helped child’s school with fund-raiser • Increased turnout for the opening of a new local theatre company • Helped paint at my church • Increased amount of time I spent with my family © McGraw Hill 40 Step 2 – Identify Core Values List of attributes that identify who you are and what your priorities are: • • • • • • • • • Acceptance Achievement Balance Beauty Boldness Caring Collaboration Comfort Compassion • • • • • • • • Connection Determination Dignity Discipline Equality Empathy Fairness Family… Step 3 – Identify Contributions How could you make a difference: • World • Family • Work • Friends • Community © McGraw Hill 42 Identify Contributions • World - Recycle • Family - Be a good mother/father, and husband/wife; leave the world a better place for my children and their children • Work - Lead by example; help make company profitable • Friends - Always be ready to help • Community - Use talents to give back to community © McGraw Hill 43 Step 4 – Identify Goals • What are your priorities? • Short-term goals • Long-term goals © McGraw Hill 44 Step 5 – Write a Mission Statement • How are you living it out now in your life? © McGraw Hill 45 Example "To become an inspiring leader, nurturing personal growth and empathy, while building a successful company that fosters innovation and ethical values. Simultaneously, I aspire to create a loving family that thrives on support, connection, and shared dreams." "To live a life of purpose, kindness, and continual selfimprovement, while making a positive impact on the lives of others and contributing to a more compassionate and sustainable world." © McGraw Hill 46 Because learning changes everything. ® www.mheducation.com © 2021 McGraw Hill. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw Hill.