Assessment of Learning Styles

Learning Styles

First and foremost college is designed to reinforce skills already learned, to help one develop new skills, and to provide experience to apply both old and new skills in a work situation. However, not everyone learns in the same manner.

Dunn and Dunn's Learning Style Model focuses on environmental, emotional, sociological, and psychological stimuli. As an example, if one took environmental factors into consideration noise level, lighting, room temperature, and design of the learning setting might all be important factors in determining how one learns best. In contrast, sociological considerations in a study situation might be viewed as either positive or negative depending on the individual. Some study best alone, others in pairs, and still others in-small groups of peers. On the other hand, some need adult supervision to study effectively while some take advantage of all the varied approaches to study.

While Dunn and Dunn's Learning Style Model is certainly significant, the use of type theory in identifying learning styles through the Myers-Briggs Type Indicator can be particularly insightful to the learner. If you have taken the Myers-Briggs Type Indicator and remember your four letter type, you can use these findings to better understand your learning style. Should you not be familiar with the Myers-Briggs, you can make arrangements to take it through the Counseling Center by scheduling an appointment with a counselor (call the Counseling Center Receptionist at 765-285-1736). An alternative would be to complete the brief Keirsey Temperament Sorter found in Please Understand Me (Keirsey and Bates). A copy of this reference can be found in the Resource Room (Lucina 310-C).

While the Myers-Briggs Type Indicator is not comprehensive, it incorporates strengths that lend themselves to understanding styles. Some learning styles measures assess how one is behaving, but the Myers-Briggs looks at personality type as a means for understanding learning styles. If a student is experiencing problems learning new material in a course, it may be because the teaching style in the course is not compatible with the natural learning style of the individual. In contrast, if a student uses one style to the exclusion of other learning styles, he or she may overlook strategies that lend themselves better to the task at hand. The following table adapted from Introduction to Type in College (Ditiberio and Hammer) may be helpful in understanding how the Myers-Briggs functions contribute to learning styles coupled with some insight into why some courses frustrate and seem uninspiring:

EXTRAVERSION (Draws Energy From Outer World)	INTROVERSION (Draws Energy From Inner World)
Learns best in class where there is discussion	Prefers lecture classes where information can be absorbed and processed
If discussion is lacking in class, form a study group outside of class to discuss; debate; share ideas	Prefers to study alone but needs to expand horizons by getting involved in at least one study group
Study material alone before and after study groups to re-process information	Needs quiet for concentration with no interfering background noise
May like background noise when studying alone such as music, TV	Needs to let others know they are interested in a class by participating
May need to develop more effective reading and writing skills	Identify with faculty who give clear, well-organized lectures
When study becomes frustrating, may need to talk to relieve the anxiety	May need instruction in public speaking

SENSING (Gather Verified Facts)	INTUITION (Generate Ideas And Hunches)
Linear and convergent thinkers -- focus on facts	Global and divergent thinkers
Like demonstrations and step-by-step approaches	Grasp essential points and broad ideas
Interested in application	Like and challenged by complexity
Prefer faculty who provide clear directions for assignments	Identify with faculty who encourage independent thinking
Trust material presented in lectures and texts	Rely on imagination to go beyond the facts
Tend to memorize	Can devise directions and approaches when completing assignments

THINKING (Objective Decision-Making)	FEELING (Values-Oriented Decision-Making)
Important to learn to organize materials in a logical way in classes where faculty do not present in that way	Very important to be able to relate course material to you personally
Don't dismiss courses as insignificant if they do not follow an organized format	Do not dismiss class if faculty member does not establish personal rapport with you
Remember not all course assignments lend themselves to a logical format	Will be most motivated if your heart is in your work -- discover ways to value each class
Integrating your values in courses that are not organized in the way you learn best can help maintain interest	Like to please faculty even in small ways
Prefer material to be studied be objective in nature	Learn best when you are valued and appreciated

JUDGING (Organized)	PERCEIVING (Adaptable)
Since you tend to measure your learning by the completion of tasks, keep a log to track accomplishments	May have difficulty in courses because few faculty prefer perceiving function
Be alert to comments or feedback so you can improve your future endeavors	You might consider majors that are experiential in nature, so you can cultivate your flexible nature
Outline main points of course content rather than just trying to memorize	Prefer faculty who are entertaining and inspire you to be creative
Like to plan work well in advance	Like informal problem-solving approaches in courses
You tend to be motivated when you can attain closure on an assignment or project	Highly structured courses make you feel "trapped" and restricted because of rigid deadlines to complete assignments