Assignment 2
MY LEARNING STYLE
A QUALITY ENHANCEMENT PLAN
The mbti
The dunning model of adult learning
Extraverted learners
Discuss facts and ideas to learn them
Think out loud
Share information and opinions
Learn in a group
Learn with partner, mentor, coach, teacher
Active and interactive
Ask and answer questions
Jump in and do something
EXTRAVERTED LEARNERS
Discover through trial and error
Variety of activities
Change learning modes often
Like a variety of people
Use network when researching a topic
Learn a little about a broad range of topics
INTROVERTED LEARNERS
Minimize distractions
Time to think before responding
Share well thought out ideas in private
Calm interactions with time for processing
One on one assistance, feedback
Work in quiet space
Time to process new information
Understand new information by reflecting on it
INTROVERTED LEARNERS
Read listen and observe to collect information
Access information well before having to talk about it
Individual or small group projects
Deal with one topic at a time
Concentrate on one topic for a long time
Decide independently how to approach a task
Access to additional information to study in depth
SENSING LEARNERS
Practical useful ideas
Specific facts, literal ideas
Information relevant to current situation
New knowledge built on what is already known
Content related to concrete application
Hands on learning
Applying to here and now
Organizing learning sequentially
SENSING LEARNERS
Real life examples and stories
Common sense approach
Engage the senses
Visual aids, diagrams, video, color
Memorize specific facts and details of material to be learned
Theory is understood after the facts
INTUITIVE LEARNERS
Theory ideas models
Possibilities, visions of what could be
Information from a number of sources
Relationships between facts and ideas
Content related to global goals
Creating, grasping, sharing ideas
Exploring concepts
Predicting trends
INTUITIVE LEARNERS
Organize conceptually in non-linear fashion
Symbols, metaphors, associations, abstractions to represent ideas
Inspired by novel ideas
Create theoretical frameworks
Integrate new ideas with other ideas
Focus first on a general overview
Secondary focus on learning specific facts
THNINKING LEARNERS
Need a logical reason for learning
Analyze and evaluate what is being learned
Want to know information is accurate, credible
Ask to know Why?
Have brief concise conversation
Find cause and effect relationships
Exploring logical consequences
Consider pros and cons of ideas
THINKING LEARNERS
Clear evaluation and performance
Receive clear corrective feedback
Staying on task even when working with groups
Debate, critique, question information
Identify biases in information
Take on challenging tasks, compete with other learners
Learn from highly competent teacher or expert
FEELING LEARNERS
Personal reason for learning
Relate learning to personal needs, beliefs, values, experiences
Identify how learning benefits people
Supportive encouraging teacher
Environment that supports effort and contribution
Focus on effects of ideas on people
Case history, personal stories
FEELING LEARNERS
Connect to other learners
Build relationship with approachable instructor
Receiving positive feedback
Making a unique personal contribution
Discussing thoughts feelings and experiences
Accepting and valuing others viewpoints
Pleasant harmonious environment
Collaborating, cooperating
JUDGING LEARNERS
Take charge plan actions, finish projects, achieve results
Receive clear instructions
Structured environment, well organized instruction
Clear learning goals and objectives
Define what is to be learned, how to be successful
Organized learning
Structure and schedule of time
JUDGING LEARNERS
Set up deadlines with structure
Clarify expectations
Use time and resources efficiently
Finish one thing before starting another
Organize learning space
Start early and complete assignments well before the deadline
PERCEIVING LEARNERS
Adjust timelines and deadlines as they go
Engage in a variety of learning activities
Have options
Take an informal approach to learning
Work in a flexible schedule
Approach learning in an open ended way
Curious and exploratory
Gather more information
PERCEIVING LEARNERS
Start at the last minute
Variety of information sources
Initiating changes in plans
Being spontaneous and unstructured
Modify the learning to fit their needs
Take advantage of last minute opportunities
Work under time pressure
EIGHT LEARNING STYLES
THE DUNNING MODEL OF ADULT LEARNING
DUNNING MODEL OF ADULT LEARNING
Responder
Explorer
Expeditor
Contributor
Assimilator
Visionary
Analyzer
Enhancer
RESPONDERS ESTP ESFP
Observant and like to respond quickly by taking action
Immediate problems and opportunities
Enjoy being spontaneous
For learning to hold attention it needs to be interesting, active, applied
Want to link learning with common sense and situation at hand
Often bored with formal learning settings
RESPONDERS
Learn from trial and error
Practical and use common sense
Want to immediately apply learning
Prefer concrete information
Dislike highly theoretical information
Prefer real life learning
Are active in the learning process
Memorize relevant thoughts and ideas
RESPONDERS
Use color, sight, sound to help learning
Like hearing about real life experiences
Enjoy useful, humorous discussions
EXPLORER INFP ENTP
Enthusiastic, innovative, adaptable
Work in bursts of energy
Read extensively and have broad interests
Like exploring topics rather than coming to closure
Need variety and change to hold their interest
Like to initiate new ideas and seek change
Think out loud
Want to discuss information
EXPLORER
Seek out different points of view
Become bored with too many details
Look at what could be vs what is
Focus is on the future
Enjoy group activities and discussions
Dislike highly routine and structured classes
Difficult listening to long presentations unless they are dynamic and engaging
EXPEDITOR ESTJ ENTJ
Direct and decide is their motto
Are decisive and like closure
Analyze a situation, mobilize people, get the job done
Use logical decision making in their approach
Focus on time and task management
Set their own learning goals
Dislike disorder and inefficiency
Prefer logical presentation of materials
EXPEDITOR
Looks for flaws and inconsistencies
Enjoy competition, challenge and debate
Have an open, frank communication style
Ask questions
Seek clear, objective, corrective feedback
CONTRIBUTOR ESFJ ENFJ
Want to learn in a pleasant environment
Take on many tasks and may over commit themselves
Focus on interaction and communication
Consider the needs of others in a learning activity
Make sure everyone is included and accepted
Organize their time and tasks
Want to be appreciated and supported
Dislike situations where people are challenged
CONTRIBUTOR
Seek harmony in the learning environment
Recognize ways to utilize individual strengths
Give and receive positive feedback
Devoted to key values
Encourage personal growth in self and others
Learn from a broad range of people
Enjoy traditions and celebrate people’s success
Cooperative learning tasks
CONTRIBUTOR
Helpful and collaborative learners
Coordinate with people to complete tasks
Develop rapport with others and use empathy
Establish relationships with other learners and faculty
Enjoy stories that relate learning to individual’s needs
ASSIMILATOR ISTJ ISFJ
Specialize and stabilize
Enjoy accuracy and precision
Learn practical and relevant facts
Are task oriented
Prefer structure and routine
Work at a steady careful pace
Study materials thoroughly
Like to learn in depth about a topic
ASSIMILATOR
Prefer quiet time to reflect on what they learn
Study effectively alone
Like learning from knowledgeable teachers
Listen and think before interacting with others
Take a systematic careful approach
Like to develop practical skills
Plan carefully before starting a task
Relate learning to real life applications
ASSIMILATOR
Try hard to meet assignment expectations
Observe how others do the task or assignment
Dislike having to interact or perform on the spot
Link new information to experience
Provide reading materials ahead of time
Thrive in learning that is structured
VISIONARY INTJ INFJ
Systems thinkers and long term planners
Like to thoroughly analyze and plan a learning project before they take action
Enjoy intellectual challenges and complex projects
Are independent and self motivated
Prefer quieter environments
Take in ideas and make mental models
Focus on theory underlying the facts
visionary
Prefer complex projects to routine tasks
Enjoy metaphor, story and abstract ideas
Question accepted knowledge
Seek new ideas
Want to hear alternative viewpoints
Conscientious, determined, strongly driven to meet goals
Reflect on what they have learned
visionary
Need quiet time to process information
See many different ways to process information
Intent focus on content and projects
Need time to process internally before commenting
Like to discuss ideas, theory
Dislike hearing too many facts
Sometimes find it difficult to explain their complex ideas
Like an overview, structured class, materials ahead of time
ANALYZER ISTP INTP
Examine and evaluate
Focus on developing competency
Critically evaluate information
Prefer objective data
Seek competent and knowledgeable instructors
Independently evaluate their progress
Want to stay on task
Need challenge and variety in their learning
aNALYZER
May be impatient with group activities and rapport building
Provide them corrective feedback
Questions decisions and information
Wants logical reasons for learning something
Relate what they learn to science, reason, what they know
Wants information in clear logical manner
Independent observers
Need time to think before interacting
Analyzer
Focus more on understanding or reacting to situations than on achieving results
Self directed in their feedback-self critical, quick to evaluate their performance. They may ignore feedback that opposes their self assessment. They dismiss feedback generalized positive feedback. Receive feedback if from a respected informed source in their view. Want clear feedback that is corrective in nature.
ENHANCER ISFP INFP
Care and connect
Approach situations in a personal, unique and individual way
Like to control their own pace and create structure for themselves
Appreciate and work to improve the world around them
Put others first and focus on the needs of others
Dislike the structures formal classroom
ENHANCER
Comfortable staying in the background in learning situations
Like personal stories and experiences related to learning situations
Seek opportunities to hear how others solved problems
Are most comfortable learning after trust is established
Value harmony, collaboration in a supportive environment
Work alone or a small group to learn best
enhancer
Dislike debate and will avoid conflict
Like instructors that take an interest in them and can appeal to values
Like to have time to process information before having to talk about it out loud
Enjoy flexibility and variety in learning
Need uninterrupted alone time for learning
Will take some time to warm up if in a group project
Prefer one on one feedback that is positive, dislike negative comments
Extrovert learning strategies
Slow down if the course requires depth of knowledge
Sit up front to avoid excessive talking
Limit comments, questions to respect other learning styles
Take time to gather information before discussing it
Reading out loud may help retain information
Use discussion groups, learning partners
Introvert learning strategies
Create a quiet space to learn
Use online and independent learning courses
Cue others by saying “Let me think about that”
Signal your listening with some non-verbal cues
Try jumping into a learning activity though its uncomfortable
Learn to skim, summarize and not go in depth when needed
Sensing learning strategies
Summarize material, write down just the main ideas not every word
For theory…ask how this can be applied
For abstract concepts…use models and charts
Create short term goals
For ideas that seem to lack immediate application look for the long term use or goal
INTUITIVE LEARNING STRATEGIES
Limit ideas and focus on what can be accomplished in a specific period of time
Charts, timelines and detailed notes
Back up ideas with supporting facts when speaking
Make connections when changing topics to show relationships
Create a list of steps
Avoid being distracted by marginally related material
Thinking learning strategies
Find expert instruction
Take a moment to craft the comment diplomatically
Consider if it is best not to debate or challenge
In a group get to know others, build rapport
Give some positive feedback
Instead of focusing on how to challenge an idea, listen to gain understanding
Ask for constructive targeted corrective feedback
Feeling learning strategies
Link learning to what is important to you
Accept and even seek corrective feedback
Learn the value of objective analysis
Find instructors that are passionate
Find professors that take an interest in you the student
Try new skills even if they are not encouraged
In a cold, unsupportive environment resist the urge to withdraw
JUDGING LEARNING STRATEGIES
When expectations or deadlines change, don’t panic, take time to clarify
Avoid overscheduling yourself
Avoid expecting too much of yourself
Don’t make decisions too quickly
Don’t make commitments too quickly
In groups negotiate clear deadlines/expectations
Build in time in schedule to address interruptions and last minute changes
PERCEIVING LEARNING STRATEGIES
In group work, honor your part of joint assignments and deadlines
Use time management skills
Set deadlines before the actual deadline
Resist fun distractions and stay focused on task
Start assignments earlier
Look for flexible learning environments
Have a strong calendar with you at all times
ACADEMIC ORGANIZATION
JUDGING VS. PERCEIVING
SUPPORTIVE FEEDBACK
CORRECTIVE FEEDBACK
THINKING VS FEELING