Biology biology work sheet assignments

Questionnaire written by Dr. Lynn Neff. Study strategies adapted from Learning to Study Through Critical Thinking by J.A. Beatrice.

Name: ____________________

Part I: Learning Style Questionnaire

Directions: Read each sentence carefully and consider if it applies to you. On the line in front of each statement, indicate how often the sentence applies to you, according to the chart below. Please respond to all questions.

1 2 3 Never applies to me. Sometimes applies to me. Often applies to me.

SECTION ONE:

_____I enjoy doodling and even my notes have lots of pictures and arrows in them.

_____I remember something better if I write it down.

_____I get lost or am late if someone tells me how to get to a new place, and I do not write down the directions.

_____When trying to remember someone’s telephone number, or something new like that, it helps me to get a picture of it in my mind.

_____If I am taking a test, I can “see” the textbook page and where the answer is located.

_____It helps me to look at the person while listening; it keeps me focused.

_____Using flashcards helps me to retain material for tests.

_____It’s hard for me to understand what a person is saying when there are people talking or music playing.

_____It’s hard for me to understand a joke when someone tells me.

_____It is better for me to get work done in a quiet place.

Total______

Questionnaire written by Dr. Lynn Neff. Study strategies adapted from Learning to Study Through Critical Thinking by J.A. Beatrice.

SECTION TWO:

_____ My written work does not look neat to me. My papers have crossed-out words and erasures.

_____ It helps to use my finger as a pointer when reading to keep my place.

_____ Papers with very small print, low-quality copies are tough on me.

_____ I understand how to do something if someone tells me, rather than having to read the same thing to myself.

_____ I remember things that I hear, rather than things that I see or read.

_____ Writing is tiring. I press down too hard with my pen or pencil.

_____ My eyes get tired fast, even though the eye doctor says that my eyes are ok.

_____ When I read, I mix up words that look alike, such as “them” and “then,” “bad” and “dad.”

_____ It is hard for me to read other people’s handwriting.

_____ If I had the choice to learn new information through a lecture or textbook, I would choose to hear it rather than read it.

Total______

SECTION THREE:

_____ I don’t like to read directions; I’d rather just start doing.

_____ I learn best when I am shown how to do something, and I have the opportunity to do it.

_____ Studying at a desk is not for me.

_____ I tend to solve problems through a more trial-and-error approach, rather than from a step-by-step method.

_____ Before I follow directions, it helps me to see someone else do it first.

_____ I find myself needing frequent breaks while studying.

Questionnaire written by Dr. Lynn Neff. Study strategies adapted from Learning to Study Through Critical Thinking by J.A. Beatrice.

_____ I am not skilled in giving verbal explanations or directions.

_____ I do not become easily lost, even in strange surroundings.

_____ I think better when I have the freedom to move around.

_____ When I can’t think of a specific word, I’ll use my hands a lot and call something a

“what-cha-ma-call-it” or a “thing-a-ma-jig.”

Total______

SCORING:

The maximum score in any section is 30 and the minimum score is 10. The area with the highest number is your primary mode of learning.

Section One score: _____(Visual)

Section Two score: ______(Auditory)

Section Three score: ______(Kinesthetic)

Part 2: EVALUATING THE LEARNING STYLE QUESTIONNAIRE The modality type with the highest score indicates your preferred learning channel. The higher the score, the stronger the preference. If you have relatively high scores in two or more sections, you probably have more than one strength. If the scores in the sections are roughly equal, you probably do not have a preferred learning channel; you are a multi-sensory learner. The following table summarizes the observable characteristic indicative of the three learning styles. It provides an informal means of assessing your preferred approach to learning. Directions: Select all of the examples of the learning techniques that apply to you, even if they are not categorized under your learning modality. Answer the questions following the chart.

Questionnaire written by Dr. Lynn Neff. Study strategies adapted from Learning to Study Through Critical Thinking by J.A. Beatrice.

MODALITY VISUAL AUDITORY KINESTHETIC (Hands- on)

PREFERRED LEARNING STYLE

Learns by seeing or watching demonstrations

Learns through verbal instructions from self or others.

Learns by doing and direct involvement.

SPELLING Recognizes words by sight; relies on configurations of words.

Uses a phonics approach has auditory word attack skills.

Often is a poor speller; writes words to determine if they “feel” right.

READING Likes description; sometimes stops reading to stare into space and imagine scene; intense concentration.

Enjoys dialogue and plays; avoids lengthy descriptions; unaware of illustrations; moves lips or sub-vocalizes.

Prefers stories where action occurs early; fidgets while reading; not an avid reader.

HANDWRITING Tends to be a good, particularly when young; spacing and size are good; appearance is important.

Has more difficulty learning in initial stages; tends to write lightly.

Good initially, but deteriorates when space becomes smaller; pushes harder on writing instrument.

MEMORY Remember faces, but forgets names; writes things down; takes notes.

Remembers names, but forgets faces; remembers by auditory repetition.

Remembers best what was done, but not what was seen or talked about.

IMAGERY Vivid imagination; thinks in pictures; visualizes in detail.

Sub-vocalizes; imagines things in sounds; details are less important.

Imagery not important; images that do occur are accompanied by movement.

DISTRACTABILITY Unaware of sounds; distracted by movement.

Easily distracted by sounds. Not attentive to visual or auditory presentation so may seem distracted.

PROBLEM SOLVING Deliberate; plans in advance; organizes thoughts by writing them; lists problems.

Talks problems out; tries solutions verbally or sub- vocally; talks self through problems.

Attacks problem physically; impulsive; often selects solution involving greatest activity.

RESPONSE TO PERIODS OF INACTIVITY

Stares or doodles; finds something.

Hums, talks to self, or talks to others.

Fidgets or finds reasons to move.

RESPONSE TO NEW SITUATIONS

Looks around or examines structure.

Talks about situation; discusses pros and cons of what to do.

Tries things out; touches, feels or manipulates.

Questionnaire written by Dr. Lynn Neff. Study strategies adapted from Learning to Study Through Critical Thinking by J.A. Beatrice.

QUESTIONS 1. In what ways does the description of your primary mode of learning accurately describe you?

In what ways (if any) is it not accurate?

PART 3: LEARNING STYLE STUDY STRATEGIES Directions: Read the summary of study strategies for each learning style below. Select all of the study skills you already use, even if they are not categorized under your primary learning modality. Then answer the questions. VISUAL LEARNER

• Organize work and living space to avoid distractions.

• Sit in the front of the room to avoid distraction and away from doors or windows where action takes place. Sit away from wall maps or bulletin boards.

• Use neatly organized or typed material.

• Use visual association, visual imagery, written repetition, flash cards, and clustering strategies for improved memory.

• Reconstruct images in different ways - try different spatial arrangements and take advantage of blank spaces on the page.

• Use note pads, Post-Its, to-do lists, and other forms of reminders.

• Use organizational format outlining for recording notes. Use underlining, highlighting in different colors, symbols, flow charts, graphs or pictures in your notes.

• Practice turning visual cues back into words as you prepare for exams.

Questionnaire written by Dr. Lynn Neff. Study strategies adapted from Learning to Study Through Critical Thinking by J.A. Beatrice.

• Allow sufficient time for planning and recording thoughts when doing problem-solving tasks.

• Use test preparation strategies that emphasize organization of information and visual encoding and recall.

• Participate actively in class or group activities.

• Develop written or pictorial outlines of responses before answering essay questions. AUDITORY LEARNER

• Work in quiet areas to reduce distractions, avoiding areas with conversation, music, and television.

• Sit away from doors or windows where noises may enter the classroom.

• Rehearse information orally.

• Attend lectures and tutorials regularly.

• Discuss topics with other students, professors, and GTAs. Ask others to hear your understanding of the material.

• Use mnemonics, rhymes, jingles, and auditory repetition through tape recording to improve memory.

• Practice verbal interaction to improve motivation and self-monitoring.

• Use tape recorders to document lectures and for reading materials.

• Remember to examine illustrations in textbooks and convert them into verbal descriptions.

• Read the directions for tests or assignments aloud, or have someone read them to you, especially if the directions are long and complicated.

• Remind yourself to review details.

• Use time managers and translate written appointment reminders into verbal cues.

• Use verbal brainstorming and tape recording writing and proofing.

• Leave spaces in your lecture notes for later recall and 'filing'. Expand your notes by talking with others and collecting notes from the textbook.

• Read your notes aloud.

• Practice writing your answers using old exams and speak your answers.

Questionnaire written by Dr. Lynn Neff. Study strategies adapted from Learning to Study Through Critical Thinking by J.A. Beatrice.

KINESTHETIC LEARNER

• Keep verbal discourse short and to the point.

• Actively participate in discussions.

• Use all of your senses - sight, touch, taste, smell, and hearing.

• Use direct involvement, physical manipulation, imagery, and "hands on" activities to improve motivation, interest, and memory.

• Organize information into the steps that were used to physically complete a task.

• Seek out courses that have laboratories, field trips, etc. and lecturers who give real life examples.

• Use case studies and applications (example) to help with principles and abstract concepts.

• Allow for physical action in solving problems.

• Read or summarize directions, especially if they are lengthy and complicated, to discourage starting a task without instructions.

• Use taped reading materials.

• Use practice, play-acting, and modeling to prepare for tests.

• Allow for physical movement and periodic breaks during tests, while reading, or while composing written assignments.

• Role-play the exam situation.

• Teach the material to someone else.

• Write practice answers, paragraphs, or essays.

QUESTIONS

1. Which of the study skills associated with your primary mode of learning do you already use?

Questionnaire written by Dr. Lynn Neff. Study strategies adapted from Learning to Study Through Critical Thinking by J.A. Beatrice.

2. In what ways will you begin to use the suggested study skills for your learning mode?

3. What study skills do you already use that are not listed here?

4. What study skills suggested for other learning modes (that you did not already select) do you feel would work for you?

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