GETTING TO

KNOW STUDENTS

HANDOUT FOR TEACHERS

All About Me

Lessons One through Three

1

Learning Styles Inventory
On your Learning Profile Response Sheet, circle the number of the statements that describe you at this time in your
life.
1. I prefer reading a story rather than listening to someone tell it.
2. I would rather watch television than listen to the radio.
3. I remember faces better than names.
4. I like classrooms with lots of posters and pictures around the room.
5. The appearance of my handwriting is important to me.
6. I think more often in pictures.
7. Visual disorder or movement distracts me.
8. I have difficulty remembering directions that were told to me.
9. I would rather watch athletic events than participate in them.
10. I tend to organize my thoughts by writing them down.
11. I am very quiet and do not volunteer answers often.
12. I love to put together difficult puzzles.
13. Wearing color-coordinated clothing is important to me.
14. I notice details about the world.
15. I have a vivid imagination.
16. I can put together projects without looking at the directions.
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I tend to remember names better than faces.
I would enjoy taking part in dramatic events like plays.
I tend to subvocalize and think in sounds.
I am easily distracted by sounds.
I easily forget what I read unless I talk about it.
I would rather listen to the radio than watch television.
My handwriting is not very good.
I would rather be in a group discussion than read about a topic.
I prefer talking on the phone rather than writing a letter to someone.
I love to talk a lot.
I remember jingles and television commercials.
I am distracted by background noises.
I can express my feelings.
I like to solve problems by talking out loud.
I sound out new words and I am a good speller.
When I hear directions orally, I can follow them easily.

I would rather participate in athletic events than watch them.
I prefer going to museums where I can touch the exhibits.
My handwriting deteriorates when space becomes smaller.
Movement usually accompanies my mental pictures.
I like being outdoors and doing things like biking, camping, swimming, or hiking.
I remember best what was done rather than what was seen or talked about.
When faced with a problem, I often select the solution involving the greatest activity.
I like to make models or other handcrafted items.
I would rather do experiments than read about them.
I have difficulty remembering verbal directions if I have not done the activity before.
I move my body more than I talk.
I move a lot rarely sitting still.
I usually touch things I see.
I do not always worry about being messy; my room is a mess.
I try to touch and feel things I am learning about.
I think I have a fairly long attention span.
All About Me
Lessons One through Three
2

23. attend a play. 20. circle the number of the statement in each trio that best describes you at this time in your life. At a meeting. Milone. If I have business to conduct with another person. When I am old enough to drive. I will frequently check the mirrors and watch the road carefully. 14. I would rather engage in a physical activity of some kind.Modality Learning Survey On your Learning Profile Response Sheet. Adapted from Barbe. 16. 18. I consider myself a sensible dresser. since it saves time. When I am angry. or some other appropriate physical action. I prefer face-to-face meetings or writing letters. 2. I usually am quick to let others know why I am angry. 29. My emotions can often be interpreted from my voice quality. 30. I will continually shift the position of the seat because I can’t get comfortable. January. If I have business to conduct with another person. I prefer conversing while walking. I would rather be somewhere else and spend my time doodling. The most effective way of rewarding me is through oral praise to the rest of the class and me. go to a movie. I consider myself a comfortable dresser. attend a concert. I consider myself a neat dresser. I keep up with current events by listening to the radio or watching the news on television. 27. When I am angry. The most effective way of rewarding me is through a pat on the back. 10. a hug. 26. 15. I keep up with current events by reading the paper thoroughly when I have time. 6. 24. If I have business to conduct with another person. 17. In my spare time. or doing something physical. When I am angry. 1. “Modality. I keep up with current events by quickly reading the paper or spending a few minutes watching the news on television. 9. I enjoying discussing and hearing other points of view. I will turn on the radio as soon as I enter the car. jogging. 3. 21. 25. grasp something tightly. When I am old enough to drive. In my spare time. or play an instrument. 12. I usually clam up and give others the silent treatment. My emotions can often be interpreted from my general body tone. I prefer the telephone.” Instructor. I come prepared with notes and displays. 7. My emotions can often be interpreted from my facial expressions. 8. The best approach to discipline is to isolate me by separating me from the group. or storm off. 13. or posting good work for others to see. I usually clench my fist. stickers. When I am old enough to drive. 4. and Michael N. 22. At a meeting. 1984. I would rather watch television. In my spare time. 19. At a meeting. 5. 11. 28. or read a book. I would rather listen to the radio or CDs. All About Me Lessons One through Three 3 . The most effective way of rewarding me is through positive comments written on their papers. The best approach to discipline is to reason with me and discuss the situation. Walter B. The best approach to discipline is to use acceptable forms of corporal punishment.

He copies the work of others. He remembers demonstrations and memorizes by picture. you tend to talk fast and use visual aids. Use movement and demonstration as well as concrete teaching aids such as models. and verbal bantering. As a teacher of the kinesthetic learner. He memorizes by walking and seeing. He finds misprints and typographical errors because he notices details. Allow him to write on the board. putting things away when finished with them. Let him talk while writing and encourage reading orally. and neatness counts. fast reader. give verbal directions and help the learner through the task. you tend to speak rhythmically and like class discussion. objects. He remembers what was discussed because he learns by listening. You use what students can do to evaluate them. He uses mature spoken language easily and speaks in a rhythmic pattern. AUDITORY LEARNERS The auditory learner is a good storyteller and a good singer or at least enjoys music. He loves discussion and is talkative. give him individual attention. you tend to talk more slowly using manipulatives and demonstrations. Use symbols for matching visual to auditory. and sequences. He talks with his hands and likes to draw and doodle. He talks in action verbs. He had early large muscle development. procedure. As a teacher of the auditory learner. Allow time for movement so he doesn’t spend too much time in one position. You are date-oriented and believe in tests to evaluate students. You rarely use visual aids. He memorizes by steps. Have him write as he listens. He makes up rhymes and gives his friends nicknames. He likes to take things apart and put them back together again. You or the students read the text orally. Have him write from dictation and test him verbally. He is good at reading graphic aids and sight reading music. Use metaphors. He responds to physical rewards because he is physically oriented and moves a lot. He enjoys sports and is well coordinated. All About Me Lessons One through Three 4 . You are easily disoriented from the focus of the lesson. He is easily distracted. He uses the library well. He is quiet and easily distracted by noise. He tells jokes and likes to get the teacher off the subject. Use games. audio-visual aids. He does not like clutter. He points when he is reading. He tends to talk better than he writes and likes to talk as he writes. and lined or graph paper. His handwriting is thick and pressured.LEARNING STYLES INVENTORY AND MODALITY LEARNING SURVEY VISUAL LEARNERS The visual learner is tidy and organized. He likes to be the boss in charge. He likes poems. He can repeat what was said. use frequent demonstrations. If you as the teacher are a visual learner. He would rather read than be read to and likes to work puzzles. He likes plot oriented books. He learns by manipulating and doing. “How many times have I told you?” TACTILE-KINESTHETIC LEARNERS The kinesthetic learner touches everything and makes things out of his papers. He is appearance oriented. He has a tendency for tangents and telling the whole sequence of an event. Draw arrows. He enjoys reading orally and listening. Use foldable advanced organizers. so much so he may monopolize the discussion if allowed. Role play situations. who is also a good speller. When disciplining you rely on memorized sermons that begin with. If you as the teacher are a kinesthetic learner. He hears sounds and voices in his imagination. trying alternatives verbally first. He uses a phonetic approach to attack unknown words. He may be prone to fight instead of talking things out. Math and writing are more difficult for him. riddles. If you as the teacher are an auditory learner. He gives verbal excuses for not getting things accomplished. He has to have the whole picture that is very detailed. but he needs graphic organizers to learn vocabulary. As a teacher of the visual learner. You have your students involved in projects such as plays and simulations as well as board work or group work. charts. You often use words or noises. Use pictures to reinforce terms and labels. He is good at talking on the telephone. etc. He demonstrates an overt show of affection toward his friends. He also finds items others tend to lose. He has difficulty remembering verbal instructions and will ask you to write directions. Use a tape recording for reinforcement work. He is usually a good dancer and drummer because of his sense of rhythm. You tend to acknowledge students’ comments by paraphrasing. He dialogues internally and externally. You cover a lot of content and consider form important. He is a strong. He remembers the overall impression of what he experiences. He has vivid imagery. Help him develop his note taking skills. He tends to act out imaginary images. You consider concepts important and de-emphasize spelling and grammar. and puzzles to teach concepts and analytical skills. He is deliberate. He may talk to himself when working alone and moves his mouth when reading silently. He asks questions about written directions. He likes books and pictures.

3. R. I like drawing. 27. 5. 29. I like comparing and contrasting points of view. 4. 7. I like evaluating my own and others’ points of view. and statements 1-10 circled represent your analytical score. and statements 21-30 circled represent your practical score. 10. I like convincing someone to do something. 13. 18. 14. minds-on activities. circle the number of the statements that are true for you at this time in your life. 1. 15. games.Sternberg’s Intelligences Question – When confronted with interesting information about something you do not know. I like designing new things. 20. I like putting into practice things I have learned. I like solving logical problems. I like thinking in pictures and images. 30. 16. A. 26. I like supposing things were different. and approaches. I like learning through hands-on. I like advising friends on their problems. 17. 25. I like to analyze characters when I am reading or listening to a story. I like resolving conflicts. 19. I like criticizing my own and others’ work. All About Me Lessons One through Three 5 . I like using my imagination. and E. (2000) Teaching Successful Intelligence. I like applying my knowledge. I like adapting to new situations. I like taking things apart and fixing them. 12. 11. 23. I like sorting and classifying. and statements 11-20 circled represent your creative score. 6. I like inventing new words. Do you want to know all the little details that go into it? C. 22. A. Do you want to know how it is being used? On your Learning Profile Response Sheet. P. Do you want only enough information to think of other things to do? P. I like noticing things others often ignore. circle the letter of the question that best describes what you want to know on your Learning Profile Response Sheet. I like explaining difficult ideas or problems to others. 24. 28. 21. Grigenko. I like working with people in teams or groups. 9. 8. I like thinking of alternative solutions. I like composing. Adapted from Kay Brimijoin (2004) and Sternberg. I like coming up with ideas. C. I like making inferences and deriving conclusions. I like learning by interacting with others. 2. I like judging my own and others’ behavior. I like using graphic organizers or images to organize my thoughts.

individuals with this type of intelligence are not as adept at creating unique ideas of their own. They maximize their strengths and compensate for their weaknesses. It involves people who apply. The effectiveness with which an individual fits to his or her environment and contends with daily situations reflects this intelligence. This intelligence is the type that is tested most often. and analogies. Words such as analyze. these critical thinkers decide what to do and do it. invent. On a basic human level everyone performs these functions on a daily basis. Attitude and emotional factors also influence this intelligence. and the ability to react to novel situations and stimuli. organizing information. These learners enjoy problem solving. utilize. This intelligence is demonstrated by one’s attempts to adapt to and shape one’s environment to create an ideal fit. judge. but this intelligence is especially useful in creating new ideas to create and solve new problems. Information processing is applied to relatively novel types of problems. People who create. They learn better by using ideas rather than just learning ideas. evaluate. They operate in the real world. They need to solve problems in a meaningful context. Unfortunately. use. People that are adept at managing at novel situation can take the task and find new ways of solving it that the majority of people would not notice. PRACTICAL Contextual – Street Smart – Focus on Use Practical intelligence involves the ability to grasp. which involves the ability to apply synthetic and analytic skills to everyday situations. These learners are superb in their ability to succeed in any setting. People with this intelligence are not often seen with the highest IQ’s because there are not currently any tests that can sufficiently measure these attributes. Analytical thinking occurs when the components are applied to relatively familiar types of problems. understand. This intelligence is influential in being able to take apart problems and being able to see solutions not often seen because these learners think abstractly and process information effectively. They can figure out what they need to do to succeed. They come at ideas and problems in fresh and surprising ways. Novel tasks are good measures of intellectual ability because they assess an individual’s ability to apply existing knowledge to new situations. taking notes. Therefore. and implement. and memorizing information. suppose. compare and contrast and critique describe this level of thinking. They learn well when they see how things work in the world and how ideas and skills help solve problems.STERNBERG’S INTELLIGENCES ANALYTICAL Linear – School House Smart – Sequential Analytical intelligence involves analyzing problems and choosing a strategy for solving the problems. This intelligence is directed toward goals. CREATIVE Innovator . They prefer to experiment with ideas rather than work like everybody else. This intelligence reflects how the learner relates to the external world. puzzles. and deal with everyday tasks.Outside the Box – What If Creative intelligence involves insights. synthesis. People with strengths in this intelligence do very well making meaning of text material. seeing cause and effect. This intelligence reflects how the learner connects the internal world to external reality. They formulate new ideas and may connect seemingly unrelated bits of information. explore. discover. All About Me Lessons One through Three 6 . and imagine use these skills. This intelligence reflects how the learner relates to his/her internal world.

48. Math and science are among my favorite subjects in school. or quantified. or puns. and other visual puzzles. they usually understand me the first time. I frequently use a camera or camcorder to record what I see. It bothers me when others use improper English. I like to invent unusual ways to add them. I like writing. I like to take things apart and try to figure out how to put them back together. I like finding logical flaws in things that people say and do at home and at work. 7. 27. 3. I like to use data. 32. 11. doodling. movies. I often listen to the radio. 41. 19. 39. 35. I like finding my way using a map. When given a long list of numbers to add. 30. I wonder how things work. drawing. Others sometimes have to stop and ask me to explain the meaning of the words I use. I feel more comfortable when something has been measured. I have written something recently that I was particularly proud of or that earned me recognition. I like categorizing books. I often see clear visual images when I close my eyes. 45. and charts. 25.Gardener’s Multiple Intelligences On your Learning Profile Response Sheet. or sketching. I show an aptitude for word games and crossword puzzles. 8. 14. I can hear words in my head before I read. 47. 23. 1. and photographs. and clothes. All About Me Lessons One through Three 7 . I would rather draw a picture than tell a story. I like books with maps. 44. 33. I like to learn and use big words. 50. nonsense rhymes. When I give directions to others. 4. 18. I like videos. My mind searches for patterns. I like to pick out shapes when I look at buildings and clouds. 43. I enjoy doing jigsaw puzzles. 28. I like strategy games. I like to tell jokes and stories. television. I have vivid dreams at night. 20. I am sensitive to color and like interesting designs. I can easily compute numbers in my head. I can imagine how something might appear if it were looked down upon from directly above. Geometry is easier for me than algebra or regular math. 29. 17. 2. I like to work with computers and calculators. I get more out of listening to the radio or a spoken word than I do from television of films. 6. 36. 38. 46. 5. I enjoy listening to others talk. I like figuring out the reasons for things. I like reading and telling others about what I have read. 37. 24. 49. 15. 51. circle the number of the statements that best describe you at this time in your life. 40. 42. I find my way around easily when I am in a new place. or write them down. 22. English and social studies are easier for me than math and science. I pay more attention to the words written on the billboards than to the scenery when traveling. analyzed. or logical sequences in things. homework. 26. speak. I like to browse through books because they are very important to me. I like painting. 9. I enjoy entertaining others or myself with tongue twisters. 12. 10. 31. I enjoy playing games or solving brainteasers that require logical thinking. or CDs. I am interested in new developments in science. pictures. 21. regularities. I like to set up little what if experiments. I like imagining things in my head in pictures. I can look at an object and imagine how it would look if it were turned upside down. I like collecting and organizing things. 13. I believe that almost everything has a rational explanation. 16. mazes. 34.

64. I like using music to change my mood or feelings. 55. 56. I see details when I look at plants. I like to collect things from nature. camping. 101. I like tending to plants and animals. I like exercising. I like making up songs. I like getting involved in wildlife protection projects. I like competing in a sport. 69. 100. and categorizing objects. 95. All About Me Lessons One through Three 8 . I find it difficult to sit still for long periods of time and get uncomfortable. I need to touch things and be touched. 73. 70. I would describe myself as well coordinated. My room has lots of natural objects in it. I like dancing or playing games that require movement. 90. I collect leaves. I am usually able to sing it back fairly accurately. 77. I like acting. or learning something. 60. I think of songs that will make me happy. and walking a balance beam are easy for me.52. 53. I often make tapping sounds or hum a melody while working. I enjoy wildlife. I can easily keep time to a piece of music with a simple percussion instrument. flowers. 66. 84. I have a good sense of rhythm. 89. 78. studying. 65. swim. I need to practice a new skill rather than simply reading about it or seeing a video about it. and animals in my state. I have a pleasant singing voice. I can hear animal and bird sounds clearly. I like singing almost anywhere. I sometimes catch myself with a television jingle or other tune running through my mind. I am sensitive to music and sounds. and animals. 61. 83. 86. I listen to music while studying. 87. If I hear a musical selection once or twice. 96. I can tell when a musical note is off-key. 91. or hunting. fixing. I know the names of many plants. I frequently listen to music. 79. I know the tunes to many different songs or musical pieces. 68. I play a musical instrument. 98. 81. I enjoy sorting. 72. 62. I enjoy spending time in nature. 58. 57. Listening to certain kinds of music can make me happy or sad. I enjoy gardening. such as a walk. 82. 54. 94. 88. I enjoy outdoor activities such as hiking. I can run. I often like to spend my free time outdoors. I use lots of hand gestures and body movement when I talk. 85. classifying. 93. 63. I enjoy daredevil amusement rides or similar thrilling physical experiences. 71. 76. assembling. Riding a bike. 102. I feel happy and relaxed when I am in the woods. 74. I am very aware of my environment and changes in it. trees. I learn to play new sports quickly and easily. or exercise for a long time without getting tired. mimicking. My best ideas often come to me when I am engaged in some physical activity. fishing. skating. 97. and building. When I am sad. 75. 80. The zoo and/or botanical gardens are great places to visit. birds. 67. I like working with my hands at concrete activities such as crafts and hobbies. 59. 99. I am good at caring for pets. role playing. birds. I engage in at least one sport or physical activity on a regular basis. 92.

“The Naturalist Intelligence”. Statements 1-17 reflect one’s verbal/linguistic score. I think about things and plan what to do next. 135. and Johnson. I like giving encouragement and positive support to others. Bruce. I feel comfortable in the midst of a crowd. I like to get involved in social activities connected with my school and community. I seek out another person for help. 105. which I remember. 122. strengths. I would rather spend my time with many friends than by myself or with one friend. I like to deal with my own feelings. When I have a problem. I like to make collections of things that have special meaning to me. 133. I like working in groups to accomplish a task. 121. 114. 120. 127. I enjoy listening to lectures that teach me more about myself. Statements 103-119 reflect one’s intrapersonal/introspective score. Thomas. 129. Statements 52-68 reflect one’s musical/rhythmic score. and weaknesses. I have confidence in myself. I like daydreaming or visualizing and see pictures in my mind. Statements 120-136 reflect one’s interpersonal/social score.103. I would prefer to spend a weekend alone rather than with lots of others around. 123. 116. 125. 113. Statements 35-51 reflect one’s visual/spatial score. Statements 69-85 reflect one’s bodily/kinesthetic score. I have some important goals for my life that I think about regularly. 108. I avoid conflicts and difficult situations. I regularly spend time alone reflecting or thinking about important life questions. 124. 119. I can understand how my friends are feeling by looking at their faces. 104. When my friends are in a bad mood. I have empathy for others. 131. I enjoy the challenge of teaching others what I know how to do. I like learning about other cultures. Armstrong. I like sharing with others. I prefer group sports rather than solo sports. Ideas or answers to questions seem to just pop into my head. I have a special hobby or interest that I keep pretty much to myself. All About Me Lessons One through Three 9 . 128. Statements 18-34 reflect one’s logical/mathematical score. Adapted from Armstrong. I keep a personal journal to record my emotions. 115. Statements 86-102 reflect one’s naturalist score. I have opinions that set me apart from the crowd. The Differentiated Classroom. I like listening to others’ opinions and feelings. Seven Kinds of Smart. 130. 112. People come to me for advice. 136. 134. Bob. 126. I consider myself to be strong willed or independent minded. 111. 118. I usually understand why without asking. 109. I have many close friends. I need a quiet place to work or just be alone. I have a realistic view of my feelings. 106. 107. 110. I like doing my part when I am part of a team project. 117. 132.

chess players. They see similarities in shapes and positions. surveyors and scientists rely on this intelligence. shape. They can use mathematical concepts to make conjectures. historians. an engineer. establish proofs. an iconographer. verbal explanations. and a quantitative problem solver. a painter. an inventor. They use words effectively and can manipulate language in terms of syntax. a guide. They use numbers effectively. or orchestral performer or conductor and a public relations director in music. order. pictures. and experimenting with hypotheses and consequences. and a philosopher. and an art critic. and a statistician. They can perceive and represent the visual-spatial world accurately like an illustrator. band. MUSICAL/RHYTHMIC Music Smarts involves sensitivity to pitch. an inventor. categorizing. rhythm or words. and aesthetics of mathematics and solve problems in design and modeling like a composer. an orator. and reasoning. design. Art Centers appeal to these students. Music Centers appeal to these students. timbre. and an instrument maker. These students are good at telling stories and playing word games and puzzles. listen to music. They remember language. They can use language to build trust and rapport like a salesperson. They often ask logical questions. and a music collector. draw. a model builder. scouts. and a qualitative problem solver. All About Me Lessons One through Three 10 . Mathematicians and doctors also rely on math and logic smarts. They can use numbers to compute. Students with these smarts can remember melodies and are aware of surrounding sounds. They can create imaginative and expressive performances and compositions like a composer. and space to meet the needs of others like an interior decorator. classifying. remembering them. a computer graphics designer. a clothing designer. They can be sensitive to the patterns. These students enjoy mathematics. and semantics. and manipulating them. and play musical instruments. an administrator. hum. a weaver. They can transform visual or spatial ideas into imaginative and expressive creations like an artist. recognizing them. VISUAL/SPATIAL Space Smarts is the ability to create visual representations and understand information best with mental pictures or creating a physical picture. and a cinematographer. They enjoy videos. line. timing. They can find their way around remembering directions and locations. and a builder. They can apply mathematics in their personal and daily lives like a tradesperson and a homemaker. recognizing and using abstract patterns and relationships. pilots. problem solving. Math Centers appeal to these students. a bookkeeper. a clergyperson. an aficionado. LOGICAL/MATHEMATICAL Logic and Math Smart involves skills in inductive and deductive reasoning. logic. calculating. and using language to express ideas or thoughts. a professor. a poet. a designer. a scientist. and apply mathematics and data to construct arguments like a logician. and graphic aids as well as playing with machines. They follow reasoning to understand ideas and to see relationships. They use language to express what is on their minds. They think in music by hearing patterns. and create things. They can interpret and graphically represent visual or spatial ideas like an architect. describe. They hear and remember musical sounds. Scholars. a conductor. They can arrange color. They may like to produce music through instruments or make sound effects. Reading Centers appeal to these students. and document like an accountant. They can hear a story and repeat it back. They can use metaphoric and expressive language like a playwright. and learn through sound and music. a technical writer. sensitivity to sound. Sailors. writing. phonology. They can interpret musical forms and ideas like a music critic. They can respond emotionally to music and work together to use music to meet the needs of others like a choral. form. compose. symmetry. They enjoy ordering objects. and a therapist. Music is always present in their minds. Picture Smart students like to do mazes. They can use language to describe events and sequence activities like a journalist. a computer programmer. They sing. and rhythm of sounds. an artist. comedians and actors depend on language smarts. and a novelist.GARDENER’S MULTIPLE INTELLIGENCES VERBAL/LINGUISTIC Word Smart involves skills in reading. hunters. a music teacher. They can understand and develop musical technique like a technician. a counselor. photographs. and a contractor. and a soloist. an advertising copywriter. They can develop logical arguments and use rhetoric like an attorney. dance. and a photographer. build.

They usually do not mess up. a trainer. They can appreciate the aesthetics of the body and use those values to create new forms of expression like a sculptor. sorting. They are sensitive to natural phenomena. and certain scientists use this intelligence. comparing. a politician. and empathy skills. a dancer. strengths. They notice moods and feelings in others because they are sensitive to facial expressions. They can plan strategically to critique the actions of the body like a physical education teacher. strength. Hunters. a therapist. but they do know where to go if they need help. reorganizing. a counselor. to persuade. INTRAPERSONAL/INTROSPECTIVE Self Smart involves the ability to be aware of and understand one’s own feelings. They prefer to work alone and pursue their own interests. They enjoy animals. and gestures. They like having their own space. a salesperson. They create original work. dexterity. a psychologist. and communicating. a psychotherapist. and a writer. a charismatic leader. an actor. They learn best when sharing. and a dance critic. and crafts. They process information by interacting with space. talents. and cooperating with others. and create products. organizational. weaknesses. They can organize people and communicate clearly what needs to be accomplished like an administrator. They like to collect and categorize plants. a religious leader. and balance. They excel at sports. acting. a contractor. and an evangelist. They can reflect on one’s inner moods. Nature Centers appeal to these students. discriminating. They work well with others because they are good at negotiating. speed. and a politician. classifying. flexibility. and understand the behavior of others. and a trainer. They understand and enjoy everything in nature. mediating. They can influence and inspire others to work toward a common goal like a consultant. interviewing. and a puppeteer. a manager. botanists. They can make much of their strengths and play down their weaknesses. They can use empathy to help others and to solve problems like a social worker. They like to perform in front of others. and overall behavior. They learn best with individualized projects and self-paced instruction. a doctor. salespeople. solve problems. relating. They have a strong sense of self. voice inflections. They can use the body and tools to take effective action or to construct or repair like a mechanic. and intentions. and caring about plants and animals. farmers. and parents rely on this intelligence. These students understand others and notice their goals. They excel in outdoor activities such as camping and fishing. Building Centers appeal to these students. Group Work Centers appeal to these students. even the unusual ones. These abilities help students learn to discriminate among types of other items. They can discriminate and interpret among different kinds of interpersonal clues like a sociologist. dancing. These students like physical activity and prefer active learning. Clinicians. They are strong at activities that require coordination. They can use their understanding of self to be of service to others like a counselor and a social worker. They learn best through outdoor activities and nature study. perform. thoughts. a nurse. Self Smart students tend to be good at goal setting and enjoy activities which further their understanding of themselves as individuals.BODILY KINESTHETIC Body Smart involves using the body to communicate ideas and emotions. a craftsman. They gesture while communicating. NATURALIST Nature Smart attends to the flora and fauna in his environment. They like to move around and touch things while learning. chefs. a professional athlete. and a sociology professor. All About Me Lessons One through Three 11 . and temperament and use them to create or express a personal vision like an artist. and interests and use them to set goals like a planner and a small business owner. motivations. and a teacher. weaknesses. a psychology professor. They can use their whole body to express ideas. INTERPERSONAL/SOCIAL People Smart refers to the ability to work effectively with others. to console. a sports analyst. a choreographer. They display strong leadership. They can form and develop concepts and theories based on an examination of oneself like a psychologist. They can assess their own strengths. Independent Centers appeal to these students. a mime. timing. They can learn new movements of the body and perform them well. They like to do different sports and physical education activities. or transform things. Surgeons also depend on their bodily kinesthetic intelligence. and to support others like a coach. They participate in drama and use their bodies to communicate with others. They can use the body to build rapport. They like to daydream. intuitions. and a tool and dye worker.

would you rather teach _____(S) fact courses or _____(N) courses involving theories? 2. If you were a teacher. Would you rather _____(J) plan what you will do and when or _____(P) just go? 2. F refers to feeling. You are going to a certain city for the day. does following a schedule _____(J) appeal to you or _____(P) cramp you? 3. Do you _____(E) talk easily to almost anyone for as long as you have to or _____(I) find a lot to say only to certain people or under certain conditions? 1. 1. do you more often _____(E) introduce others or _____(I) get introduced? 3. J refers to judging. N refers to intuitive. Thinking of what the words mean. S refers to sensing. T refers to thinking. which one appeals more to you? _____(S) build _____(N) invent 1. Would you rather be considered _____(S) a practical person or _____(N) an ingenious person? 3.Jungian Topology On your Learning Profile Response Sheet. Are you usually _____(E) a good mixer or _____(I) rather quiet and reserved? 2. which one appeals more to you? _____(F) compassion _____(T) foresight 1. Do you usually value _____(F) sentiment more than logic or _____(T) logic more than sentiment? 2. Thinking of what the words mean. circle the letter of the statement in each pair that best describes you at this time in your life. All About Me Lessons One through Three 12 . In a large group. Do you generally think that having a daily routine is _____(J) a comfortable way to get things accomplished or _____(P) a way of life and must be a part of life? E refers to extrovert. P refers to perceiving. I refers to introvert. Is it a higher compliment to be called _____(F) a person of real feeling or _____(T) a consistently reasonable person? 3. In general.

They have a fine power to organize a job and carry it through with or without help. INTP Quiet. they enjoy theoretical or scientific subjects. but somehow get it finished. Quietly forceful. They are likely to be honored and followed for their clear convictions as to how best to serve the common good. They are practical. originality. observant. and independent projects of their own. Usually they are interested in impersonal principles. cause and effect relationships. They are loyal. matter of fact. INFJ They succeed by perseverance. realistic. orderly. they are quiet. They make up their own minds as to what should be accomplished and work toward it steadily. kind. ideas. impersonal. and concerned with how others feel. They are usually interested in main ideas. language. They lend stability to any project and master technical subjects. determined. reserved. and modest. quietly friendly.JUNGIAN TOPOLOGY ISTJ Serious and quiet. ISFP Retiring. Skeptical. They tend to have sharply defined interests. They put their best efforts into their work. independent. and concerned for others. They are logical to the point of splitting hairs. they work devotedly to meet their obligations. ISFJ Quiet. they are respected for their firm principles. they earn success by concentration and thoroughness. responsible. They exert themselves no more than they think necessary because any waste of energy would be inefficient. regardless of protests and distractions. they must learn to yield less important points in order to win the most important ones. and conscientious. conscientious. sensitive. and desire to do whatever is needed or wanted. friendly. They care about learning. They need careers where some strong interest can be used and useful. and dependable. All About Me Lessons One through Three 13 . They have little concern about possessions or physical surroundings. They tend to undertake too much. ISTP Cool onlookers. reserved. critical. they shun disagreements and do not force their opinions or values on others. They are often relaxed about getting things accomplished because they enjoy the present and do not want to spoil it by undue hassle or exertion. INTJ Usually they have original minds and great drive for their own ideas and purposes in fields that appeal to them. They see to it that everything is well organized because they take responsibility. with little liking for parties or small talk. They are friendly but often too absorbed in what they are doing to be sociable. considerate. logical. They usually do not care to lead but are often loyal followers. INFP Full of enthusiasm and loyalties. and analytical of life with detached curiosity and unexpected flashes of original humor. and how and why mechanical things work. they seldom talk of these until they know one well. and often stubborn. They are patient with detail and routine. as their interests are usually not technical.

They are apt to turn to one new interest after another. they are stimulating company. They work best with encouragement and praise. and outspoken. They can present a proposal or lead a group discussion with ease and fact. They often rely on their ability to improvise instead of preparing in advance. especially if they remember to consider others feelings and points of view. and matter of fact. with friends on the side. ENTP Quick. They are not interested in subjects they see no use for. and friendly. They are skillful in finding logical reasons for what they want. Their main interest is in things that directly and visibly affect others’ lives. they have a head for business or mechanics. They are best in situations that need sound common sense and practical ability with people as well as with things. but they can apply themselves when necessary to organize and run activities. they enjoy everything and make things more fun for others by their enjoyment. They like sports and making things. they do not worry or hurry. They are quick with a solution for any difficulty and ready to help anyone with a problem. They know what’s going on and join in eagerly. and generally conservative in values. They may argue for fun on either side of a question. ingenious. they generally feel real concern for what others think or want and try to handle things with due regard for others’ feelings. tolerant. but they may neglect routine assignments.ESTP Matter of fact. They are adaptable. such as public speaking. They tend to like mechanical things and sports. they are able to do almost anything that interests them. ENFP Warmly enthusiastic. easygoing. They are best with real things that can be worked. handled. alert. ESFJ Warm-hearted. All About Me Lessons One through Three 14 . realistic. They can usually find compelling reasons for whatever they want. talkative. ESTJ Practical. ingenious. They dislike long explanations. They are always doing something nice for someone. accepting. frank. and decisive. ENTJ Hearty. they are born cooperators and active committee members. high-spirited. and taken apart or put together. They make good administrators. They may sometimes be more positive and confident than their experience in an area warrants. They are responsive to praise and criticism. and imaginative. popular. They need harmony and may be good at creating it. and sympathetic. they are leaders in activities. ESFP Outgoing. They are usually well informed and enjoy adding to their kind of knowledge. and conscientious. and good at many things. They are sociable. They enjoy whatever comes along. popular. ENFJ Responsive and responsible. They are resourceful in solving new and challenging problems. They find remembering facts easier than mastering theories. They have little interest in abstract thinking or technical subjects. They may be a bit blunt or insensitive. They are usually good in anything that requires reasoning and intelligent talk.

circle the number of the statements that best describe you at this time in your life. Gloria. For numbers 1-50. 2004. Tennessee: Incentive Publications. Nashville.Left Brain/Right Brain On your Learning Profile Response Sheet. Learning to Learn. All About Me Lessons One through Three 15 . I use Frender.

I prefer essay tests. I prefer to have things explained to me with words. I prefer to analyze problems by reading and listening to experts. 9. I learn best from teachers who explain with words. 21. 26. I am neither imaginative nor inventive. I remember names best. 13. I prefer solving one problem at a time. 44. 41. 20. 28. 36. I respond more to people when they appeal to my emotional side or my feelings. 25. I am good at body language. 8. I prefer to listen to what people say. I prefer classes where I listen to experts. I prefer creative reading. I am very imaginative and inventive. 48. 5. 34. I decide what I think about things based on my experience. I like to express feelings and ideas in plain language. 37. 15. I usually get insights from poetry or symbols. I prefer to use logic in solving problems. 45. 42. 6. 46. 12. 2. I prefer classes with one assignment at a time. I like to express feelings and ideas in poetry. I would rather not guess or play hunches. 29. 7. and/or art. I prefer multiple choice tests.I learn best from teachers who explain with movements and actions. song. business-like approach. 16. 38. 32. I am good at thinking of funny things to say and do. I am not good at body language. 31. 23. 33. I decide what I think about things by looking at the facts. 30. I am very good at explaining things with hand movements and actions. I prefer classes where I work on many things at once. I am not good at thinking of funny things to say and do. I like my classes to be open with opportunities for changes as I go along. I remember faces best. 10. I prefer to learn about the unclear parts of a subject. 40. circle the number of the statements that best describe you at this time in your life. I like my classes to be planned so I know exactly what to do. Lessons One through Three 16 .All About Me LEFT BRAIN/RIGHT BRAIN On your Learning Profile Response Sheet. putting a lot of ideas together. taking ideas apart and thinking about them separately. 18. I rarely get insights from poetry or symbols. I am very good at explaining things with words. I prefer classes when I am expected to learn things I can use right away. I tend to solve problems with a playful approach. 27. 1. I like to use whatever is available to get jobs accomplished. I respond more to people when they appeal to my logical side or my intellect. 22. 19. 47. I prefer analytical reading. 4. I like to use proper materials to get jobs accomplished. I prefer to have things explained by showing them to me. I tend to solve problems with a serious. dance. 17. 24. I prefer classes when I am expected to learn about things I can use in the future. I like to play hunches and guess. 43. I prefer to use intuition in solving problems. 11. I prefer to see and imagine things when I solve problems. 35. I prefer solving more than one problem at a time. I prefer to learn the well-established parts of a subject. 14. I prefer classes where I move around and try things. 39. 3.

I would like to write nonfiction books. I like to read realistic stories. I am intuitive. 66. When I remember or think about things. 79. I am strong in recalling names and dates. 70. I prefer cats. I prefer to learn from a general overview and look at the whole picture. I use time to organize my personal activities and myself. 59. 69. I learn and remember details and facts in the environment. 62. I like to read fantasy stories. 78. 86. I prefer to organize and complete something that is unfinished. I prefer dogs. I prefer to learn details and specific facts. 75. I enjoy drawing my own images and ideas. 83. 90. I enjoy talking and writing. 91. 73. I prefer outlining to summarizing. It is exciting to invent things. I read for main ideas. 52. It is more fun to dream. I am skilled in the statistical. 53. 50. 67. I am skilled in showing relationships among ideas. 77. 65. 92. 72. 89. 68. I learn and remember only those things specifically studied. 74. not specifically studied. I read for specific details and facts. 88. I prefer total quiet when reading and studying. 61. 58. 82. 64. I prefer to examine something that is finished and complete. 63. 87. 80. All About Me Lessons One through Three 17 . 93. I am strong in recalling spatial material. I prefer to learn by exploring. I am intellectual.49. I prefer to learn by examining. I enjoy copying and filling in details. 51. I am good at finding directions. I do best with pictures and images. I prefer group counseling. 94. 54. 85. When I remember or think about things. I do best with words. I prefer individual counseling. 76. I enjoy drawing and manipulating things. I would like to write fiction books. I prefer music while reading and studying. It is exciting to improve things. I am skilled in the intuitive prediction of outcomes. 84. It is more fun to plan realistically. I prefer summarizing to outlining. 56. 55. I am easily lost in finding directions. 57. I am skilled in sequencing ideas. I prefer verbal instructions. I have difficulty in pacing my personal activities and myself. I prefer demonstrations. 71. 81. 60. scientific prediction of outcomes.

Use manipulatives that demonstrate a process. Organize brainstorming ideas into a conclusion. Discuss or repeat orally while writing. Use or create humor. Use games. Encourage involvement in math and science. planners).LEFT BRAIN Characteristics and Functions Implications for Learning Logical Thinking Solves Problems by Breaking Them Apart Sequential Thinks Concretely Talks to Think and Learn Analytical Serious Ideas/Logical Ideas Critical Thinking Parts/Segmented Structured/Planned Ordering/Sequencing Objective Processing of Ideas Prefers to Write and Talk Auditory/Visual Learner Follows Spoken Directions/Verbal Instructions Verbal Remembers Names Convergent Thinking Takes Few Risks Looks for Differences Math (Algebra) Rational Receptive Evaluative Thinking Thinks of One Thing at a Time Focal Thinking Linear Verbal Memory Controlled Experimenting Abstract Math Computation Reading/Phonics Nonfiction Writing Interpreting Behavior Verifying Duplication and Application Reality Improving Known Intellectual Controls Feelings Time-oriented Prefers Objective Tests Controls Right Side of the Body Language Abilities Dislikes Improvising Little Use of Metaphors and Analogies Encourage logical. toys. Students repeat directions orally. Use graphic organizers to illustrate parts of whole. Discuss the role of organized concrete thinking. Understand solution steps in logical thinking. Play games that minimize risk taking. Break down concepts into smaller. All About Me Lessons One through Three 18 . Play games that encourage finding differences. Encourage talking through problems. materials with specific purposes. Talk aloud while studying when appropriate. Use materials that help organize (binders. Use verbal and written directions. Learn various strategies to analyze problems. Discuss specific facts and details. step-by-step problem solving. Break major concepts into parts and subgroups. Use concrete examples to make abstract concepts understandable. sequential parts.

Make collage pictures. write the concept before learning it. draw. Encourage involvement in musical activities.RIGHT BRAIN Characteristics and Functions Prefers to Draw and Handle Objects Imaginations More Likely to Act on Emotions Self-acting Inventing Solves Problems by Looking at the Whole Visual/Spatial Spatially Oriented Kinesthetic Learner Visual Analysis Pictures Things to Think and Learn Playful/Loose Experimenting Random Exploration Follows Written or Demonstrated Directions Visual/Kinesthetic Instructions Creative Thinking/Synthesizing Relational Concepts Divergent Thinking Takes Risks Looks for Similar Qualities Musical Abilities Lets Feelings Go . Use or create humor. Lessons One through Three 19 . Use touch and movement activities. Play games that encourage risk taking. Encourage self-improvement. When in doubt. Use manipulatives to demonstrate spatial relationships. Use written instructions. Use abstract materials. Use illustrations whenever possible. Observe completion of task before trying. Have students create their own instructions. Utilize open-ended discussions. Conduct experiments. draw it out. Devise methods to help with organizational skills. Discuss the role of feelings in decision making. Use graphic organizers to illustrate whole concept. Use role-playing activities. Use spelling aids and visual memory strategies. Encourage students to create own problem solving systems.Emotional Simultaneity Holistic/Gestalten Intuitive Thinking Evaluative Thinking Abstract Responsive Nonlinear Tonal Memory Humorous Ideas Math (Geometry) Subjective Processing of Ideas Simple Math Computation Diffuse Thinking Sight Reading Singing Dreaming Assuming Fantasy Fiction Affective Interaction Spontaneous Remembers Faces Prefers Essay Tests Controls Left Side of the Body Likes Improvising Use of Metaphors and Analogies All About Me Implications for Learning Discuss. Use creative craft materials for inventive projects. Play games that encourage finding similarities. Demonstrate how to build or make something. Discuss acceptable outlets for emotions. Apply brainstorming strategies. Encourage use of imaginations through creativity. Encourage simultaneous thinking.

drawings. . They validate things with personal intellectual formulae and conventionally accredited experts. predictable environment. Abstract Sequential Abstract Sequential permits one to enter into the abstract world of thoughts and mental constructs. present.GREGORC STYLE DELINEATOR Concrete Sequential Concrete Sequential permits one to be instinctive. and future. Probable is the key word. They prefer workbooks. They are opinionated. Knowledge. non-authorative environment. documentation. They are able to concentrate on an idea without being distracted by environmental activities or inner feelings. and analytical thinking sessions. They view the present. methodical. lab manuals. or atypical behaviors. Their focus of attention is on material reality and physical objects. two-dimensional ordering ability. They prefer a streamlined curriculum. They are researchers. It urges creativity but not originality through product. theories. lectures. quiet. demonstration teaching. and exact. they prefer a quiet. data. The Concrete Sequential Learner is ordered. they prefer a mentally stimulating. labs. and deliberate in one’s thinking. and highly verbal use of language. and practical reading. and projected future. It enables one to grasp main ideas and to recall from memory past events. summaries. In the classroom. rational. or models. audiotapes. unconventional ideas. and critique ideas and trends. This channel encourages a Doubting Thomas role regarding speculations. detailed. prototype. accurate. and ideas are the focus of attentions. They learn with checklists. The Abstract Sequential Learner is academic. structured. concepts. computer assisted instruction. They can also conceptualize ideas and convey them either orally or in writing. slides. facts. evaluative thinkers. They have polysyllabic. correlate. precise. and debaters. and studious. They learn by working alone doing research in the library. stable. They validate things with personal proof via the senses and accredited experts. They prefer extensive reading assignments. They are intellectual and logical. hands-on materials. They use literal meanings and labels that are succinct and logical. taking notes. programmed instruction. This down to earth. It does not promote risk-taking. ordered. charts. structured. and writing research papers and essays about content and theories. refinement. outlines. and well-organized field trips. historical past. They view time as discrete units of past. It provides analytical faculties that permit one to mentally outline. practical person does not like surprises. practical. Expect them to follow step-by-step directions exactly and use drill to practice what they have learned. and down the road promises. They give correct answers available from the text. Reality is the abstract world of the intellect based upon the concrete world with sequential. Expect them to be able and willing to read large amounts of material. It prompts rituals and efficiency. and duplication. Reality is the concrete world of the physical senses with a sequential step-by-step linear progression. Short lectures should be accompanied with overheads. In the classroom.

develop alternative solutions. and futuristic in terms of their creativity. and seed for the future. active. They rarely accept outside authority. inventive. psychic. Abstract Random Abstract Random enables one to experience imagination. They also absorb whole ideas. They learn by doing open-ended work. They are able to solve problems with limited information or data. They do not recall specific details. and mini-lectures. Their focus of attention is application. creating products. and making choices. They use an inner guidance system to validate information. learn from. perceptive. and words do not always convey true meaning. Their ordering ability is random three-dimensional patterns. Their focus of attention is emotional attachments. problem-solving activities. short lectures accompanied by question/answer discussions. The arts and refinement are their frame of reference for creativity. total of the past. sounds. they prefer emotional and physical freedom with a rich. unusual. and memories. independent projects. They are deceitful and unscrupulous. Their reality is an abstract world of feeling and emotion. impulsive. and moods. processes. They live in the moment. In the classroom. major themes. instinctive. methods. and respond to fellow students. They enjoy movies. In the classroom. and using humor. You can expect them to listen to. and colorful environment. optional reading assignments. and short reading assignments which act as springboards for class activities. They are spacey. They learn with personalized work by role playing. They experiment with ideas and material through application. and critical. television. adventurous thinker whose mental processes often defy conventional logic systems. they prefer a stimulus-rich and competitive environment free from restriction. and hidden motives.Concrete Random Concrete Random permits one to be an independent. Their use of language is metaphoric and colorful with gestures and body language. an interactive present. . and test them. and ideals. using their imagination and fantasy. they view now. relationships. The Abstract Random Learner is a sensitive and flexible interpreter with deep feelings. colorful. and reflect upon these in connection with the message given. You can expect them to frame hypotheses. web-like and multidimensional. Potential is the keyword. Their reality is a concrete world of activity and an abstract world of intuition. engaging in the arts. and curious risk taker. Time is artificial. They observe body language. listen for intonation. They are original. The Concrete Random Learner is a creative. group discussions. lively. In terms of time. They are aware of color. The keyword is possible. Their ordering ability is random. Their use of language is informative. They like games and simulations. Their thinking processes are emotional. and spirituality. investigating practical ideas. It demands that truth and validity of a claim be tested through practical demonstration and personal truth.