Myers-Briggs Type Indicator
INTRODUCTION: Students differ in their individual learning styles, and each student possesses a unique combination of multiple intelligences. All students have different learning attitudes, styles, preferences and ideals. Following are some of the learning behaviors. The model that is described below is MBTI (Myers-Briggs Type Indicator) for learning styles. However, it is modified a little to come up with our survey needs and for easy application.
ACTIVE AND REFLECTIVE LEARNERS: * Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. * "Let's try it out and see how it …show more content…
* Sensors may not like being tested on material that has not been explicitly covered in class. Intuitiors may not mind that. * Sensors tend to be patient with details and good at memorizing facts. Intuitors are better at grasping new concepts
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VISUAL AND VERBAL LEARNERS * Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. * Verbal learners get more out of words--written and spoken explanations.
SEQUENTIAL AND GLOBAL LEARNERS * Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections. * Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm SELF AND FORCED …show more content…
Most of the students (84 %) want INTRODUCTORY lines and outlining before the start of actual lectures and course. Active (52 %) and reflective (48 %) learners compete with each other almost neck to neck. There are almost identical number of students who would like to have interactive discussions and those who would like to THINK and REFLECT by their selves before indulging their selves in deep discussions. However, there is an edge to the students who think that Lab / practice sessions should not be on the same day as theoretical lectures because they don’t get enough time to absorb the material. As expected, Sensors (76 %) pass by intuitions (24 %). Students don’t want to be tested on the material that has not been explicitly taught in the class. Very few students favors thought provoking questions in quizzes. It is also observed that students are ready to take the responsibility of studies to their own selves. Self learners are 62 % and forced learners are 38 %. Students tend to differentiate between their marked and unmarked assignment. They think they should be allowed to leave class at their will. They also think that pop quizzes about previous lecture don’t do any good to
ACTIVE AND REFLECTIVE LEARNERS: * Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. * "Let's try it out and see how it …show more content…
* Sensors may not like being tested on material that has not been explicitly covered in class. Intuitiors may not mind that. * Sensors tend to be patient with details and good at memorizing facts. Intuitors are better at grasping new concepts
.
VISUAL AND VERBAL LEARNERS * Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. * Verbal learners get more out of words--written and spoken explanations.
SEQUENTIAL AND GLOBAL LEARNERS * Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections. * Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm SELF AND FORCED …show more content…
Most of the students (84 %) want INTRODUCTORY lines and outlining before the start of actual lectures and course. Active (52 %) and reflective (48 %) learners compete with each other almost neck to neck. There are almost identical number of students who would like to have interactive discussions and those who would like to THINK and REFLECT by their selves before indulging their selves in deep discussions. However, there is an edge to the students who think that Lab / practice sessions should not be on the same day as theoretical lectures because they don’t get enough time to absorb the material. As expected, Sensors (76 %) pass by intuitions (24 %). Students don’t want to be tested on the material that has not been explicitly taught in the class. Very few students favors thought provoking questions in quizzes. It is also observed that students are ready to take the responsibility of studies to their own selves. Self learners are 62 % and forced learners are 38 %. Students tend to differentiate between their marked and unmarked assignment. They think they should be allowed to leave class at their will. They also think that pop quizzes about previous lecture don’t do any good to