My husband scored differently from me on the LCI, with almost opposite results from mine. Most notably, he uses technical learning first (score of 33), whereas I avoid it (score of 17). He uses precision only as needed (score of 22), whereas I use it first (score of 35). Although technically his sequence score is for using it as needed, he almost scored low enough on the sequential learning (score 18) to avoid it. I use sequence first (score of 33). The main similarity between my husband and me is with confluence; we scored the same (both with a score of 25), right on the cusp of using it first.
Reflecting on our similarities and differences can shed light on our communications patterns. We both appreciate doing things our own way, even though we appreciate learning from other people. Finding common ground and harmony is important, which is probably why our other differences tend to be overshadowed by our mutual preference for reaching a win-win solution. This is not to say our differences are not meaningful. Whereas I understand the importance of working through issues sequentially and pursing precision in my work, my husband is more interested in why a problem arose in the first place. With his technical prowess and interest, he tends to pick things apart and is not necessarily interested in principles or philosophies like I am. He also follows the rules in a sequential manner only as needed, whereas I go straight for the manual when setting up a new system. He does not care for verbal explanations as much as I do, which makes sense given his predilection for technical learning. Seeing his score compared to mine makes me understand why we disagree sometimes. I would like to apply this same level of understanding to my coworkers or anyone else who approaches problems differently from me.
Makayla relies heavily on sequence as a use first learning strategy. Because she wanted so badly to move sequentially, she had trouble skipping questions on exams. I would logically point out to Makayla that although moving in order might feel good, it is detrimental...
Assignment 1 A lack of self-regulation can hinder academic success. Conversely, being intentional can lead to meeting performance outcomes and acquiring deeper learning. Through a development of personalized learning strategies, it is possible to take concrete steps toward becoming an intentional learner. My assigned learner is Dan, who tends to procrastinate, remains unfocused throughout the day, and lacks both confidence and self-esteem. Dan also has trouble with self-reflection, and is uncomfortable
Learning Style Inventory My results: learning style inventory When I learned that my predominant learning styles were those of a visual learner and a social learner, I was not surprised. The theory of multiple learning styles of Howard Gardner resonates what I have known intuitively for a long time: different people are innately talented at different things. "Unlike the established understanding of intelligence -- people are born with a uniform cognitive capacity
VARK Questionnaire and Learning Style There are many different methods and styles of learning that individuals use with varying degrees of preference and efficacy, and many different frameworks for identifying and understanding these different learning styles also exist. The VARK model, which stands for Visual, Aural, Read/Write, and Kinesthetic, describes four basic learning modes that can suggest specific learning strategies that are more effective for learners with different specific preferences in
Community Colleges in America In 1983 and 1984, a dozen major reports on the United States' schools were published. All stressed the need for "excellence" in education. These reports are the subject of: Excellence in Education: Perspectives on Policy and Practice. The reports pertaining to higher education were published by The BusinessHigher Education Forum, and saw higher education as "unable to train skilled managers and technicians that they believed industry needed."
Learning a Second Language Psychological Aspects of Learning Psychological Aspects of Learning a Second Language A foreign or second language "L2" can be defined as a language that is studied in such environment where it is not the common language for daily interaction. The reasons for learning second language (L2) vary from person to person because different people learn a second language for different purposes. Some learn it for enjoyment and internal satisfaction
E. In instances where the students have already demonstrated a diversity of learning styles (DeCastro-Ambrosetti & Cho, 2005). The use of authentic assessments includes greater student directive-ness and increased empowerment and self-guidance and -reliance in the learning process. Self-assessment is seen by many to be the culmination of the individualization of learning assessment, but when this occurs solely for the purposes of accountability, learning is far from guaranteed (Gaytan & McEwen,
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