How We Learn . . . and Why We Don’t

How We Learn . . . and Why We Don’t The Cognitive Profile Model Dr. Lois Breur Krause2002

Background and Perspective • Jungian psychology, personality type theory • 4 Bipolar descriptors • Introvert/Extravert I or E • Sensor/iNtuitive S or N • Thinker/Feeler T or F • Judger/Perceiver J or P • Myers-Briggs Type Inventory • Large research base • 16 possible types Dr. Lois Breur Krause

“Learning styles” • Dunn and Dunn • Modalities: auditory, visual, tactile-kinesthetic • Environmental preferences • Wide variety of others • Some good, some poor • Lots of dubious research and opinion based models Dr. Lois Breur Krause

Gardner’s Multiple Intelligences • Linguistic: verbal ability • Logical-Mathematical: Scientific - problem solving ability , non-verbal • Spatial : ability to form mental models of a spatial world • Musical: ability in composing and performing • Bodily kinesthetic: ability in athletics, dance, fine and applied arts • Interpersonal: ability to understand and get along with others • Intrapersonal: ability to know yourself • Emotional: ability to discern and handle emotions Dr. Lois Breur Krause

Cognitive Profile Model • Abbreviated Jungian • 2 Bipolar descriptors • Sensor/iNtuitive • Thinker/Feeler • 4 possible types: ST, SF, NT, NF • Each learner has a profile, some area in each quadrant • Students focus on their strengths, not their weaknesses • Manageable in the classroom for teachers • www.cognitiveprofile.com Dr. Lois Breur Krause

Cognitive Profile Model • The state of the art in learning styles for today’s learners • The only model to show statistically significant improvement in grades • Gives teachers new tools to reach the hard to teach • Gives students the tools to take responsibility for their own learning, regardless of teaching methods they encounter Dr. Lois Breur Krause

The Inventory • Simple to do, appropriate for middle school through adult • Takes about 20 minutes • Self scoring • Consistent, changes generally limited to about 3% • Readily available in the How We Learn and Why We Don’t: Student Survival Guide from Thomson Learning, ISBN 0324-03574-8 Dr. Lois Breur Krause

The Cognitive Profile Model : Major Descriptors Layout of the diagram encourages the learner to see the full profile, not just the dominant quadrant. Dr. Lois Breur Krause2002

Vertical / Perceiving Axis Sensor iNtuitive Dr. Lois Breur Krause

Sensor • Concrete learner • Small pieces, build to concept, • i.e.”part to whole” • Learns through senses of touch, sight, sound, taste or smell • includes auditory, visual, and tactile kinesthetic of Dunn and Dunn • Works sequentially • Needs repetition and drill Dr. Lois Breur Krause

Intuitive • Abstract learner, Mental images • Thinks in pictures, often dreams in color • Learns concept first, then fits details in • I.e. “whole to part” • Global orientation • Opposite of most early educational experiences • Frequently considered to be “Late Bloomers” Dr. Lois Breur Krause

Horizontal / Judging Axis Feeler Thinker Dr. Lois Breur Krause

Thinker • Decisions based on: • Information • Facts • Data and analysis • Numbers • Evident in language: “I think that . . .” Dr. Lois Breur Krause

Feeler • Decisions based on: • Personal and cultural values • Emotions • Personal relationships • Need to “fit in” or to rebel • Evident in language :“I feel that . . .” Dr. Lois Breur Krause

Quadrants • Sensor Thinker: ST • Sensor Feeler: SF • Intuitive Thinker: NT • Intuitive Feeler: NF Sensor SF ST Thinker Feeler NT NF iNtuitive Dr. Lois Breur Krause

Sensor Thinker • Concrete • Build to concept: “part to whole” • Decisions based on facts and information • Organized, methodical • Detail oriented • Needs repetitive drill • Prefers to memorize • “What” questions Dr. Lois Breur Krause

Sensor Feeler • Concrete learner • Build to concept: “part to whole” • Decisions based on emotions, personal values and relationships • Needs to talk things through • Needs to relate to content on a personal level • “Who” questions Dr. Lois Breur Krause

Intuitive Thinker • Abstract reasoning, logical • Decisions based on information and analysis • Profound need to understand concept • Needs overall concept first, then details fit into framework: i.e. “whole to part” • May learn exceptionally quickly • “Why” questions Dr. Lois Breur Krause

Intuitive Feeler • Abstract • Needs overall concept first- “whole to part” • Decisions based on emotions, personal values and relationships • Creative • Metaphorical reasoning: makes leaps between current material and other concepts seemingly unrelated. • “What if…” questions Dr. Lois Breur Krause

Evaluating a PROFILE • Instrument seeks preferences, not abilities • Describes how we think, learn, and process information • Everyone has some proportion in each quadrant, with one or two quadrants dominant • Individual balance of style is the key • Thus, a PROFILE Dr. Lois Breur Krause

Teaching and Learning Strategies by Cognitive Profiles OK, now that I know they’re all different, what do I do about it? Dr. Lois Breur Krause2002

ST strategies: • Build from details to concept • Organize material, use lists • Stepwise problem set-ups: Chunking • Number steps • Provide repetitive drill • Memorization • “What” questions Dr. Lois Breur Krause

SF strategies • Cooperative groups • Encourage them to talk • Personalize/personify content • Include sensory clues to build strong memories • Provide opportunity for practice • Role play • “Who” questions Dr. Lois Breur Krause

NT Strategies: • Begin with an overview of the concept • Or just state lesson objective • Build framework into which students fit details as they come. • Show logical patterns in problem solving • Emphasize understanding “Why?” • Use “wait time” for translation of mental pictures into words • “Why” questions Dr. Lois Breur Krause

NF Strategies: • Recommend external structure and schedule • Begin with an overview of the concept • Use metaphorical descriptions • Encourage students to share and explain their own metaphors • Encourage creative methods, intuitive leaps • Use “wait time” • “What if” questions and class discussion Dr. Lois Breur Krause

Bloom’s Taxonomy • Describes the levels of understanding of material • Knowledge: recall • Comprehension: restate, interpret, and apply as shown • Application: Correctly apply without being specifically shown • Analysis: Break into parts and find relationships • Synthesis: Put pieces together with other content • Evaluation: Judge applicability of criteria Dr. Lois Breur Krause

Goal: To build understanding and competence in content areas to the top level of Bloom’s Taxonomy Dr. Lois Breur Krause2002

Emphasize the Profile • Every student has some area in each quadrant • Teach to the dominant • Build skills in the other quadrants Dr. Lois Breur Krause

ST Study Strategies: • Build from details to concept • Organize material, use lists • Stepwise problem set-ups • Do lots of problems for practice • Use memorization, but work to build understanding • “What” questions Dr. Lois Breur Krause

SF Study Strategies • Study in a group or with a buddy who is also an SF • Talk about the content • Personalize/personify content • Practice • Role play • “Who” questions Dr. Lois Breur Krause

NT Study Strategies: • Begin with the concept: • Read the chapter summary first • Find the overall patterns to fit details in as they come • Show logical patterns in problem solving • Emphasize understanding “Why?” as a way to tie details together • Think and reason through solutions • “Why” questions Dr. Lois Breur Krause

NF Study Strategies: • Begin with the concept: • Read the chapter summary first • Use metaphorical descriptions • Use your creative methods, intuitive leaps • Find “active” study activities • Keep the pencil moving, diagram, doodle, build, model • Compare and contrast • “What if” questions lead to understanding Dr. Lois Breur Krause

Career Planning • Each quadrant has special skills which should be considered in choices of major and career • Consider Gardner’s MI, what special skills does the student bring? What is the student’s overall intelligence? • Consider the whole profile: • Which quadrant is subdominant • Degree of differences between dominant and non-dominant quadrants Dr. Lois Breur Krause

Attention to detail Accurate repetition of complex tasks Recommendations: Accounting, bookkeeping Medicine: physician, PA, nursing, med. tech Laboratory technician Law Military career Business Teaching: upper elementary or secondary ST Career Considerations Dr. Lois Breur Krause

SF Career Considerations • Nurturing • Strong interpersonal skills • Attention to detail • Recommendations: • Teaching, especially elementary, early childhood, special education • Medicine, Psychology, Nursing, patient care • Office management • Social programs Dr. Lois Breur Krause

NT Career Considerations • Logical, Global orientation • Intuitive, able to see all sides • Mathematical and spatial skills likely • Recommendations: • Science and Engineering • Consider subdominant to suggest type of engineering or science • Architecture • Teaching: secondary or higher ed. • Business management • Negotiator, mediator, facilitator Dr. Lois Breur Krause

NF Career Considerations • Abstract, Creative • Often not a strong sense of schedule or linear issues • Recommendations: be very aware of individual student’s talents and concerns • Design areas: engineering, research sciences, architecture • Environmental sciences • Marketing, advertising • Music, fine arts, drama • Teaching areas of personal interest and talent Dr. Lois Breur Krause

The ADD connection • Coincidence or correlation? • Students presenting a letter of disability status with ADD/ADHD were “all” NF dominant learners • Study performed with Clemson’s Office of Disability Services showed >99% CL correlation between diagnosis of ADD and NF dominance • Conclusion: rampant misdiagnosis of ADD due to lack of understanding/recognition of NF dominant learners Dr. Lois Breur Krause

AD/HD Diagnostic behaviors • Problems with sustaining attention in conversations, lectures, reading • Difficulty persisting with and completing projects • Easily overwhelmed with tasks of daily living such as managing money, paying bills • Trouble maintaining an organized living/working space • Inconsistent performance • Lacks attention to detail • Impulsive, doesn’t adequately anticipate consequences • Restless, fidgety • Impatient, easily frustrated Dr. Lois Breur Krause

Diagnostic Difficulties • Diagnosis depends on degree of “problem” behavior as rated by parents and teachers • Highly subjective • May depend more on individual expectations of the parents and teachers. • Public schools receive additional funding for classified students. • Students on Ritalin, etc. are easier to control Dr. Lois Breur Krause

What can you do? • Every student needs to know their profile • Every student needs to know the study techniques that will work best for them • Every student needs to know their strengths • Every student needs to know their goals and responsibilities Dr. Lois Breur Krause

How??? • How We Learn and Why We Don’t: Student Survival Guide using the Cognitive Profile Model from Thomson Learning • Second edition due out this summer • Orientation: Put a copy in the hands of every student • Have students do the inventory and record their profile • Counsel students on appropriate study techniques and career choices • Involve FACULTY with workshops and student information Dr. Lois Breur Krause

Contact information: Dr. Lois Breur Krause Clemson University Krause@clemson.edu or Krause@cognitiveprofile.com http://www.cognitiveprofile.com http://www.cognitiveprofile.com/cpi Dr. Lois Breur Krause2002

How We Learn . . . and Why We Don’t