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Response 3

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Response 3

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  1. Response 3 • Respond to your Time Tracker - was it all that you expected it to be? How does it compare to your estimates? Where/when do you procrastinate? • Do you schedule to your strengths (i.e. schedule classes in the morning if you are a morning person)? How well would you say you know yourself?

  2. SuccessChapter 3, pg 66

  3. Why explore who you are as a learner? • Because your GPA is not WHO you are • Your unique intelligence can change and develop • Picture a bag of rubber bands • Some are thin, some thick • Some are short, some long • BUT all of them can stretch • Assessments can help you learn about yourself • Self-knowledge is an important, lifelong goal.

  4. What tools can help you assess how you learn and interact with others? • Assess your Multiple Intelligences with Multiple Pathways to Learning • Howard Gardner • 8 Unique intelligences – areas of ability • ADSF

  5. Multiple Intelligences Learning Preferences What abilities and areas of learning come most easily to you Personality Spectrum Personality Traits How you interact with information and people Two self-assessments

  6. Assess yourself: Multiple Intelligences • Multiple Pathways to Learning (pg 72) • Rate EACH STATEMENT on a scale of 1-4 • 1 is the lowest • 4 is the highest • Complete the chart on page 73 • When you complete the task, look at Key 3.2 on pg 74. • Turn to a partner and discuss: Which are your strengths? How can you use this information to help you learn?

  7. How can you discover how you learn? Multiple Intelligences • Verbal-Linguistic: Listening, reading, writing, speaking • Logical-Mathematical: Math, science, patterns, sequences • Bodily-Kinesthetic: Coordination, working with hands • Visual-Spatial: Visual art, graphics, charts, maps • Interpersonal: Social activity, cooperative learning, teamwork • Intrapersonal: Self-awareness, independence • Musical: Music, sound sensitivity, patterns • Naturalistic: Interest in nature, ecosystem

  8. Personality Spectrum • Carl Jung • Individual’s preferred “world” • introverts/extrovert • Different ways of dealing with the world • Briggs-Meyers – 16 “types” • Keirsy-Bates: The Personality Spectrum • Thinker • Organizer • Giver • Adventurer

  9. How can you discover how you learn? Personality Spectrum • Thinker: Analytical, problem solver • Giver: Authentic, communicator • Organizer: Responsible, detailed • Adventurer: Daring, spontaneous

  10. Assess yourself: Personality Spectrum • Personality Spectrum (pg 76) • Put each question (1-8) in ORDER of the one most like you (4) to the one least like you (1) • DIFFERENT THAN THE MI NUMBERING • Complete the chart on page 77 • When you complete the task, look at Key 3.3 on pg 78. • Turn to a partner and discuss: Which are your strengths? How can you use this information to help you learn?

  11. Personality Spectrum: Example Directions: Rank order all four responses to each question from most like you to least like you so that you use the numbers 1, 2, 3, and 4 one time each. Write numbers in the boxes next to the responses. I learn best when the material is a. well organized. b.  something I can do hands-on. c. about understanding and improving the human condition. d. intellectually challenging.

  12. Scoring Plot Personality Spectrum scores on this diagram.

  13. How Can You Use Your Self-Knowledge? • Classroom Benefits • Play to your strengths • Work to strengthen weaker areas • Ask your instructor for help • Study Benefits • Helps you pick the right strategies • Helps you understand others you are studying with • Workplace Benefits • Better performance and teamwork • Better career planning

  14. Personality Spectrum Activity • Get into groups by your Personality Spectrum strengths • Thinker, Organizer, Giver, Adventurer • Go to the group that you scored highest in. If you “tied” in 2+areas, wait until groups are seated then join the smaller group) • Introduce yourselves • Develop an answer questions 1-5 on pg 92 • Be ready to present your info to the class.

  15. Maximizing your Classroom Experience • Get into groups based on your MI • Using the chart on pg 82-83, develop a plan to utilize your strengths in the classroom and studying. Answer these questions in your notes: • How can you get along with a teacher and a teaching style • How can you get the most out of your classroom learning • How can you study effectively • How ca you solve any major problem

  16. Understanding Teaching Styles • Lecture, verbal focus • Lecture with group discussion • Small groups • Visual groups • Logical presentation • Random presentation • Conceptual presentation • Detailed presentation • Experience-based presentation

  17. Assignment • Write on this card: • Your name • Your Multiple Intelligence (MI) and Personality Spectrum (PS) strengths (i.e. the MI and PS you scored highest in, NOT The number. If you tied, write down the group you joined in the last activity) • What ONE THING do you want to have on you/with you at the end of the world. • Break into groups: as large or small as you’d like.

  18. How Can You Identify and Manage Learning Disabilities? • Identifying a Learning Disability • Managing a Learning Disability

  19. Thinking Successfully About How You Learn • Analytical Thinking – analyze your levels of ability with the Pathways to Learning self-assessment and examine how you relate to people and the world around you with the Personality Spectrum assessment. • Creative Thinking – brainstorm how to solve problems and create ideas to deal with situations beyond your control. • Practical Thinking – utilize practical strategies relating survive and succeed in the challenge.

  20. Oruko lonro ni In the language of the Yoruba, an ethnic group living primarily in Nigeria and other West African countries, oruko lonri ni translates as “names affect behavior.” This belief, common among the Yoruba people, refers to the idea that people live up to the names given to them by others or even chosen by themselves. How would you apply this word to your life?

  21. “…no two selves, no two consciousnesses, no two minds are exactly alike. Each of us is therefore situated to make a unique contribution to the world.” Howard Gardner, Psychologist and Educator