Learning Preferences

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Week 2 Learning Preferences (Due Day

– July 19th)

Complete the following activities in Pearson’s MyStudentSuccessLab, located as links under Week 2 on the Materials Tab:

Practice 1

Practice 2

Practice 3

Answer the following questions in at least

0 words each:

Describe your strongest dimension on the personality spectrum.

Describe how each practice activity reinforced or contradicted something about yourself

Post your assignment as a Microsoft Word attachment under the Assignments Tab.

Points Earned

Points Possible

You have clearly addressed what your strongest dimension is on the personality spectrum and how each practice activity reinforced or contradicted something about yourself.

Response is thoughtful and meets the minimum word count requirement.

Sentences are complete, clear, concise, and error-free; rules of grammar usage, spelling, and punctuation are followed.

Late Penalty (10% per day – cannot exceed one day)

Total

Comments:

learning styles
building and using self-knowledge ISBN

1-256-09222-

Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon.
Copyright © 2011 by Pearson Education, Inc.

c h a p t e r

I n t h i s c h a p t e r . .

you explore answers to the following questions:

WHY understand how you learn? p. 28

WHAT can assessments teach you about
yourself? p. 29

HOW can you use your self-knowledge

HOW can you identify and manage
learning disabilities? p. 49

merlette perceives herself as more of a words person than a
numbers person. From middle school on, she has had more

trouble in math and science classes than in English and social

studies. However, her experience during the first term of college

has left her confused about what she does well. In her algebra

class, which had a group-study focus that was new to her, she

kept her head above water. On the other hand, in her

lecture-based history and freshman composition courses, she

struggled. She isn’t sure what to make of it all—and how to

improve.

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Chapter 2

Habit for Success
Always strive to know more, to understand something
new and different about the world, yourself, and
others. Explore how you learn so you can get the most
from college.

■ Real People Keep Learning p.

■ Powerful Questions about Continuing to Learn p. 47

■ Habit Summary p. 52

■ Test Prep: Start It Now p. 56

keep
learning

Why Understand How You Learn?

As a college student, you invest valuable resources—time, effort, andmoney— in your education. Getting a good return on that investment
depends in part on how well you understand yourself as a learner and how
you use that self-knowledge to make specific decisions about how to approach
your studies.

The way you think about yourself—your strengths and challenges—comes
from many different sources and starts in childhood. Maybe your mother
thinks you are “the funny one” or “the quiet one.” Merlette, the student you
just read about, considers herself a “words person” based on her school experi-
ences. These labels—from yourself and others—influence your day-to-day
decisions and long-term goals. However, the danger in accepting a label as
truth is that it can shut down the potential for growth.

Your Abilities Can Change and Develop
Every person has a unique learning style. You are also born with particular
levels of ability and potential in different areas. However, you are not simply
stuck with what you’ve been given. Studies support the idea that intelligence
can grow over time no matter your starting point, if you start with solid
knowledge of where you are and work to keep learning.1

Picture a bag of rubber bands of different sizes. Some are thick, and some
are thin; some are long, and some are short—but all of them can stretch. A
small rubber band, stretched out, can reach the length of a larger one that lies
unstretched. In other words, with effort and focus, you can grow to some
extent whatever raw material you have at the start. To begin thinking about

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29Learning Styles

Be yourself. Everyone else is already taken.
Oscar Wilde, author and playwright

where you can go, ask yourself: Who am I right now? Where would I like to be
in five years? In 10 years?

Self-Knowledge Gives You the Power of Choice
There is much about yourself, your surroundings, and your experiences that
you cannot control. However, self-knowledge gives you tools to choose how
you respond to circumstances. Merlette, like nearly all students, cannot control
the courses she’s required to take or the way her instructors teach. But she can
manage how she responds in each

situation.

Understanding yourself as a learner will also help you choose how to respond
to others in a group situation. In a study group, classroom, or workplace, each
person takes in material in a unique way. You can use what you know about how
others learn to improve communication and teamwork.

The two assessments in this chapter—Multiple Pathways to Learning and
the Personality Spectrum—will give you greater insight into your strengths
and weaknesses. This knowledge will help you make specific choices about
what you do in class and during study time.

What Can Assessments Teach
You about Yourself?

Unlike the dozens of tests you will take in college, self-assessments haveno right or wrong answers. Rather, they are a snapshot of who you are at
a given moment. Completed honestly, they have the potential to guide your
future. As you respond to the assessment questions in this chapter, it might
help you to compare the experience to trying on new glasses to correct
blurred vision. The glasses will not create new paths and possibilities, but
they will enable you to see more clearly the ones that are right in front of
you.

The two assessments in this chapter have different objectives. Multiple
Pathways to Learning is inner-directed as it focuses on eight unique learning
styles. In contrast, the Personality Spectrum is outer-directed as it helps you
evaluate how you react to people and situations.

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Copyright © 2011 by Pearson Education, Inc.

By the way . . .
nearly half of all U.S. adults
are involved in some
formal type of lifelong
learning.2

30 Chapter 2

Intellige
nce

as defin
ed by

H. Gard
ner, an

ability
to solve

problem
s or cre

ate

product
s that ar

e of

value in
a cultu

re.

Following each assessment is informa-
tion about the typical traits of each
intelligence or personality spectrum di-
mension. As you will see from your scores,
you have abilities in all areas, though some
are more developed than others.

Assess Your Multiple
Intelligences with
Pathways to Learning
In 1983, Howard Gardner changed the
way people perceived intelligence and
learning with his theory of Multiple
Intelligences. Gardner believes that the

traditional view of intelligence—based on mathematical, logical, and verbal
measurements comprising an “intelligence quotient,” or IQ—does not reflect
the spectrum of human ability. He focuses on the idea that humans possess a
number of different areas of natural ability and potential.

The Theory of Multiple Intelligences
Gardner’s research led him to believe that there are eight unique “intelligences,”
or areas of ability. These include the areas traditionally associated with the term
“intelligence”—logic and verbal skills—but go beyond, to encompass a range
of human ability. These intelligences almost never function in isolation. You
will almost always use several at a time for any significant task.3

Look at Key 2.1 for descriptions of each intelligence along with examples
of people who have unusually high levels of ability in each intelligence.
Although few people will have the verbal-linguistic intelligence of William
Shakespeare or the interpersonal intelligence of Oprah Winfrey, everyone
has some level of ability in each intelligence. Your goal is to identify what
your levels are and to work your strongest intelligences to your advantage.

Different cultures value different abilities and therefore place a premium

different intelligences. In Tibet, mountain dwellers prize the bodily-kinesthetic
ability of a top-notch Himalayan mountain guide. In Detroit, auto makers
appreciate the visual-spatial talents of a master car designer.

Your Own Eight Intelligences
Gardner believes that all people possess some capacity in each of the eight in-
telligences and that every person has developed some intelligences more fully
than others.When you find a task or subject easy, you are probably using a
more fully developed intelligence. When you have trouble, you may be using a
less developed intelligence.4

Furthermore, Gardner believes your levels of development in the eight
intelligences can grow or recede throughout your life, depending on your

A strong visual-spatial intelligence may have helped this film
and television production student find his area of interest.

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31Learning Styles

efforts and experiences. Although Merlette might never become a world-
class mathematician, she can grow her ability with focus and work.
Conversely, even a highly talented numbers person will lose ability without
practice. This reflects how the brain grows with learning and becomes
sluggish without it.

A related self-assessment that you may have heard of, or have already
taken, is the VAK or VARK questionnaire. VAK/VARK assesses learning prefer-
ences in three (or four) areas: Visual, Auditory, (Read/Write), and Kinesthetic.
The Multiple Intelligences (MI) assessment is this book’s choice because

incorporates the elements of VAK/VARK and expands upon them, giving you

Key 2.1 Each intelligence is linked to specific abilities

INTELLIGENCE DESCRIPTION HIGH-ACHIEVING EXAMPLE

Verbal-Linguistic Ability to communicate through language; Playwright William Shakespeare
listening, reading, writing, speaking

Logical-Mathematical Ability to understand logical reasoning Microsoft founder Bill Gates
and problem solving; math, science,
patterns, sequences

Bodily-Kinesthetic Ability to use the physical body skillfully Olympic swimmer Dara Torres
and to take in knowledge through bodily
sensation; coordination, working with
hands

Visual-Spatial Ability to understand spatial relationships Architect Maya Lin
and to perceive and create images; visual
art, graphic design, charts and maps

Interpersonal Ability to relate to others, noticing their Telejournalist Oprah Winfrey
moods, motivations, and feelings; social
activity, cooperative learning, teamwork

Intrapersonal Ability to understand one’s own Tenzin Gyatso, the Dalai Lama
behavior and feelings; self-awareness,
independence, time spent alone

Musical Ability to comprehend and create Singer and musician Alicia Keys
meaningful sound; sensitivity to music
and musical patterns

Naturalist Ability to identify, distinguish, categorize, Conservationist Steve Irwin
and classify species or items, often
incorporating high interest in elements
of the natural environment

Chapter 2

a more comprehensive picture of your abilities. If you would like further
information about VARK, go to www.vark-learn.com.

A note about auditory learners who learn and remember best through lis-
tening: Auditory learning is part of two MI dimensions.

● Many auditory learners have strong verbal intelligence but prefer to hear
words (in a lecture or discussion or on a recording) instead of reading them.

● Many auditory learners have strong musical intelligence and remember
and retain information based on sounds and rhythms.

If you tend to absorb information better through listening, try study
suggestions for these two intelligences. Podcasts are especially helpful to
auditory learners, and an increasing number of instructors are converting
their lectures into digital format for downloading. Check out the podcasts
for this textbook at www.mystudentsuccesslab.com.

Use the Multiple Pathways to Learning assessment to determine where you are
right now in the eight intelligence areas. Then look at Key 2.2, immediately follow-
ing the assessment, to identify specific skills associated with the each area. Finally,
the Multiple Intelligence Strategies grids in Chapters 3 through 12 will help you
apply different learning styles in an effort to solve a chapter-specific problem.

Assess Your Style of Interaction
with the

Personality Spectrum

Personality assessments help you understand how you respond to the world
around you, including people, work, and school. They also can help guide you
as you explore majors and careers.

The concept of dividing human beings into four basic “personality types”
goes as far back as Aristotle and Hippocrates, ancient Greek philosophers.
Psychologist and philosopher Carl Jung, working early in the 20th century,
focused on personality typology. He defined the following:5

● An individual’s preferred “world.” Jung said that extroverts tend to prefer
the outside world of people and activities, while introverts tend to prefer
the inner world of thoughts, feelings, and fantasies.

● Different ways of dealing with the world. Jung defined four distinct
interaction dimensions, which are used to different degrees: sensing
(learning through what your senses take in), thinking (evaluating
information rationally), intuiting (learning through an instinct that
comes from many integrated sources of information), and feeling (evalu-
ating information through emotional response).

Katharine Briggs and her daughter, Isabel Briggs Myers, developed an assess-
ment based on Jung’s typology, called the Myers-Briggs Type Inventory, or
MBTI (information is available online at www.myersbriggs.org). One of the
most widely used personality inventories in the world, it creates 16 possible
types from four dimensions. A comprehensive inventory, it is also quite

Typolo
gy

a system
atic clas

si-

fication
or stud

of types
.

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Copyright © 2011 by Pearson Education, Inc.

1. _____ I enjoy physical activities.
2. _____ I am uncomfortable sitting still.
3. _____ I prefer to learn through doing.
4. _____ When sitting I move my legs or hands.
5. _____ I enjoy working with my hands.
6. _____ I like to pace when I’m thinking or studying.

_____ TOTAL for BODILY–KINESTHETIC

1. _____ I use maps easily.
2. _____ I draw pictures/diagrams when explaining

ideas.
3. _____ I can assemble items easily from

diagrams.
4. _____ I enjoy drawing or photography.
5. _____ I do not like to read long paragraphs.
6. _____ I prefer a drawn map over written direc-

tions.
_____ TOTAL for VISUAL–SPATIAL

1. ____ I listen to music.
2. _____ I move my fingers or feet when I hear

music.
3. _____ I have good rhythm.
4. _____ I like to sing along with music.
5. _____ People have said I have musical talent.
6. _____ I like to express my ideas through music.

_____ TOTAL for MUSICAL

1. _____ I like doing a project with other
people.

2. _____ People come to me to help settle
conflicts.

3. _____ I like to spend time with friends.
4. _____ I am good at understanding people.
5. _____ I am good at making people feel

comfortable.
6. _____ I enjoy helping others.

_____ TOTAL for INTERPERSONAL

1. _____ I enjoy telling stories.
2. _____ I like to write.
3. _____ I like to read.
4. _____ I express myself clearly.
5. _____ I am good at negotiating.
6. _____ I like to discuss topics that interest me.

_____ TOTAL for VERBAL–LINGUISTIC

1. _____ I like math in school.
2. _____ I like science.
3. _____ I problem-solve well.
4. _____ I question how things work.
5. _____ I enjoy planning or designing something

new.
6. _____ I am able to fix things.

_____ TOTAL for LOGICAL–MATHEMATICAL

1. _____ I need quiet time to think.
2. _____ I think about issues before I want to talk.
3. _____ I am interested in self-improvement.
4. _____ I understand my thoughts and feelings.
5. _____ I know what I want out of life.
6. _____ I prefer to work on projects alone.

_____ TOTAL for INTRAPERSONAL

1. _____ I like to think about how things, ideas, or
people fit into categories.

2. _____ I enjoy studying plants, animals, or oceans.
3. _____ I tend to see how things relate to, or are

distinct from, one another.
4. _____ I think about having a career in the natural

sciences.
5. _____ As a child I often played with bugs and

leaves.
6. _____ I like to investigate the natural world

around me.
_____ TOTAL for NATURALISTIC

Source: Developed by Joyce Bishop, Ph.D., Golden West College, Huntington Beach, CA. Based on Howard Gardner, Frames of Mind:
The Theory of Mulitple Intelligences, New York: Harper Collins, 1993.

Multiple Pathways to Learning

Each intelligence has a set of numbered statements. Consider each statement on its own. Then, on a scale from
1 (lowest) to 4 (highest), rate how closely it matches who you are right now and write that number on the
line next to the statement. Finally, total each set of six questions.

1. rarely 2. sometimes 3. usually 4. always

34 Chapter 2

Multiple Pathways to Learning

For each intelligence, shade the box in the row that corresponds with the range where your score
falls. For example, if you scored 17 in Bodily–Kinesthetic intelligence, you would shade the middle
box in that row; if you scored a 13 in Visual–Spatial, you would shade the last box in that row.
When you have shaded one box for each row, you will see a “map” of your range of development
at a glance.

A score of 20–24 indicates a high level of development in that particular type of intelligence,
14–19 a moderate level, and below 14 an underdeveloped intelligence.

scoring grid for multiple pathways to learning

20–24
(Highly Developed)

14–19
(Moderately
Developed)

Below 14
(Underdeveloped)

Bodily-Kinesthetic

Visual-Spatial

Verbal-Linguistic

Logical-Mathematical

Musical

Interpersonal

Intrapersonal

Naturalistic

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Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon.
Copyright © 2011 by Pearson Education, Inc.

Verbal- ■ Analyzing own use of language
Linguistic ■ Remembering terms easily

■ Explaining, teaching, learning, using humor
■ Understanding syntax and word meaning
■ Using writing or speech to convince someone to do or believe something

Musical- ■ Sensing tonal qualities
Rhythmic ■ Creating/enjoying rhythms, melodies

■ Being sensitive to sounds and rhythms
■ Using an understanding of musical patterns to hear music
■ Understanding the symbols and structure of music

Logical- ■ Recognizing abstract patterns
Mathematical ■ Using facts to support an idea, and generating ideas based on evidence

■ Discerning relationships and connections
■ Performing complex calculations
■ Reasoning scientifically (formulating and testing a hypothesis)

Visual- ■ Perceiving and forming objects accurately
Spatial ■ Recognizing relationships between objects

■ Representing something graphically
■ Manipulating images
■ Finding one’s way in space

Bodily- ■ Strong mind–body connection
Kinesthetic ■ Controlling and coordinating body movement

■ Improving body functions
■ Expanding body awareness to all senses
■ Using the body to create products or express emotion

Intrapersonal ■ Accessing one’s internal emotions
■ Understanding feelings and using them to guide behavior
■ Evaluating own thinking
■ Understanding self in relation to others
■ Forming a comprehensive self-concept

Interpersonal ■ Seeing things from others’ perspectives
■ Noticing moods, intentions, and temperaments of others
■ Cooperating within a group
■ Communicating verbally and nonverbally
■ Creating and maintaining relationships

Naturalistic ■ Ability to categorize something as a member of a group or species
■ Ability to distinguish items in a group from one another
■ Understanding of relationships among natural organisms
■ Appreciation of the delicate balance in nature
■ Deep comfort with, and respect for, the natural world

Source: Adapted from David Lazear, Seven Pathways of Learning, Tucson: Zephyr, 1994.

Key 2.2 Particular abilities and skills are associated with each intelligence

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36 Chapter 2

complex. David Keirsey and Marilyn Bates later condensed the MBTI types into
four temperaments, creating the Keirsey Sorter (found at www.keirsey.com).

When author Joyce Bishop developed the Personality Spectrum assess-
ment in this chapter, she adapted and simplified the Keirsey Sorter and MBTI
material into four personality types—Thinker, Organizer, Giver, and Adven-
turer. Like the assessments on which it is based, the Personality Spectrum
helps you identify the kinds of interactions that are most, and least, comfort-
able for you. As with the Multiple Intelligences, these results may change over
time as you experience new things, change, and continue to learn. Key 2.3, on
page 39, shows skills characteristic of each personality type.

By the way . . .
almost half of all the job
growth taking place in the
next 10 years will be in
areas requiring a college
education.6

How Can You Use Your
Self-Knowledge?

In completing the Multiple Pathways to Learning and Personality Spectrumassessments, you developed a clearer picture of who you are and how you
interact with others. Now focus on how you can use this new picture to choose
effective strategies inside the classroom, during study time, relating to your
career, and relating to technology.

Classroom Choices
Most students have to complete a set of “core curriculum” courses, as well as
whatever courses their majors require. Additionally, busy students don’t have a
lot of flexibility when it comes to choosing particular sections of courses—you
usually sign up for what fits best into your jam-packed weekly schedule and gen-
erally don’t know what to expect in terms of your instructors and their styles.
You may be asking: Where are the choices in this situation? Merlette, the student
from the beginning of the chapter, is probably asking the same question about
the trouble she is having in the classes that she thought would be easiest for her.

Here’s the answer for you and for Merlette: The opportunity for choice lies
in how you interact with your instructor and function in the classroom. It is
impossible for instructors to tailor classroom presentation to 15, 40, or 300
unique learners—especially since they operate according to their own teaching
styles. As a result, you may find yourself in a great learning situation with one
teacher and in a complete mismatch with another. Sometimes, the way the
class is structured can have more of an effect on your success than the subject
matter, which may be why Merlette can stay on her feet in a course she ex-
pected would cause trouble for her.

After several class meetings, you should be able to assess each instruc-
tor’s dominant teaching styles (see Key 2.4) and figure out how to maximize
your learning.

Although presentation styles vary, the standard lecture is still the norm in
most classrooms. For this reason, the traditional college classroom is generally

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Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon.
Copyright © 2011 by Pearson Education, Inc.

Personality Spectrum

1. I like instructors who

a. tell me exactly what is expected of me.
b. make learning active and exciting.
c. maintain a safe and supportive

classroom.
d. challenge me to think at higher levels.

2. 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.

3. A high priority in my life is to

a. keep my commitments.
b. experience as much of life as possible.
c. make a difference in the lives of others.
d. understand how things work.

4. Other people think of me as

a. dependable and loyal.
b. dynamic and creative.
c. caring and honest.
d. intelligent and inventive.

5. When I experience stress I would most likely

a. do something to help me feel more in
control of my life.

b. do something physical and daring.
c. talk with a friend.
d. go off by myself and think about my

situation.

6. I would probably not be close friends with
someone who is

a. irresponsible.
b. unwilling to try new things.
c. selfish and unkind to others.
d. an illogical thinker.

7. My vacations could be described as

a. traditional.
b. adventuresome.
c. pleasing to others.
d. a new learning experience.

8. One word that best describes me is

a. sensible.
b. spontaneous.
c. giving.
d. analytical.

STEP 1 Rank-order all four responses to each question from most like you (4) to least like you (1) so that
for each question you use the numbers 1, 2, 3, and 4 one time each. Place numbers in the boxes next to
the responses.

4. most like me 3. more like me 3. less like me 1. least like me

STEP 2 Add up the total points for each letter.

TOTAL FOR a. Organizer b. Adventurer c. Giver d. Thinker

STEP 3 Plot these numbers on the brain diagram on page 38.

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Personality Spectrum

scoring diagram for personality spectrum
Write your scores from page 37 in the four squares just outside the brain diagram—Thinker score at top left, Giver score
at top right, Organizer score at bottom left, and Adventurer score at bottom right.

Each square has a line of numbers that go from the square to the center of the diagram. For each of your four scores,
place a dot on the appropriate number in the line near that square. For example, if you scored 15 in the Giver spectrum,
you would place a dot between the 14 and 16 in the upper right-hand line of numbers. If you scored a 26 in the
Organizer spectrum, you would place a dot on the 26 in the lower left-hand line of numbers.

THINKER

Technical
Scientific
Mathematical
Dispassionate
Rational
Analytical
Logical
Problem Solving
Theoretical
Intellectual
Objective
Quantitative
Explicit
Realistic
Literal
Precise
Formal

ORGANIZER

Tactical
Planning
Detailed
Practical
Confident
Predictable
Controlled
Dependable
Systematic
Sequential
Structured
Administrative
Procedural
Organized
Conservative
Safekeeping
Disciplined

GIVER

Interpersonal
Emotional
Caring
Sociable
Giving
Spiritual
Musical
Romantic
Feeling
Peacemaker
Trusting
Adaptable
Passionate
Harmonious
Idealistic
Talkative
Honest

ADVENTURER

Active
Visual
Risking
Original
Artistic
Spatial
Skillful
Impulsive
Metaphoric
Experimental
Divergent
Fast-paced
Simultaneous
Competitive
Imaginative
Open-minded
Adventuresome

Source for brain diagram: Understanding Psychology, 3rd ed., by Charles G. Morris,
© 1996. Adapted by permission of Prentice Hall, Inc., Upper Saddle River, NJ.

For the Personality Spectrum,
26–36 indicates a strong tendency in that dimension,

14–25 a moderate tendency,
and below 14 a minimal tendency.

Connect the four dots to make a four-sided shape. If you like,
shade the four sections inside the shape using four different colors.

2
4

6
8
10

12
14

16
18

20
22

24
26

28
30

32
34

36
2
4

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81012141618202224262830323436

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Copyright © 2011 by Pearson Education, Inc.

Thinker ■ Solving problems
■ Developing models and systems
■ Analytical and abstract thinking
■ Exploring ideas and potentials
■ Ingenuity
■ Going beyond established boundaries
■ Global thinking—seeking universal truth

Organizer ■ Responsibility, reliability
■ Operating successfully within social structures
■ Sense of history, culture, and dignity
■ Neatness and organization
■ Loyalty
■ Orientation to detail
■ Comprehensive follow-through on tasks
■ Efficiency
■ Helping others

Giver ■ Honesty, authenticity
■ Successful, close relationships
■ Making a difference in the world
■ Cultivating potential of self and others
■ Negotiation; promoting peace
■ Openness
■ Helping others

Adventurer ■ High ability in a variety of fields
■ Courage and daring
■ Hands-on problem solving
■ Living in the present
■ Spontaneity and action
■ Ability to negotiate
■ Nontraditional style
■ Flexibility
■ Zest for life

Key 2.3
Particular abilities and skills are associated with each personality
spectrum dimension

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Tiki Barber emerged from a college career at the University of Virginia to become a
star running back with the New York Giants. To the shock of many, Barber retired at the
peak of his football career, determined to keep learning about more than football. He
now works as a television correspondent as well as a writer.

keep learning

Professor of Psychology, Golden West College,
Huntington Beach, California

I have a learning disability that causes problems with
understanding words I hear, which made listening to lectures
in college very hard. No one, including me, knew I had this
difficulty because I learned how to compensate for it. In fact,
I didn’t know it myself until years after I graduated.

College was confusing for me. I did well
in some classes and felt totally lost in
others. The hardest were the lecture-
based classes. When I wasn’t familiar
with the information or the words, I
couldn’t make sense of what I was hear-
ing. If I read the material ahead of time
and looked up concepts, the lectures
made more sense. Also, I bargained with
my classmates to borrow their notes in
exchange for typing their term papers.
Typing is bodily-kinesthetic and helped
me to internalize what I was learning.

Stop and Think
Like Joyce, every student faces learning
challenges. What are yours?

My strengths in logical-mathematical
and visual intelligence helped me get
by. Science classes were easiest for me
because they are more visual. I
switched from sociology to biology my
freshman year; it was easier for me to
remember the visual biology material
as opposed to the more verbal liberal
arts classes. Without my commitment
to my education and my will to learn, I
probably would not have graduated.

Determined to get back up on the
horse and keep learning, I pursued my
master’s in public health 12 years later.
My graduate classes were much more
hands-on, but there was still a great
deal of reading. One day my eye doctor
expressed concern about the stress my
schoolwork was causing my eyes and
suggested that I get tested for a learn-
ing problem. He sent me to a center that
usually tests small children for learning
disabilities. The therapist giving the test
said words, and I was to spell out the
words with blocks. I consistently con-
fused words with close sounds. It was
determined that I processed language
on a fourth-grade level, a condition that
has not changed in my adult life.

Stop and Think
Joyce found out key information about
herself through her determination to
continue learning. What has your own
determination to come to college taught
you about yourself?

After the test, the therapist asked me,
“How far did you go through school?”
I asked her, “How far do you think I

went?” She guessed that I had not
made it past the tenth grade. I shared
that I was just completing my master’s
degree. Her eyes got big, and she said,
“You work really hard in school, don’t
you?” At that moment my head
flooded with memories of report cards
saying “doesn’t pay attention in class”
and “isn’t working up to potential.” I
started to cry. An explanation for what
had brought years of pain and strug-
gle had finally surfaced.

Now that I know what the
problem is, I can continue to learn,
choosing strategies that work best
for me. We all have our strengths
and weaknesses; the way we work
to manage those weaknesses while
maximizing our strengths makes all
the difference.

Think about Joyce and Think
about Yourself
■ What have the assessments in this

chapter taught you about how you can
strengthen your learning?

■ Which of your personal goals are
you likely to reach through lifelong
learning?

D
r.

Jo
yc

e
Bi

sh
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Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon.
Copyright © 2011 by Pearson Education, Inc.

41Learning Styles

a happy home for the verbal or logical learner and the Thinker and Organizer.
However, many students learn best when interacting with other students more
than a traditional lecture allows. What can you do when your preferences
don’t match up with how your instructor teaches? Here are three suggestions:

Play to your strengths. For example, if you are a musical learner who easily
picks up information through listening, with an instructor who has a random
delivery style, you might record and listen to the lecture several times on your
MP3 player (get permission from your instructor before you record). Likewise,
if you are a Giver with an instructor who delivers straight lectures, you should
consider setting up a study group to go over details and fill in factual gaps.

Work to strengthen weaker areas. As a visual learner reviews notes
from a structured lecture, he could use logical-mathematical strategies such
as outlining notes or thinking about cause-and-effect relationships within
the material. An Organizer, studying for a test from notes delivered by an

TEACHING STYLE WHAT TO EXPECT IN CLASS

Lecture, verbal focus Instructor speaks to the class for the entire period, with little class interaction.
Lesson is taught primarily through words, either spoken or written on the board,
overhead projector, handouts, or text.

Lecture with group Instructor presents material but encourages class
discussion discussion.

Small groups Instructor presents material and then breaks class into small groups for
discussion or project work.

Visual focus Instructor uses visual elements such as PowerPoint slides, diagrams, photographs,
drawings, transparencies, and videos.

Logical presentation Instructor organizes material in a logical sequence, such as by steps, time,
or importance.

Random presentation Instructor tackles topics in no particular order and may jump around a lot
or digress.

Conceptual presentation Instructor spends the majority of time on the big
picture, focusing on abstract concepts and umbrella ideas.

Detailed presentation Instructor spends the majority of time, after introducing ideas, on the details and
facts that underlie them.

Experience-based Instructor uses demonstrations, experiments, props,
presentation and class activities to show key points.

Key 2.4 Instructors often prefer one or more teaching styles
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Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon.
Copyright © 2011 by Pearson Education, Inc.

42 Chapter 2

instructor with a random presenta-
tion, could organize the material in
different formats, including tables and
timelines.

Ask your instructor for additional
help. If you are having trouble with
coursework, take the initiative to
communicate with your instructor or
teaching assistant through e-mail or
during office hours. This is especially
important in large lectures where you
are anonymous unless you speak up.
A visual learner, for example, might
ask the instructor to recommend
graphs, figures, or videos that illustrate
the lecture.

Merlette will be able to improve her classroom experience after taking the
assessments. If she shows strengths in interpersonal and verbal-linguistic intel-
ligences as well as Giver and Organizer dimensions, she might begin to under-
stand why the group-study focus helped her even in an area that she considers
difficult. She can then organize and run study groups for other courses or look
for courses that feature discussion sections or small-group work.

No instructor can completely mesh with how you learn, so don’t expect it.
Instead, adapt by finding a way to apply what you do well to the situation.
This kind of flexibility will serve you well in your career and life. Just as you
can’t handpick your instructors, you will rarely, if ever, be able to choose your
work colleagues or their work styles.

A final point: Some students try to find out more about an instructor by
asking students who have already taken the course or looking up comments that
appear online. Be careful with investigations like this. You may not know or be
able to trust an anonymous poster who comments on an instructor, and even if
you hear a review from a friend you do trust, every student-instructor relation-
ship is unique. An instructor your friend loved may turn out to be a bad match
for you, or vice versa. Prioritize taking the courses that you need, and know that
you will find a way to make the most of what your instructors offer, no matter
who they are.

Study Choices
Start now to use what you have learned about yourself to choose the best study
techniques. For example, if you tend to learn successfully from a linear, logical
presentation, you can look for order (for example, a chronology—information
organized sequentially according to event dates—or a problem–solution struc-
ture) as you review notes. If you are strong in interpersonal intelligence, you
should try to work in study groups whenever possible or learn dry facts in the
context of stories.

These students find that sitting in a circle and taking turns
sharing ideas works for their group study session. An off-duty
classroom serves as a useful location.

en
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Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon.
Copyright © 2011 by Pearson Education, Inc.

43Learning Styles

First, on paper or on a computer, summarize yourself as a learner in a paragraph or
two. Focus on what you learned about yourself from the chapter assessments. Done?
Check here. ________

Next, schedule a meeting with your academic advisor (use your interpersonal intelligence).

Name of advisor:

Time/date of meeting:

Give the advisor an overview of your learning strengths and challenges, based on your summary. Ask for advice
about courses that might interest you and majors that might suit you. Take notes.

Indicate two courses to consider in the next year:

Indicate two possible majors:

1.
2.

Finally, create a separate to-do list of how you plan to explore one course offering and one major. Set a deadline
for each task.

When faced with a task that challenges your weaknesses, use strategies
that boost your ability. For example, if you are an Adventurer who does not
respond well to linear information, you can apply your strengths to the
material—for example, through a hands-on approach. Or you can focus on
developing your area of weakness by using study skills that work well for
Thinker-dominant learners.

T A K E A C T I O N
Link How You Learn to Coursework and Major

Chapter 2

When you study with others, you and the entire group will be more success-
ful if you understand the different learning styles in the group. For example:

● An Interpersonal learner could take the lead in teaching material to others.

● An Organizer could coordinate the group schedule.

● A Naturalistic learner might organize facts into categories that solidify
concepts.

Key 2.5 shows study strategies that suit each intelligence, and Key 2.6
shows study strategies that suit each Personality Spectrum dimension. Because
you have some level of ability in each area, and because there will be times that
you need to boost your ability in a weaker area, you may find useful sugges-
tions under any of the headings. Try different techniques, analyze how effec-
tive they are, and use what works best for you.

Technology Choices
Technology is everywhere these days. You see it in social settings, as people com-
municate using e-mail, text messaging, and social networking sites on the Inter-
net. It also plays a significant role in academic settings, where you may encounter:

● Instructors who require students to communicate via e-mail

● Courses that have their own Web sites where you can access the syllabus and
connect with resources and classmates

● Textbooks that have corresponding
Web sites that you can, or are required
to, use to complete assignments and
e-mail them to your instructor

For some with extensive know-how,
technology comes easily. For everyone
else, knowing your strengths and chal-
lenges as a learner can help you make
decisions about how to approach tech-
nology. Are you strong in the logical-
mathematical intelligence or Thinker
dimension? Working with an online
tutorial may be a good choice. Are
you an interpersonal learner? Find a
tech-savvy classmate to help you get
the hang of it. An Adventurer may
want to just dive in and try out the
features of a book or course Web
site in a random way. Know your-
self, and make choices that can best
help you demystify technology
and get you up to speed.

Inside Tips fr
om Carol, Ca

reer Coach

Some student
s “fall in love”

with a career

by watching a
TV show. How

ever, if CSI is

your favorite
show, for exam

ple, it doesn’t
neces-

sarily mean yo
u would be w

ell-suited to f
orensics.

Are you good
in math and s

cience? Are yo
u a

strong detail p
erson? Can yo

u deal with th
e

seamy and sca
ry? Listen to w

ho you are an
d what

you are intere
sted in, and tr

y out the thin
gs you think y

ou want to do
. If

you don’t try
out a field or

profession, it
is like marryin

g someone wi
thout

ever dating. S
o, when you s

tart to think a
bout careers a

nd fields, deve
lop

a list of place
s where you m

ight intern or
work to find o

ut if the field
and

the job really
make you tick

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Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon.
Copyright © 2011 by Pearson Education, Inc.

Verbal- ■ Reading text; highlighting selectively
Linguistic ■ Using a computer to retype and summarize notes

■ Outlining chapters
■ Teaching someone else
■ Reciting information or writing scripts/debates

Musical- ■ Creating rhythms out of

words

Rhythmic ■ Beating out rhythms with hand or stick while reciting concepts

■ Writing songs/raps that help you learn concepts
■ Chanting or singing study material to a wordless tune
■ Taking music breaks

Logical- ■ Organizing material logically; if it suits the topic, using a spreadsheet program
Mathematical ■ Explaining material sequentially to someone

■ Developing systems and finding patterns
■ Writing outlines
■ Analyzing and evaluating information

Visual- ■ Developing graphic organizers for new material
Spatial ■ Drawing mind maps and think links

■ Using a computer to develop charts and tables
■ Using color in notes to organize
■ Linking material in your mind with items or places that you can visualize

(method of loci)

Bodily- ■ Moving while you learn; pacing and reciting
Kinesthetic ■ Using tangible items as memory devices

■ Rewriting or retyping notes to engage “muscle memory”
■ Designing and playing games to learn material
■ Acting out scripts of material

Intrapersonal ■ Reflecting on personal meaning of information
■ Visualizing information
■ Keeping a journal
■ Studying in quiet areas
■ Imagining essays or experiments before beginning

Interpersonal ■ Studying in a group
■ As you study, discussing information over the phone or sending IMs
■ Using flash cards with others
■ Teaching someone else the material
■ Making time to discuss assignments and tests with your instructor

Naturalistic ■ Breaking down information into categories
■ Looking for ways that items fit or don’t fit together
■ Looking for relationships among ideas, events, facts
■ Studying in a natural setting if it helps you to focus
■ Forming study groups of people with similar interests

Source: Adapted from David Lazear, Seven Pathways of Learning, Tucson: Zephyr, 1994.

Key 2.5 Particular study techniques maximize each intelligence
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Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon.
Copyright © 2011 by Pearson Education, Inc.

Thinker ■ Finding time to reflect independently on new information
■ Learning through problem solving
■ Designing new ways of approaching issues
■ Converting material into logical charts, flow diagrams, and

outlines
■ Trying to minimize repetitive tasks
■ Looking for opportunities to work independently

Organizer ■ Defining tasks in concrete terms so that you know what is
required

■ Looking for a well-structured study environment
■ Requesting feedback from instructors and classmates via e-mail

or phone
■ Using a planner or PDA to schedule tasks and dates
■ Organizing material by rewriting and summarizing class and/or

text notes
■ Using flash cards
■ Highlighting materials and notes carefully

Giver ■ Studying with others in person, on the phone, or using instant
messages

■ Teaching material to others
■ Seeking out tasks, groups, and subjects that involve helping

people
■ Expressing thoughts and feelings clearly and honestly
■ Prioritizing your most important academic relationships

Adventurer ■ Looking for environments/courses that encourage nontradi-
tional approaches

■ Finding hands-on ways to learn
■ Seeking instructors and students whom you find stimulating
■ Using or developing games and puzzles to help memorize terms
■ Fighting boredom by asking to do something extra or perform-

ing a task in a more active way

Key 2.6
Particular study techniques maximize each personality spectrum
dimension

Chapter 246

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Copyright © 2011 by Pearson Education, Inc.

47Learning Styles

Workplace Choices
The self-knowledge you build as you work through this chapter will help
you work more effectively at any job, helping you to focus on what you
do well and ask for help in areas that pose more of a challenge. It can
also make you more successful in a team. Finally, it will help you plan
your career.

Key 2.7 links majors and internships to the eight intelligences. This
list represents only a fraction of the available opportunities. Use it to
inspire thought and spur investigation. If something from this list or else-
where interests you, consider looking for an opportunity to “shadow”
someone (follow the person for a day to see what he or she does) to see if
the more significant commitments of interships and majoring will make
sense for you.

Internship
a temporary workprogram in which astudent can gain su-pervised practicalexperience in a joband career area.

keep
learning

It is now common to have more than one career, and perhaps
several, over your lifetime. Whether you change careers

because you don’t like what you’re doing or because you lose
your job in an economic downturn, you may have to return to

school to learn new skills. Imagine yourself back in school sev-
eral years after finishing college as you answer these questions:

What would your attitude be if you
had to further your education? What are you willing to do

now to acquire the “keep learning” Habit for Success so
that you can weather the ups and downs of life and work?

Q U E S T I O N S
P O W E R F U L

48 Chapter 2

Bodily-
Kinesthetic

Intrapersonal
Interpersonal
Naturalistic
Musical

Logical-
Mathematical

MULTIPLE INTELLIGENCE . . . CONSIDER MAJORING IN . . . THINK ABOUT AN INTERNSHIP AT A . . .

Massage or physical therapy Sports physician’s office
Kinesiology Physical or massage therapy center
Construction engineering Construction company
Sports medicine Dance studio or theater company
Dance or theater Athletic club

Psychology Accounting firm
Finance Biology lab
Computer science Pharmaceutical company
Biology Publishing house
Philosophy Computer or Internet company

Education Hotel or restaurant
Public relations Social service agency
Nursing Public relations firm
Business Human resources department
Hotel/restaurant management Charter school

Geology Museum
Zoology National park
Atmospheric sciences Environmental law firm
Agriculture Zoo
Environmental law Geological research firm

Music Performance hall
Music theory Radio station
Voice Record label or recording studio
Composition Children’s music camp
Performing arts Orchestra or opera company

Math Law firm
Physics Consulting firm
Economics Bank
Banking/finance Information technology company
Computer science Research lab

Key 2.7 Multiple intelligences may open doors to majors and internships
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Copyright © 2011 by Pearson Education, Inc.

49Learning Styles

Key 2.7 Continued

Verbal-
Linguistic

Visual-
Spatial

Communications Newspaper or magazine
Marketing PR/marketing firm
English/literature Ad agency
Journalism Publishing house
Foreign languages Network TV affiliate

Architecture Photo or art studio
Visual arts Multimedia design firm
Multimedia design Architecture firm
Photography Interior design firm
Art history Art gallery

How Can You Identify and Manage
Learning Disabilities?

Although all students have areas of strength and weakness, some challenges are more significant and are diagnosed as learning disabilities. These
merit specific attention. Focused assistance can help students who are learning
disabled manage their conditions and excel in school.

Identifying a Learning Disability
The National Center for Learning Disabilities (NCLD) defines learning dis-
abilities as:7

● Neurological disorders that interfere with one’s ability to store, process,
and produce information

● Often running in families and being lifelong conditions, although learn-
ing-disabled people can use specific strategies to manage and even over-
come areas of weakness

● Requiring a professional diagnosis in order for the disabled person to
receive federally funded aid

● Not including mental retardation, autism, behavioral disorders, impaired
vision, hearing loss, or other physical disabilities

● Not including attention deficit disorder and attention deficit hyperactivity
disorder, although these problems may accompany learning disabilities8

50 Chapter 2

How can you determine if you should be evaluated for a learning disabil-
ity? According to the NCLD, persistent problems in any of the following areas
may indicate a learning disability:9

● Reading or reading comprehension

● Math calculations, understanding language and concepts

● Social skills or interpreting social cues

● Following a schedule, being on time, meeting deadlines

● Reading or following maps

● Balancing a checkbook

● Following directions, especially on multistep tasks

● Writing, sentence structure, spelling, and organizing written work

Details on specific learning disabilities appear in Key 2.8. For an evaluation,
contact your school’s learning center or student health center for a referral to a
licensed professional.

Key 2.8 What different learning disabilities are and how to recognize them

DISABILITY OR CONDITION WHAT ARE THE SIGNS?

Dyslexia and related Problems with reading (spelling, word sequencing, comprehension) and
reading disorders processing (translating written language to thought or the reverse)

Dyscalculia (developmental Difficulties in recognizing numbers and symbols, memorizing facts,
arithmetic disorders) understanding abstract math concepts, and applying math to life skills (time

management, handling money)

Developmental writing Difficulties in composing sentences, organizing a writing assignment, or
disorders translating thoughts coherently to the page

Handwriting disorders Disorder characterized by writing disabilities, including distorted or incorrect
(dysgraphia) language, inappropriately sized and spaced letters, or wrong or misspelled

words

Speech and language Problems with producing speech sounds, using spoken language to
disorders communicate, and/or understanding what others say

LD-related social issues Problems in recognizing facial or vocal cues from others, controlling verbal
and physical impulsivity, and respecting others’ personal space

LD-related organizational Difficulties in scheduling and in organizing personal, academic, and
issues work-related materials

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Copyright © 2011 by Pearson Education, Inc.

51Learning Styles

Managing a Learning Disability
If you are diagnosed with a learning disability, take steps to manage it and
maximize your ability to learn:

Be informed about your disability. Search the library and the Internet—
try NCLD at www.ncld.org or LD Online at www.ldonline.org. Or call NCLD
at 1-888-575-7373. If you have an Individualized Education Program (IEP)—
a document describing your disability and recommended strategies—read it
and make sure you understand it.

Seek assistance from your school. Speak with your advisor about getting a
referral to the counselor who can help you get specific accommodations in your
classes. Services mandated by law for students who are learning disabled include:

● Extended time on tests

● Note-taking assistance (for example, having a fellow student take notes
for you)

● Assistive technology devices (MP3 players, tape recorders, laptop computers)

● Modified assignments

● Alternative assessments and test formats

Other services that may be offered include tutoring, study skills assistance, and
counseling.

Be a dedicated student. Be on time and attend class. Read assignments
before class. Sit where you can focus. Review notes soon after class. Spend
extra time on assignments. Ask for help.

Build a positive attitude. See your accomplishments in light of how far
you have come. Rely on support from others, knowing that it will give you the
best possible chance to succeed.

52 Chapter 2

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

Habit for Success
keep learning

Below are examples of how you can put this habit into action in different situations. Use the three spaces to add your
own ideas for actions you can accomplish now or in the future. Be specific and be realistic.

Take a course, outside
of your major, that

interests you.

Ask friends to
recommend books
that changed their
lives. Read them.

Read a local or
national newspaper

regularly.

Keep Learning
Habit for Success

When employed, find a
web site that posts news
and developments in your

field, and register for
updates.

Get a “how-to” book
on something you’ve

always wanted to
learn to do, and give

it a try.

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Copyright © 2011 by Pearson Education, Inc.

53Learning Styles

Building Skills
f o r s u c c e s s f u l l e a r n i n g

Note the Important Points

Why understand how you learn?

How would you define the term “learning style”? ______________________________________________

___

_______________________________________________________________________________

Name two benefits of getting to know your unique way of learning and interacting.__________________

_____________________________________________________________________________________

What can assessments teach you about yourself?

Describe what the Multiple Intelligences assessment can help you discover. ____________________________

_____________________________________________________________________________________

What are the four dimensions of the Personality Spectrum assessment? _____________________________

_____________________________________________________________________________________

How can you use your self-knowledge?

Name one way to use your understanding of how you learn in . . .

. . . the classroom. _______________________________________________________________________

. . . your study time. _______________________________________________________________________

. . . the workplace. _______________________________________________________________________

How can you identify and manage learning disabilities?

Name a fact about learning disabilities. _______________________________________________________

54 Chapter 2

Critical Thinking
applying learning to life

Maximize Your Classroom Experience

Consider first what you know about yourself as a learner. Then reflect on your instructors’ teaching styles
this term. Consider which instructors’ styles mesh well with how you learn and which are not in sync.
Make notes here about the situation that you think is the most challenging.

Course: _______________________________ Instructor style: _______________________________

Your view of the problem: ________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

Next, brainstorm three ideas about actions you can take to improve the situation. Note the intelligence
(or intelligences) on which each action is based (refer to Keys 2.5 and 2.6 for ideas):

1. __________________________________________________________________________________

__________________________________________________________________________________

2. __________________________________________________________________________________

__________________________________________________________________________________

3. __________________________________________________________________________________

__________________________________________________________________________________

Finally, choose one and put it to work. Briefly note what happened: Were there improvements as a result?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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55Learning Styles

Team Building
collaborative solutions

Ideas About Personality Types

Divide into groups according to the four types of the Personality Spectrum—Thinker-dominant students in
one group, Organizer-dominant students in another, Giver-dominant students in a third, and Adventurer-
dominant students in the fourth. If you have scored the same in more than one of these types, join what-
ever group is smaller. With your group, brainstorm the following lists for your type:

1. The strengths of this type

2. The struggles, or things that cause stress, for this type

3. Career areas that tend to suit this type

4. Career areas that are a challenge for this type

5. Challenges for this type in relating to the other three Personality Spectrum types

If there is time, each group can present this information to the entire class; this will boost under-
standing and acceptance of diverse ways of relating to information and people.

Test Prep: Start It Now

56 Chapter 2

keep
learning

Learn More About Your Test-Taking Self Using a Self-Portrait

Complete the following on separate sheets of paper or electronically (if you can use a graphics program).

Getting ready for tests means more than just learning your material—it also requires the kind of self-
knowledge that helps you make the best study choices. You can build that self-knowledge by combin-
ing everything you have learned about yourself as a student into one comprehensive “self-portrait.”

Design your portrait in “think-link” or mind-map style. A think link is a visual construction of re-
lated ideas, similar to a map or web, which represents your thought process. Ideas are written inside
geometric shapes, often boxes or circles, and related ideas and facts are attached to those ideas by
lines that connect the shapes (see the note-taking section in Chapter 7 for more about think links).
Use the style shown in Key 2.9, or try something different like a treelike think link, a line of boxes
with connecting thoughts, or another design that makes sense to you.

In your self-portrait, describe your dominant Multiple Intelligences, Personality Spectrum dimen-
sions, preferred teaching styles and classroom settings, preferred study situations (times, locations,
company), abilities and interests, and anything else relevant to who you are as a test-taker.

After creating and thinking about your self-portrait, make two NEW choices regarding how you
will prepare for tests this term. Will you change your study location or time? Will you adjust your
strategies to take advantage of a strength in a particular intelligence or Personality Spectrum dimen-
sion? Note the changes here.

1. _______________________________________________________________________________

_______________________________________________________________________________

2. _______________________________________________________________________________

_______________________________________________________________________________

You will change as you continue to learn. Revisit your self-portrait in the future—next term or
even next year. Revise it to reflect what you’ve learned and how you’ve changed.

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1-256-09222-3
Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon.
Copyright © 2011 by Pearson Education, Inc.

57Learning Styles

Key 2.9 One example of a self-portrait

Organizer Giver Visual-Spatial Bodily–Kinesthetic

Verbal–Linguistic

PERSONALIT Y SPECT RUM INTELLIGENCES

Musical
Lower Intrapersonal Lower Naturalistic

lacitamehtaM–lacigoLrerutnevdAreknihT

Writing
Group work

DiscussionTEACHING
STYLES I LIKE

gnimmiwS
STSERETNI

Reading books Photography Hands-on

At night HOW I STUDY BEST With others

Flash cards and podcasts

Higher Interpersonal Higher

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