Upon completion of the learning style inventory exercises, I gained awareness of the learning styles that will continue to be discussed throughout the duration of this course. Being introduced to the different types of learning styles are of vital importance to me as a student, as it helps me discover ways in which I learn. The purpose of this exercise is to help us identify ourselves in accordance to when we feel successful at learning, and by that, what techniques we use and how we apply them to learn to the best of our ability.
We were instructed to fill out various interrelated ideas on how people learn, and based on our personal opinions; rate them on a scale of one through four, with four being the strongest answer. We then would total up our answers, in each of the following categories: Concrete Experience (Feeling), Reflective Observation (Watching), Abstract Conceptualization (Thinking), and Active Experimentation (Doing) and represent our total numbers with drawing four connecting lines to create a formation of a “kite. In every aspect of the grid within the learning style graph, the illustration of my ‘kite’ hit all the designation mints to create a perfect four-sided kite. The numbers in which my lines connected to were all almost, or hit right at the peak of each side of the grid. This essentially meaner that for each learning style criteria, my totals scored high and were ranked a vast majority of fours. The outcome of this activity, in reference to the textbook, is just a “snapshot” that gives me a picture of who I am today.
The results are not to dictate our habits in the sense of our ability to learn, but rather recognizing how we currently learn and how we can open up space for improvement. In the criteria of Concrete Experience, learning with the help of our feelings, my results accumulated to an overall score of forty-three, the highest number one can score on the grid. This learning style requires a preference of learning things that are of importance, or relevant to our lives. This usually coins from strong feelings we share towards certain topics or ideas.
For instance, I would be more open-minded to learning about global issues than solving math problems. I agree with my results within this criterion, as I eel as if I take more interest in course material that I can connect to with on a personal level of learning. The second learning style of Reflective Observation, criteria which involves watching others learns course material and being able to reflect on it as our own. My results accumulated to an overall score of forty-four, yet again the highest number one can score on the grid.
This learning style requires preparation and being able to accordingly plan things out, as if it is a ‘blueprint’ design. For instance, observing first how others solve difficult math problems in order o figure out solutions, then planning accordingly how to solve it on your own. I agree with my results within this criterion, as I feel as if especially in courses that involve proficiency in math skills, in order for me to overcome difficulty, I need to observe how others solve it first.
The third learning style of Abstract Conceptualization is learning using our thinking and inquiry skills. My results accumulated to an overall score of forty-four, the third highest number one can score on the grid This learning style requires an interest in grasping ideas, facts and figure information. For instance, taking interest in absorbing as many concepts and information in per say, when introduced to new topics, I tend to research and brainstorm all relevant information to better understand the topic.
The last learning style of Active Experimentation is learning through action and doing. My results accumulated to an overall score of forty-six, the highest number one can score on the grid. This learning style requires a preference in practicing what you learn through applying ideas and using trial and error to find solutions. For instance, applying the trial and error teeth in hands-on-activities such as completing a science lab to test out to see what works and what does not.
I do not agree nor disagree with my results within this criterion, I am neutral about my score, solely because I do apply trial and error methods in all my work; however I do not feel as if this is my strongest way of learning in comparison to the other three. In conclusion, completing this activity as an introduction to this Business Strategies 100 course of the new school year productively supports Professor Cleanser’s idea of helping us “become a master dent. As students, we all learn in different ways, from whether we prefer reading from a hard copy textbook or collecting information from an electronic version, to how we process information easier whether it is through observation or thinking on our own. This activity reminded us of our strengths and weaker points in how we learn, and left us thinking of ways in which we can “score higher” in certain categories. I see this exercise as more than Just a cumulative assignment, and will apply and think about these basic learning styles throughout the rest of my academic