 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
 |
|||||||||||||||
| My Personal Learning Style | |||||||||||||||
 |
|||||||||||||||
| Home Short Stories Pudding Man Special Delivery Best Friends Essays Smokers Millionaire Terri Schiavo Assorted Nonsense My Story My Memory My Letter In the Future... Underdeveloped Thinking M-W's Word of the Day Memorable Moments @ michaelmoorejr.com Home Page |
|||||||||||||||
| As college campuses around the country undergo a significant shift from their traditional base of younger students, arriving at class unencumbered, toward an older student population of working adults tensely juggling numerous personal responsibilities along with their studies, teaching students how to effectively focus their individual learning skills is becoming increasingly important.� While the numerous life experiences of adult learners are certainly integral to their self-motivation (Maeroff, 2003), the commitments which they have accumulated outside of the classroom necessitate that they use their time as effectively as possible if they hope to beneficially fit an education into their busy lives.� A good first step in improving learning skills and thereby avoiding time-wasting study techniques is through learning-style assessments (Carter, Bishop & Kravits, 2002).� According to HarvardUniversity professor Howard Gardner, there are 8 basic types of intelligence (Carter et al., 2002).�� In addition to the effect these 8 intelligence types have on the acquisition of knowledge, learning styles can also be affected by individual personality traits.� After completing both the Pathways to Learning assessment, based on Multiple Intelligences Theory, and the Personality Spectrum, itself based on the Myers-Briggs Type Indicator and Kiersey Sorter (Carter et al., 2002), I have realized that I am a student driven by a love of logic and mathematics who needs to work on organizational and interpersonal skills in order to be more successful in school this time around. | |||||||||||||||
| For as long as I can remember people have been turning to me in restaurants when the check arrives and it is time to calculate a gratuity.� I have always had an innate knack for numbers as well as an inherent ability to detect fallacies in an argument.� My disproportionate score in the Logical-Mathematical portion of Pathways to Learning, as well as a noticeable tendency towards the Thinker personality group on the Personality Spectrum, simply served to reinforce what I had already assumed about myself.� I enjoy delving deeply into new subject matter.� I try valiantly to order the material in my research papers so that its progression seems natural.� I consider myself an acolyte of logic and a math aficionado.� I hope to use these abilities to improve in another category that I did not score so well in. | |||||||||||||||
| I was surprised to discover that in the category of the Organizer I scored lower than any of the other personality traits which were measured by the Personality Spectrum.� Contemplating this, I realized that while I do have the skills necessary to become organized, I very rarely put them to use without prompting by some outside source.� As part of my strategy to improve my study skills, I have already started trying to use this dormant side of my personality.� For example, as I read the weekly reading assignments, I make sure that my highlighter is at the ready.� I have purchased a sectioned pouch with which I can divide my papers into four sections, making finding a particular paper easier.� On my computer at home I have also partitioned my school folders and save class files to locations based on the week of the assignment and whether or it was a task to be completed or a required reading.� It is my hope that in becoming more organized I will be able to use my available time more efficiently, as lately time has become quite the valuable commodity to me. | |||||||||||||||
| My time has always been valuable, but since adding study time to my daily schedule, I suddenly realize how good things had been in the past.� As part of my assignments for this week, I was asked to fill out a Time-Management Log for three days.� I choose Saturday, Sunday and Monday as my days, thinking that I would be able to cram extra study time in on the weekend since I would not have any commitments to my job.� As the chart below illustrates, my studies did rank rather highly compared with the other activities that I pursued this weekend.� I still believe that I can do better.� For example, watching movies and television took up 8% of my time over the three-day period.� I would like to see this percentage decrease significantly.� Another way in which I feel that I can improve my time management, is to not only devote more time to studying, but to use the methods which I discussed earlier to get more out of that time. | |||||||||||||||
 |
|||||||||||||||
| ����������� Distribution of time for Jan 29-31 | |||||||||||||||