The Learning Styles Profile
&
The Study Skills Inventory
Joshua 1:8
This book of the law shall not depart
out of thy mouth; but thou shalt
meditate therein day and night, that
thou mayest observe to do according to
all that is written therein: for then thou
shalt make thy way prosperous, and
then thou shalt have good success.
Matthew 23 (Jesus teaching)
Therefore whatever they tell you to
observe, that observe and do, … And
do not be called teachers; for One is
your Teacher, the Christ.
Galatians 6:9
And let us not be weary in well doing:
for in due season we shall reap, if we
faint not.
II Timothy 2:15
Study to shew thyself approved unto
God, a workman that needeth not to be
ashamed, rightly dividing the word of
truth.
The change in a subject’s behavior
to given stimuli brought about by
repeated experiences in that
situation provided the behavioral
change can not be explained on
the basis of native response
tendencies, maturation, or
temporary states of the subject.
Profile of
Learning Styles
Learning
Diagnosis
Inventory of
Study Skills
Subject
Content
How you
View your
students
may
depend
on how
they
learn!The Frog
Or is it
A
Picture
of a
Horse?
Difficulties
Having to take action and
do things before those
things are demonstrated or
read
Working in a place filled
with noise
Listening to lectures
without any visual
stimulation
Working in classrooms
with dull colors
Working in classrooms
with florescent lighting,
etc., etc., etc.
Parker’s Learning Styles Profile
Heredity and Environment characterize…
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Modalities
Interpersonal Skills
Competencies
Personality Identifiers
Management Styles
Management/Leadership
Characteristics
Parker’s Learning Styles Profile Charts
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People, Data & Things Chart
Independent/Dependent Chart
Kinesthetic, Auditory & Visual Chart
Personality Identifiers Chart
Management Styles Chart
Leadership/Management Chart
Time Management
Note-taking
Reading
Listening
Test-taking
Written Communications
Stress
Career-oriented
Memory
Learning Behavior
Critical Thinking
Research
Technology
Decision-making
Life Skills
Health
Can I say
goodbye for
the day
knowing that
another
individual has
received
maximum
consideration?
Parkers’ Learning Styles
Profile
and
Study Skills Inventory
A Computer-Integrated
Diagnostic
&
Prescription
Tool
For the Classroom
Parkers’ Learning Styles Profile
&
Study Skills Inventory
How would you prescribe a student’s
study skill method in various subjects based
upon a diagnosis of the results of their personal
learning style and study skills?
I Learn & Remember Best By...
1. Reading.
Strongly Agree = 5
Agree = 4
Not Sure = 3
Disagree = 2
Strongly Disagree = 1
We enhance your growth by improving
three INTERPERSONAL skills:
PEOPLE
DATA
THINGS
Areas of Competency...
The ability to perform a specific task to a
satisfactory level of skill.
 THINGS – psychomotor skills like typing,
writing, running, etc.
 DATA – Compiling & interpreting factual
material.
 PEOPLE – dealing with interpersonal skills.
Areas of Competency…
Interpersonal Commumication
People
Data
Things
People
27%
Things
33%
Data
40%
The Dependent/Independent
Learner...

The Dependent Learner prefers:
 clear and precise learning instructions.
 objective-type assessment.
 an instructor who controls the learning.
 a socially-related learning atmosphere.
 organization in the learning process.
 a well-defined job description.
The Dependent/Independent
Learner...

The Independent Learner prefers:
 self-directed learning situations.
 a choice of assessment methods.
 the instructor as mentor or facilitator.
 work usually with little or no supervision.
 non-traditional learning settings.
The Dependent/Independent Learner...
Independent/D ependent
D ependent (40.5%)
Independent (59.5%)
The Modalities:
Auditory
Visual
Kinesthetic
The Auditory Learner prefers...
 hearing instruction and enjoying discussion.
 remembering names rather than faces.
 remembering by speaking repetitiously.
 moving lips while reading silently.
 talking about situations and problems.
 having illustrations explained.
 expressing emotions.
 listening to music.
 sitting in the back of classroom.
The Visual Learner prefers...
 seeing (watching) demonstrations.
 learning situations rather that imaging words.
 writing down information to keep organized.
 sitting in the front of the class.
 learning to read by sighting words.
 remembering faces rather than names.
 studying without music or movement.
 written examination as assessment tool.
The Kinesthetic Learner prefers...
 remembering by doing and participating.
 moving (acting out) while memorizing.
 space.
 moving to music.
 non-verbal communication.
 physical activity when solving problems.
 "how-to-do" books and videos.
 simulations, group activities, and projects as
assessment.
Auditory, Kinesthetic & Visual Modalities...
Learning Modalities
K inesthetic (28.9%)
V isual (39.5%)
A uditory (31.6%)
Motivation
“hear”
Observation
“see”
Participation
“do”
Concentration
“think”
Philippians 4:9
• Those things (content), which ye
have both learned (think), and
received (think), and heard
(hear), and seen (see) in me,
do: and the God of peace shall
be with you.
Motivation
“hear”
Auditory
Observation
“see”
Participation
“do”
Kinesthetic
Visual
Concentration
“think”
Performance-based Outcomes
Attitude
Academics
Ability
Attitude
Motivation
“hear”
Auditory
Observation
“see”
Participation
“do”
Kinesthetic
Abilities
Visual
Concentration
“think”
Academics
The BRAIN
Use
1.
Acquire & Integrate
Knowledge
3.
Knowledge
Extend & Refine
2.
Knowledge
Attitudes/Academics/Abilities
Questions Regarding Learning
Attitude
Academics
How does your belief affect
the way you FEEL
about things, data, & people?
How does your belief
dictate that which should
be learned?
Philosophy
Ability
What do you believe
about the things you DO?
Personality Identifiers
Learning Styles Inventory...
Motivated Action Taker = DO + HEAR
Concerned Listener
= HEAR + SEE
Thoughtful Observer
= SEE + THINK
Active Processor
= THINK + DO
Attitude
Motivation
“hear”
Auditory
Observation
“see”
Participation
“do”
Kinesthetic
Abilities
Visual
Concentration
“think”
Academics
Problem/Diagnosis:
Diagnosis
• Kinesthetic learner
• Field Independent learner
• “Things” person
• Does NOT like to read
Problem/Prescription:
Prescription
• Kinesthetic learner - _______________
• Field Independent learner - __________
• “Things” person - ________________
• Solution - ______________________
Teacher (Manager)/Student Task
Relationships...
 Work On (student)/Hands Off (Teacher) - Exhorter
 Work Off (student)/Hands On (Teacher) - Restorer
 Work Off (Student)/Hands Off (Teacher) - Neglector
 Work On (Student)/Hands On (Teacher) - Offender
Work On-Student
Hands On-Teacher
Offender
Restorer
Work On-Student
Hands Off -Teacher
No
Yes
Yes
No
Work Off-Student
Hands On-Teacher
Exhorter
Neglector
Work Off-Student
Hands Off-Teacher
Student-Teacher Relationships...
Teacher (Manager)/Student Task Relationships
work on/hands offExhorter
28%
work on/hands on Offender
24%
work off/hands off Neglector
27%
work off/hands on Restorer
21%
work off/hands off
work off/hands on
work on/hands on
work on/hands off
Rewarding
Appropriate Behavior
Not Rewarding
Appropriate Behavior
Yes
No
Yes
No
Not Rewarding
Inappropriate Behavior
Rewarding
Inappropriate Behavior
Behavior Modification Model
•
•
•
•
•
Awareness
Desire to change
Cognitive restructuring
Behavioral substitution
Evaluation
Behavior Assertiveness Skills
•
•
•
•
•
•
•
Learn to say “NO”!
Maintain eye contact
Use assertive body language
Demonstrate peaceful agreement
Move slowly and softly with firmness
Respond to the individual’s needs
Maintain your teaching demeanor
Behavior Modification Stages
• Select an undesirable behavior
• Ask yourself how motivated you are to
change this behavior
• Think about what changes in your
perceptions and attitudes must
accompany this behavioral change
• Specify what new behavior you with to
adopt
• Evaluate
Leadership/Management
Characteristics for Teachers
 Mentoring
 Managing
 Leading
 Negotiating
 Supervising
 Instructing
 Consulting
 Entertaining
 Persuading
Leadership/Management
Characteristics…Mentoring
 listens & asks questions
 reflects back feeling and informational
responses
 guides conversation
 diagnoses and evaluates feelings and
information
 makes suggestions
 prescribes treatments and approaches to
solving problems
Leadership/Management
Characteristics…Mentoring
 instructs: presents information, explains, gives
examples & forecasts possible outcomes,
 predicts consequences of alternative courses of
action
 gives assurances and support
 Motivates, persuades and influences in favor of a
point of view
 provides feedback and evaluation of progress
 makes new suggestions based on new information
or circumstances
Leadership/Management
Characteristics…Managing
 sets goals and performance standards
 establishes communication channels
 promotes the free flow of two way
communication
 formulates policies and directs their
implementation
 coordinates tasks activities and programs
Leadership/Management
Characteristics…Managing
 makes decisions on personnel matters
 provides evaluation of progress
 prescribes alternative approaches to
solving problems
 administers and implements the policies
of supervisors
 allows others to lead
 takes responsibility for duties and tasks
under jurisdiction
Leadership/Management
Characteristics…Leading
 establishes and implements
 performance standards
 sets group priorities
 persuades and influences in favor of a
point of view
 promotes group trust and cohesion
motivates
 employs authority to accomplish goals
through cooperation of group
Leadership/Management
Characteristics…Leading
 maintains group harmony
 controls group behavior through use of
sanctions and punishments
 determines the direction of the group
 makes decisions on policy and
procedures
 solves problems by invoking symbols of
his authority
Leadership/Management
Characteristics…Negotiating
 states and argues position
 bargains over terms
 instructs: presents information explains,
and gives examples
 advances proposals
 defends position with clear and coherent
rationale
 answers objections
 presents alternative courses of action
Leadership/Management
Characteristics…Negotiating
 gives and takes in a trade-off of benefits
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argues against counter-proposals
discusses possible solutions
defines goals and objectives
offers counterproposals when original
proposals are rejected
 reconciles opposing view points
 confronts opposing demands to clarify
positions
Leadership/Management
Characteristics…Supervising
assigns tasks
discusses subordinates’ use of discretion
explains operating procedure
implements performance standards
examines task outcome against stated
criteria
directs studies & evaluates performance
Leadership/Management
Characteristics…Supervising
interprets results of task performance
judges content and consequences of
discretionary decisions
sets task objectives
assesses individual competence to
perform a given task
ensures performance standards necessary
to achieve objectives
Leadership/Management
Characteristics…Instructing
listens to opinions and ideas
presents lectures
elicits and discusses theories and
practices
trains others in effective and cognitive
principles
uses demonstration and role playing
techniques to teach subject matter
conducts seminars and workshops
Leadership/Management
Characteristics…Instructing
illustrates theories and principles through
explanation and example
tests and assesses knowledge and
understanding of the problem -solving
process & answers questions
points out similarities and differences of
viewpoints
makes inferences about the cognitive
behaviors of others
Leadership/Management
Characteristics…Consulting
gives information and ideas based on
experience and training
recommends content and methods of
training
provides sources of technical information
gives ideas to define and clarify
procedures and product specifications
informs on details of working out
objectives & gives advice
Leadership/Management
Characteristics…Consulting
 explains content of programs
 assists in working out of plans
 guides implementation of plans
 meets with, listens, discusses and
 answers questions to resolve problems and
promote cooperation
 makes suggestions to reduce resistance and
sharpen understanding of program goals
 recommends alternative courses of action
Leadership/Management
Characteristics…Entertaining
tells stories and anecdotes
selects and narrates jokes & plays games
gives support and assurances
expresses sympathy
sings songs & acts in dramatic roles
acts out a mime part using only gestures
and actions
Leadership/Management
Characteristics…Persuading
describes and explains advantages and
benefits of a program
converses with clients
influences in favor of a service, product or
point of view
demonstrates the advantages of
programs, procedures, products,
ideas and services
Leadership/Management
Characteristics…Persuading
speaks and converses with
individuals, groups and
organizations
coaxes individuals to elaborate on
thoughts and feelings
gives instruction, advice and
personal assistance
Leadership/Management Characteristics
Leadership/Management C haracteristics
Persuading (11.1%)
Entertaining (10.9%)
C onsulting (12.3%)
Instructing (10.9%)
Mentoring (11.7%)
Managing (10.8%)
Leading (12.0%)
Negotiating
Supervising
(9.8%) (10.5%)
Parker’s Learning Styles Profile
The End