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Chapter 3: Learning How You Learn
2:30-3:30: Computer lab to work on group
projects
Activity: Team Building/Goal Setting/Multiple
Intelligence and Personality Spectrum
Discovery
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Obstacles constantly present themselves.
Some are fleeting, such as facing an
important test in school. Some may take
years to overcome, such as a major injury or
the loss of a loved one. Write about an
obstacle you’ve faced in your life. Did the
experience change you for the better, or did it
leave you bitter and cynical?
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Please claim anything from the box (if you
haven’t already)
Turn in any homework
Find a partner and do your Planner Check for
the week
Making the most of your abilities
figure out their strengths and their weaknesses, and then
find ways to capitalize on their strengths – make the
most of what they do well – and to correct for or remedy
their weaknesses – find ways around what they don’t do
well, or make themselves good enough to get by.”
Robert Sternberg
Your unique intelligence
can change and develop
 Assessments can help you
learn about yourself
Self-knowledge is an important,
lifelong goal
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How can I maximize
what I do well?
Assess Your Multiple
Intelligences with
Pathways to Learning
 Assess Your Style of
Interaction with the
Personality Spectrum
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Multiple Intelligences
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Learning Preferences
What abilities and
areas of learning
come most easily to
you
Personality Spectrum
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Personality Traits
How you interact with
information and
people
Sternberg’s
Successful Intelligence
Focuses on how people
process and apply information
to learn
 Concentrates on processes –
thinking analytically,
creatively, and practically
about a situation
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Gardner’s
Multiple Intelligences
Focuses on how people
intake information to learn
 Concentrates on domains verbal, logical, bodily,
visual, interpersonal,
intrapersonal, musical, or
naturalist
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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
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Directions: Rate each statement. Write the number of your response (1–4) on the
line next to the statement and total the scores for each set of six questions. 1 =
rarely; 2 = sometimes;
3 = usually; 4 = always
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 my hands.
5. ___ I enjoy working with my hands.
6. ___ I like to pace when I’m thinking or studying.
____ TOTAL for Bodily-Kinesthetic
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Complete the questions for each of the
multiple intelligences in your book and total
up the scores to see where your strengths
are.
20–24
Highly Developed
14–19
Moderately
Developed
Bodily-Kinesthetic
13
Visual-Spatial
Verbal-Linguistic
14
20
LogicalMathematical
Musical
16
24
Interpersonal
15
Intrapersonal
16
Naturalistic
Below 14
Underdeveloped
11
Personality Spectrum
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Thinker:
Giver:
Organizer:
Adventurer:
Analytical, problem solver
Authentic, communicator
Responsible, detailed
Daring, spontaneous
Directions: Rank order all four responses to each question from most like you
(4) to least like you (1) 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.
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Complete the exercise and map out your
strengths on the brain on the next page.
Plot Personality
Spectrum scores on
this diagram.
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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
• Lecture, verbal focus
• Lecture with group discussion
• Small groups
• Visual groups
• Logical presentation
• Random presentation
• Conceptual presentation
• Detailed presentation
• Experience-based presentation
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Identifying a Learning Disability
Managing a Learning Disability
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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.
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Creative Thinking – brainstorm how to relate to
instructors who teach differently than you learn.
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Practical Thinking – utilize practical study strategies
relating to your own Personality Spectrum and Multiple
Intelligence dimensions.
“…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
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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)
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What ONE THING do you want to have on
you/with you at the end of the world.
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Break into groups: as large or small as you’d like.
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A virus breaks out of a super-clean research center
and infects the population
After death, corpses reanimate within 36hrs.
Martial law declared: No nongovernment/military are allowed gasoline or
vehicles. Orders are to shoot law-breakers on
sight.
“zombies” can be killed by destroying the brains.
 Virus spread through oral contact (by zombie or
infected)
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There is a “safe zone” at the Ferry building in
San Francisco. 90% sure due to radio
announcements. If you walked straight through,
it would take you 29hrs to get there.
There MAY be teams working through
communities to locate and retrieve “survivors”
but you’re not 100% sure
You may use the items you chose, and anything
you can physically carry (you are on foot)
Deliverable:
 Turn in a final list of supplies & team members
that arrived safely in SF, as well as a short
account of your journey there (1 list per group) .
Each PERSON is issued a packet of emergency
supplies
 One canteen
 Water purification tablets
 Duct tape
 Matches
 Pocket knife
 Small first aid kit
 Flashlight
 Can opener
 5 MRE’s (meals ready to eat)
 Roll of toilet paper
 Battery operated radio for emergency broadcasts
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Use CURRENT TIME/CURRENT DAY as start
 Track what you do, and how far you get @
checkpoints
Extra item! Each of you can bring 1 (one) extra
item based on your communication preference:
Thinkers – 1 tool that you’ve used before
Organizers – 1 map (to SF OR of your choice)
Givers – 1 medical supply you’ve used before
Adventurers – 1 piece of sporting equipment that
you’ve used before
1
2
3
4
5
End Game
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All cell phone towers and
major services go down.
You have no access to
cell phones.
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No power
No water
No sewer
No gas
No police/fire/rescue quad, etc
Nothing ever
goes as planned
If you are OUTSIDE: 2 party members are
killed, 1 party member is infected (bitten)
If you are INSIDE a building- 2 party members
are bitten. One will die within the day (will
raise from the dead w/in 36hrs). One may live
for quite some time.
Nothing ever
goes as planned
Nothing ever
goes as planned
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Another gang on their way to SF attacks you!
If you are OUTSIDE: Loose 3 supplies OR 1
person (killed, not captured).
If you are INSIDE:
3 people with no supplies
join your group.
1 is injured (not infected)
A helicopter passes overhead.
If you are OUTSIDE, NOT UNDER A SHELTER: The
spotter identifies your group. They can only take 3
passengers.
OUTSIDE UNDER A SHELTER: Helicopter doesn’t
see you.
Nothing ever
goes as planned
INSIDE: Only sees you if you had somehow marked
the roof/put out a signal for rescue
Nothing ever
goes as planned
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A light rain begins, which
may become a
thunderstorm/full on winter
storm.
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If you are INSIDE: Part of the
roof collapses
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If you are OUTSIDE: it rains on
you/your group unless you
find shelter, slowing travel
and increasing chances of
illness.
Nothing ever
goes as planned
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Night has fallen.
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If you are OUTSIDE: your group can press on if you
have NO CHILDREN with you. If you have children
you must find a place to stop for the night.
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If you are INSIDE, your building becomes
surrounded by Zombies. If there are glass doors/
windows that you have not blocked, they are
broken and 1 party member dies/becomes infected
for each opening you left uncovered.
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Game over: you’ve arrived at San Francisco
(wherever you were, you were finally rescued) or
at least survived the first wave.
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Report in:
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Where are you?
Who is with you?
What supplies do you have left?
What happened to you on your trip?
 Turn in one sheet per group with the above in
formation, titled Survival, and with all group member
names.
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Get into your Personality Spectrum groups
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Personality Spectrum – what role did your
members take? Leader? Care-giver? Problemsolver? Why do you think that is? Did one person
dominate your group? What Personality
Spectrum did that person come from? Did you
display your group’s qualities (pg 78)
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Turn in one sheet per group, titled PS PostZombie, and with all group member names.
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Get into your Multiple Intelligences (highest
score on pg 72) groups
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MI– How did you use your MI in your zombie
attack group? Review page 74 and give one
example for each bullet pointed ability/skill.
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Turn in one sheet per group, titled MI PostZombie, and with all group member names.
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Planner Week 3 and Reflection Journal
Portfolio Activity 3
Journal Entry (pg 92): Connect your strengths
Feel free to be creative with this assignment. I was going to take your
pictures to allow you to put it in the center, but I forgot my camera and
we ran out of time.
I have an example of this on the next slide, working with what I had
available on the computer, but please feel free to be as expressive and
as creative as you wish.
Higher
organizer
giver
Verbal
lower
Melissa
Gunby
thinker
lower
Naturalistic
Bodily
Kinesthetic
family
teaching
reading
knitting
Interests
musical
Intelligences
Personality
Spectrum
adventurer
higher
writing
friends
Living with parents
Personal Diversity
Single with no kids
creativity
Values