Learning Strategies Self-Assessment
Instructions: Circle the answer that most represents how you generally behave.
Complete the questionnaire before reading the accompanying explanation.
1. When I operate new equipment I generally:
a) read the instructions first
b) listen to an explanation from someone who has used it before
c) go ahead and have a go, I can figure it out as I use it
2. When I need directions for travelling I usually:
a) look at a map
b) ask for spoken directions
c) follow my nose and maybe use a compass
3. When I cook a new dish, I like to:
a) follow a written recipe
b) call a friend for an explanation
c) follow my instincts, testing as I cook
4. If I am teaching someone something new, I tend to:
a) write instructions down for them
b) give them a verbal explanation
c) demonstrate first and then let them try it
5. I tend to say:
a) watch how I do it
b) listen to me explain
c) you give it a try
6. During my free time I most enjoy:
a) going to museums and galleries
b) listening to music and talking to my friends
c) playing sport or doing DIY projects
7. When I go shopping for clothes, I tend to:
a) imagine what they would look like on
b) discuss them with the shop staff
c) try them on and test them out
8. When I am choosing a vacation, I usually:
a) read lots of brochures
b) listen to recommendations from friends
c) imagine what it would be like to be there
1
9. If I was buying a new car, I would:
a) read reviews in newspapers and magazines
b) discuss what I need with my friends
c) test-drive lots of different types
10. When I am learning a new skill, I am most comfortable:
a) watching what the teacher is doing
b) talking through with the teacher exactly what I’m supposed to do
c) giving it a try myself and work it out as I go
11. If I am choosing food off a menu, I tend to:
a) imagine what the food will look like
b) talk through the options in my head or with my partner
c) imagine what the food will taste like
12. When I listen to a band, I can’t help:
a) watching the band members and other people in the audience
b) listening to the lyrics and the beats
c) moving in time with the music
13. When I concentrate, I most often:
a) focus on the words or the pictures in front of me
b) discuss the problem and the possible solutions in my head
c) move around a lot, fiddle with pens and pencils and touch things
14. I choose household furnishings because I like:
a) their colours and how they look
b) the descriptions the sales-people give me
c) their textures and what it feels like to touch them
15. My first memory is of:
a) looking at something
b) being spoken to
c) doing something
16. When I am anxious, I:
a) visualise the worst-case scenarios
b) talk over in my head what worries me most
c) can’t sit still, fiddle and move around constantly
17. I feel especially connected to other people because of:
a) how they look
b) what they say to me
c) how they make me feel
2
18. When I have to study for an exam, I generally:
a) write lots of notes and diagrams
b) talk over my notes, alone or with other people
c) imagine making the movement or creating the formula
19. If I am explaining to someone I tend to:
a) show them what I mean
b) explain to them in different ways until they understand
c) encourage them to try and talk them through my idea as they do it
20. I really love:
a) watching films, photography, looking at art or people watching
b) listening to music, the radio or talking to friends
c) taking part in sporting activities, eating fine foods and wines or dancing
21. Most of my free time is spent:
a) watching television
b) talking to friends
c) doing physical activity or making things
22. When I first contact a new person, I usually:
a) arrange a face to face meeting
b) talk to them on the telephone
c) try to get together whilst doing something else, such as an activity or a meal
23. I first notice how people:
a) look and dress
b) sound and speak
c) stand and move
24. If I am angry, I tend to:
a) keep replaying in my mind what it is that has upset me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate my anger
25. I find it easiest to remember:
a) faces
b) names
c) things I have done
26. I think that you can tell if someone is lying if:
a) they avoid looking at you
b) their voices changes
c) they give me funny vibes
3
27. When I meet an old friend:
a) I say “it’s great to see you!”
b) I say “it’s great to hear from you!”
c) I give them a hug or a handshake
28. I remember things best by:
a) writing notes or keeping printed details
b) saying them aloud or repeating words and key points in my head
c) doing and practising the activity or imagining it being done
29. If I have to complain about faulty goods, I am most comfortable:
a) writing a letter
b) complaining over the phone
c) taking the item back to the store or posting it to head office
30. I tend to say:
a) I see what you mean
b) I hear what you are saying
c) I know how you feel
Now add up how many A’s, B’s and C’s you selected.
A’s =
B’s =
C’s =
Your scores provide insight into how visual, auditory and kinaesthetic learning
strategies may work for you. Remember that this is not a scientifically validated
instrument. It is just a quick survey to give you some insight on your own learning
preferences. It is important to remember that everyone uses all of the learning
strategies - depending on the learning situation.
For information on how to apply this insight, read the introduction to learning
strategies on the following pages.
More information about learning strategies, personality, and personal development
can be found at www.businessballs.com.
With acknowledgements to Victoria Chislett for developing this assessment.
Victoria Chislett specializes in performance psychology and its application within
organizations, and can be contacted via email: performance_psychologist at
yahoo.com.
4
Additional Learning Strategy Questions
To help you deepen your exploration of your own learning preferences, here are
some additional questions. These look at learning strategies beyond those covered
in the questionnaire, and can help you develop an effective learning strategy for
yourself.

Do you learn best in the morning, afternoon or evening?

Do you prefer to learn by interacting with others or on your own?

Do you like to learn with music in the background or in a quiet environment?

Do you like to move around when you are studying, or sit still?

Do you learn more easily when you can eat while learning?

Do you prefer to zero in on one topic, or jump around?

Do you prefer to learn the parts first and then create the whole, or would you
rather see the whole and then deduce at the parts?

Do you prefer to listen to the experts or trust your intuition?
5

Do you learn in order to enhance your understanding of yourself or to better
understand concepts and processes?

Imagine the following scenario: You are about to start a new class and are
entering the classroom for the first time. As you walk through the door, what are
the first few things you are most likely to notice about the learning environment?

Think back through your personal learning history. Identify a learning
experience that you thought was particularly powerful or effective. What were
the key characteristics of that experience?
6
A (Very) Brief Introduction to Learning Styles and Strategies
Learning theorists spend a lot of time talking about learning styles. The heart of
their discussion is that every person has a unique set of preferences, talents and
abilities that influence how they learn. While there is a great deal of research on the
topic of learning styles, there is little agreement on which theory of learning styles
is the right one. In fact, the original concept that every individual has a
dominant learning style, and should focus on learning approaches largely
based on that style, has been thoroughly discredited. While most people use a
wide range of learning strategies depending on what they are learning and the
environment in which they are learning, understand what works best for you can be
very helpful.
The following explanation is intended to identify a range of potential learning
strategies. Knowing what approaches work for each individual in varying learning
circumstances is an effective way to leverage knowledge of learning strategies.
Exploring your own learning strategy preferences can pay great rewards. When
you know how you learn best, you can make the most efficient and effective use of
your study time.
The following information will provide insight three learning strategies: Visual,
Auditory, and Kinesthetic.
People commonly have a main preferred learning strategy, but this will usually be a
blend of all three strategies. Some people have a very strong preference; other
people have a more even mixture of two or less commonly, three strategies. The
key point is that there some strategies may work better for you than others.
As adult learners, we all use each of these approaches in various combinations.
But one or two strategies may be more effective for you for certain types of
learning. Understanding your preferences can help you tailor a learning program
for yourself that optimizes your learning. How do these strategies influence
learning?
Visual learning strategies are based on seen or observed things, including
pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These
people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be
best able to perform a new task after reading the instructions or watching someone
else do it first. These are the people who will work from lists and written directions
and instructions.
Visual learning strategies have two subchannels - linguistic and spatial. Learners
who are visual linguistic like to learn through written language, such as reading and
writing tasks. They remember what has been written down, even if they do not read
7
it more than once. They like to write down directions and pay better attention to
lectures if they watch them.
Learners who are visual spatial usually have difficulty with written language and do
better with charts, demonstrations, videos, and other visual materials. They easily
visualize faces and places by using their imagination and seldom get lost in new
surroundings. To integrate these strategies into your learning environment:











Use or create graphs, charts, illustrations, etc.
Create your own outlines, agendas, handouts, etc. for reading, taking notes,
and planning study sessions.
Collect plenty of handouts to reread after the learning session.
Use the white space in handouts for note taking.
Write down content from flip charts to record what will happened in class.
Use highlighting to emphasize key points to cue when to takes notes.
Eliminate potential distractions.
Supplement textual information with illustrations whenever possible.
Draw pictures in the margins of your handouts and notes.
Show diagrams to a partner and then explain them.
Try to envision the topic or act out the subject matter.
Auditory learning strategies transfer information through listening: to the spoken
word, of self or others, of sounds and noises. People who like these strategies will
often use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to
perform a new task after listening to instructions from an expert. These are the
people who are happy being given spoken instructions over the telephone, and can
remember all the words to songs that they hear!
People who learn well from auditory strategies often talk to themselves a lot. They
also may move their lips and read out loud. They may have difficulty with reading
and writing tasks. They often do better talking to a colleague or a tape recorder and
hearing what was said. To use this style of learning you might:





Work with a partner and provide a brief explanation of what is coming.
Conclude with a summary of what has been covered.
Use the Socratic method of lecturing by questioning your partner to draw as
much information from her as possible and then fill in the gaps with your
own expertise.
Try various auditory activities, such as brainstorming, discussions, or verbal
game shows like Jeopardy.
Actively participate in debrief activities and ask questions. This allows you to
make connections of what you’ve leaned and how it applies to your
situation.
Develop an internal dialogue about what you are learning.
8
Kinaesthetic learning strategies rely on physical experience - touching, feeling,
holding, doing, practical hands-on experiences. People who like these strategies
will often use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able
to perform a new task by going ahead and trying it out, learning as they go. These
are the people who like to experiment, hands-on, and never look at the instructions
first!
Kinesthetic strategies rely on touching and moving. There are also two
subchannels here - kinesthetic (movement) and tactile (touch). People who benefit
from these strategies tend to lose concentration if there is little or no external
stimulation or movement. When listening to lectures they may want to take notes.
When reading, they like to scan the material first, and then focus in on the details
(get the big picture first). They typically use color highlighters and take notes by
drawing pictures, diagrams, or doodling. To integrate this style into the learning
environment:







Use activities that get you up and moving.
Play music, when appropriate, during study and activities.
Use colored markers to emphasize key points on flipcharts or white boards.
Take frequent stretch breaks (brain breaks).
Use toys such as Koosh balls and Play-Dough to give yourself something to
do with your hands.
Use highlighters, colored pens and/or pencils to highlight your notes and
handouts.
Transfer information from handouts and notes to another medium such as a
keyboard or a tablet.
As you develop your own learning strategy, blend these three approaches into a
learning strategy that works for you.
9