© 2007 mcgraw-hill higher education. all rights reserved. recognizing how you learn, who you are,...

© 2007 McGraw-Hill Higher Education. All rights reserved.

Recognizing How You Learn, Recognizing How You Learn, Who You Are,Who You Are,

and What You Valueand What You Value

Chapter 3


Use the P.O.W.E.R. PlanUse the P.O.W.E.R. Plan

PPreparerepare: : Identifying Your ValuesIdentifying Your Values OOrganizerganize: : Placing Order on What Placing Order on What

Motivates YouMotivates You WWorkork: : Creating a Personal Mission Creating a Personal Mission

StatementStatement EEvaluatevaluate: : Assessing Your Personal Assessing Your Personal

Mission StatementMission Statement RRethinkethink: : Reconsidering your OptionsReconsidering your Options


Receptive Learning StyleReceptive Learning Style

Process of receiving information from Process of receiving information from our sensesour senses

Four types of learning stylesFour types of learning styles


Learning StylesLearning Styles

Are you a Visual, Auditory, or Tactile Are you a Visual, Auditory, or Tactile Learner?Learner?

Four learning StylesFour learning Styles– Visual/VerbalVisual/Verbal– Visual/NonverbalVisual/Nonverbal– Auditory/VerbalAuditory/Verbal– Tactile/KinestheticTactile/Kinesthetic


Visual/Verbal Learning StyleVisual/Verbal Learning Style

Written formatWritten format Feel comfortable readingFeel comfortable reading Recall spelling of a word by thinking about Recall spelling of a word by thinking about

how the word lookshow the word looks Consider writing out summaries of Consider writing out summaries of

information, highlighting, and underlining information, highlighting, and underlining written material, use flashcardswritten material, use flashcards


Visual/Nonverbal Learning StyleVisual/Nonverbal Learning Style

Presented visually in a diagram or Presented visually in a diagram or picturepicture

Prefer visual aids such as videos, Prefer visual aids such as videos, maps, modelsmaps, models

Visualize task or conceptVisualize task or concept Consider devising diagrams, charts, Consider devising diagrams, charts,

translating words into symbols and translating words into symbols and figuresfigures


Auditory/Verbal Learning StyleAuditory/Verbal Learning Style

Prefer listening rather than readingPrefer listening rather than reading Enjoy class lectures and discussionsEnjoy class lectures and discussions Consider reciting material aloud Consider reciting material aloud

while studying or tape record while studying or tape record lectureslectures


Tactile/Kinesthetic Tactile/Kinesthetic Learning StyleLearning Style

Learn by doingLearn by doing Touching, manipulating objects, Touching, manipulating objects,

activeactive Consider building models, use flash Consider building models, use flash

cards, take notes, draw charts, jot cards, take notes, draw charts, jot down key concepts, keep movingdown key concepts, keep moving


Whole-Part LearningWhole-Part Learning

Analytic LearningAnalytic Learning– Individual components and principles (learn in Individual components and principles (learn in

parts)parts)– Excel at Math and ScienceExcel at Math and Science

Relational LearningRelational Learning– See the whole pictureSee the whole picture– Break down into components (whole to part)Break down into components (whole to part)– Excel at History and EnglishExcel at History and English


Brain ProcessingBrain Processing

Are you more analytical or creative?Are you more analytical or creative? You probably are both, but which one You probably are both, but which one

is your strongest?is your strongest?


Left-brain ProcessingLeft-brain Processing

Information processed by left side of Information processed by left side of brainbrain

Focuses on tasks requiring verbal Focuses on tasks requiring verbal competencecompetence– Speaking, reading, thinking, reasoningSpeaking, reading, thinking, reasoning

Information processes sequentially, Information processes sequentially, one bit at a time, in orderone bit at a time, in order


Right-brain ProcessingRight-brain Processing

Information processed by right side Information processed by right side of brainof brain

Focuses on nonverbal domainsFocuses on nonverbal domains– Understanding of spatial relationshipsUnderstanding of spatial relationships– Recognition of patterns and drawingsRecognition of patterns and drawings– MusicMusic– Emotional expressionEmotional expression


Personality StylesPersonality Styles

Myers-Briggs Type Indicator shows Myers-Briggs Type Indicator shows how we react to different situationshow we react to different situations

Four major personality dimensionsFour major personality dimensions– Introvert/ExtrovertIntrovert/Extrovert– Intuitor/SensorIntuitor/Sensor– Thinker/FeelerThinker/Feeler– Perceiver/JudgerPerceiver/Judger


IntrovertsIntroverts

Introverted Learners Introverted Learners – Work aloneWork alone– Less affected by others’ Less affected by others’

thinking and behaviorthinking and behavior– Gains energy from withinGains energy from within


No man is an island. Introverts must learn to work with others.

©Digital Vision/PunchStock


ExtrovertExtrovert

Extroverted LearnersExtroverted Learners– OutgoingOutgoing– Work well in groupsWork well in groups– Affected by others’ Affected by others’

behavior and thinkingbehavior and thinking


Intuitors vs. SensorsIntuitors vs. Sensors

IntuitorsIntuitors– Enjoy solving problemsEnjoy solving problems– CreativeCreative– Big picture approachBig picture approach– Impatient with detailsImpatient with details

SensorsSensors– Concrete, logical approachConcrete, logical approach– Good with details, but miss the big picture at Good with details, but miss the big picture at

timestimes


Thinkers vs. FeelersThinkers vs. Feelers

ThinkersThinkers– Prefer logic over emotionPrefer logic over emotion– Systematically analyze a situationSystematically analyze a situation

FeelersFeelers– Rely on emotional responsesRely on emotional responses– Aware of others’ feelings and influenced Aware of others’ feelings and influenced

by their personal values and by their personal values and attachments to othersattachments to others


Perceivers vs. JudgersPerceivers vs. Judgers

PerceiversPerceivers– Gather information before reaching conclusionGather information before reaching conclusion– Open to multiple perspectives Open to multiple perspectives – Appreciate all sides of an issue which may Appreciate all sides of an issue which may

cause difficulty in completing taskcause difficulty in completing task JudgersJudgers

– Quick and decisiveQuick and decisive– Set goals, accomplish them, and move onSet goals, accomplish them, and move on


Origin of Learning StylesOrigin of Learning Styles

Left-brain processing (analytical)Left-brain processing (analytical)– Tasks requiring verbal competence (speaking, Tasks requiring verbal competence (speaking,

reading, thinking, reasoning)reading, thinking, reasoning)– Information processed sequentially Information processed sequentially

(part/whole)(part/whole) Right-brain processing (relational)Right-brain processing (relational)

– Nonverbal domains (such as understanding of Nonverbal domains (such as understanding of spatial relationships, recognition of patterns spatial relationships, recognition of patterns and drawings, music, emotional expression)and drawings, music, emotional expression)

– Processes information as a wholeProcesses information as a whole


Key FactsKey Facts

You have a variety of stylesYou have a variety of styles Your style reflects your preferencesYour style reflects your preferences Your learning style will change over Your learning style will change over

timetime Work on improving less-preferred Work on improving less-preferred

stylesstyles Work cooperatively with others who Work cooperatively with others who

have different styleshave different styles


Using Your Learning StyleUsing Your Learning Style

Turn to Table 3.1 on page 64 in your Turn to Table 3.1 on page 64 in your text and circle the information under text and circle the information under “Using the Style” that is the best “Using the Style” that is the best match for you.match for you.

How can knowing this information How can knowing this information help you learn?help you learn?


Instructor Learning StylesInstructor Learning Styles

Instructors often teach based on Instructors often teach based on their personal learning styletheir personal learning style

Consider instructor’s style when Consider instructor’s style when studyingstudying

Look for alternative assignmentsLook for alternative assignments Real learning is not always easy or Real learning is not always easy or

comfortable -- get out of your comfortable -- get out of your comfort zone and expect personal comfort zone and expect personal growthgrowth


Self-Concept: “Who Am I?”Self-Concept: “Who Am I?”

What physical attribute would you What physical attribute would you change about yourself if you had the change about yourself if you had the power to change anything?power to change anything?

How do you behave or act differently How do you behave or act differently if you are in a location where no one if you are in a location where no one knows you?knows you?


Reflective QuestionReflective Question

What do you know about yourself What do you know about yourself that no one else knows?that no one else knows?


Self-ConceptSelf-Concept

PhysicalPhysical– Body, eyes, nose, hair, skinBody, eyes, nose, hair, skin

SocialSocial– Role as friend, son/daughter, Role as friend, son/daughter,

sister/brother, mom/dad, sister/brother, mom/dad, student/teacherstudent/teacher

PersonalPersonal– Innermost thoughts and experiencesInnermost thoughts and experiences


Self-Fulfilling ProphecySelf-Fulfilling Prophecy

Belief or expectation that affects Belief or expectation that affects behaviorbehavior

Examine roles that you playExamine roles that you play Identify strengths and weaknessesIdentify strengths and weaknesses Turn to Table 3.2 and complete the Turn to Table 3.2 and complete the

inventoryinventory


Self-EsteemSelf-Esteem

Over-all evaluation of ourselvesOver-all evaluation of ourselves High self-esteem increases happiness and High self-esteem increases happiness and

provides a sense of securityprovides a sense of security Self-efficacy: expectation of being capable Self-efficacy: expectation of being capable

of achieving goals in many kinds of of achieving goals in many kinds of situationssituations

Low self-esteem results in low Low self-esteem results in low expectations, reduced effort, elevated expectations, reduced effort, elevated anxiety and poor performanceanxiety and poor performance


Breaking Self-Esteem Breaking Self-Esteem Cycle of FailureCycle of Failure

Accept yourselfAccept yourself Understand that everyone has value Understand that everyone has value

and self-worthand self-worth Distinguish the different parts of who Distinguish the different parts of who

you areyou are Don’t rely on praise from othersDon’t rely on praise from others Building self-esteem is a lifelong Building self-esteem is a lifelong

undertakingundertaking


Cycle of FailureCycle of Failure


Cycle of SuccessCycle of Success


Prepare: Identify Your Values Prepare: Identify Your Values

Turn to page 80 and choose five values Turn to page 80 and choose five values that you hold most dear to you. Answer that you hold most dear to you. Answer these questions.these questions.

– Why is the value important?Why is the value important?– Who taught it to you?Who taught it to you?– How has it affected your past behavior?How has it affected your past behavior?– In what ways can you affirm it through In what ways can you affirm it through

future behavior?future behavior?


Organize: Place Priority on Organize: Place Priority on What Motivates YouWhat Motivates You

Maslow’s pyramid of motivational Maslow’s pyramid of motivational needsneeds– Biological NeedsBiological Needs– Safety NeedsSafety Needs– Love and BelongingnessLove and Belongingness– EsteemEsteem– Self-actualizationSelf-actualization

State of self-fulfillment in which people realize State of self-fulfillment in which people realize their highest potential in their own unique their highest potential in their own unique wayway


Work: Creating Personal Work: Creating Personal Mission StatementMission Statement

Summarize your most important Summarize your most important values and motivational needsvalues and motivational needs

Consider what you want your Consider what you want your “legacy” or major product to be“legacy” or major product to be

Reflect on the kind of person you Reflect on the kind of person you want to bewant to be


Evaluate: Assess Your Personal Evaluate: Assess Your Personal Mission StatementMission Statement

Does your mission statement take a Does your mission statement take a long-term view reflecting where you long-term view reflecting where you are now and where you wish to be in are now and where you wish to be in the future?the future?

Is it general enough?Is it general enough? Does it capture what is important to Does it capture what is important to

you?you?


Rethink: Reconsider Your Rethink: Reconsider Your OptionsOptions

Recognize that your mission Recognize that your mission statement is a living document that statement is a living document that may changemay change

Follow your own “heart” and “head” Follow your own “heart” and “head” although you may consider other although you may consider other people’s suggestionspeople’s suggestions

It is “your life”It is “your life”


PREPARE

ORGANIZE

WORK

EVALUATE

RETHINK

Identify your values

Place order on whatmotivates you

Create a personalmission statement

Assess your personalmission statement

Reconsider your options

P.O.W.E.R. Plan


Identify your interestsIdentify your interests Prioritize your interestsPrioritize your interests Explore careers/professions that are Explore careers/professions that are

identified by your interestsidentified by your interests

Career Connections


HomeworkHomework

Complete the Personality Inventory Complete the Personality Inventory on on www.mhhe.comwww.mhhe.com/power/power


Journal TopicsJournal Topics

How does my learning style relate How does my learning style relate with my personality and self esteem?with my personality and self esteem?

Describe how do your values and Describe how do your values and motivational needs relate to your motivational needs relate to your career choices.career choices.

© 2007 mcgraw-hill higher education. all rights reserved. recognizing how you learn, who you are,...

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