unit ii | multiple intelligences and learning styles sls ... · unit ii | multiple intelligences...

Unit II | Multiple Intelligences and Learning Styles SLS 1000, Student Learning Success

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Reading Supplemental Reading Key Terms

Chapter 5 Know Thyself: Self-Discovery for the Online Learner Chapter 6 Creating the Ideal Personalized Study Environment Understanding Your Strengths

Writing • Tutorial on APA • Success Center

• Auditory learner • Body/kinesthetic • Ergonomics • Grouper • Howard Gardner • Interpersonal • Intrapersonal • Learning styles • Logic/math

• Multiple Intelligences • Musical/rhythm • Peak times • Stringer • Study environment • Tactile-kinesthetic Learner • Valley times • Verbal/linguistic • Visual learner • Visual/spatial

http://online.columbiasouthern.edu/csu_content/courses/General_Studies/SLS/12J/unitii/understanding_your_strengths.pdf

http://online.columbiasouthern.edu/csu_content/courses/General_Studies/SLS/11H/unit6/apa_format.pdf

https://connect16994608.adobeconnect.com/_a1003972503/apatutorial5/

https://mycsu.columbiasouthern.edu/student/learningresources/SuccessCenter/

https://mycsu.columbiasouthern.edu/student/learningresources/SuccessCenter/


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Objectives

Upon completion of this unit, students should be able to:

1. Evaluate personal learning style preferences. 2. Identify different learning styles and apply specific learning strategies. 3. Identify personal dominant intelligence as assessed by the Multiple Intelligence Survey and apply

recommendations to study habits. 4. Evaluate current study environment. 5. Compare current study environment to optimal study environment.


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How To Get Into Your Focus Zone: Creating Your Ideal Study Environment

One thing you should take into consideration is how you learn best. The Multiple Intelligence Survey (MIS) and the Learning Evaluation and Assessment Directory (LEAD) help identify the most effective ways to learn information. For example, you should discover whether you are a visual/spatial learner – someone who prefers to use images when learning new material or remembering – or whether you are an interpersonal learner – someone who learns best when able to communicate with others. It is important to understand your learning style. There are a variety of learning style inventories that are available to help learners understand their learning preferences and, in turn, help them study more effectively.

What type of learner are you? • Visual/spatial • Interpersonal • Other


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Identifying and utilizing a study environment allows you to maximize your learning effectiveness and can serve as a vehicle for productive academic effort. One size does not fit all when trying to determine your study environment. You have to determine what works for you! When deciding on your best study environment, take the following questions into consideration:

• What type of learner are you? For example, are you a verbal/linguistic learner or a body/kinesthetic learner?

• What are your peaks and valleys? Peaks are the times when you are at your best, and valley times are when you are less productive. Pay attention to your days, and figure out when those times occur. Study during your peak times. Do you want to learn a little more about Multiple Intelligences or Howard Gardner? Go to http://www.infed.org/thinkers/gardner.htm, or search for Howard Gardner or Multiple Intelligences in your favorite search engine.

Quick Tip Complete inventory, "What time of day am I most productive?" (p. 43), of the Self- Assessment Library to help you pin-point a time.

http://www.infed.org/thinkers/gardner.htm


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What are your peaks and valleys? Peaks are the times when you are at your best, and valley times are when you are less productive. Pay attention to your days, and figure out when those times occur. Study during your peak times.


Quick Tip Complete inventory, "What time of day am I most productive?" (p. 43), of the Self- Assessment Library to help you pin-point a time.


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Do you have all necessary resources? For example, if you are learning with flashcards, do you have the material needed to create the flashcards? Make certain that you have your books, pens, papers, etc. BEFORE you start studying. Constantly getting up to grab a pen or your notebook may negatively impact your ability to maintain concentration. What is your learning objective? Are you studying for a final exam, reviewing source material to begin writing a research paper, or creating flashcards? Each of these requires a different type of learning and a different level of concentration. Also, your study environment may need to be modified according to your learning objective.


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What type of lighting do you need? Of course appropriate lighting is necessary, but the intensity of light can certainly impact your level of concentration.

What noise level is acceptable? Some students can tolerate a tremendous level of noise, while others lose their concentration when someone around them begins to whisper.


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How (physically) comfortable are you when you are learning? Your study environment should be comfortable, but not so comfortable that you fall asleep while trying to study. For example, do not study while lying down.

Do you need to move around while you are trying to study? Many kinesthetic learners find that reading their notes or textbook while walking around is an effective way to study. Kinesthetic learners also find that re-writing their notes is a great learning strategy.


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Do you prefer to study in groups? If you are an interpersonal learner, then you probably do!

Quick Tips

• Make sure that the study group is not too big. A maximum of five people is a good size for a study group.

• Make sure that the group is well organized and that everyone in the group desires the same level of success.

• For example, if you and two other members of the group want to earn an A in the course and will put forth the work needed to accomplish this goal, but the other two members only want a C, guess who is going to be carrying the workload for the group?

• Make sure that the group stays focused when in session. • One of the biggest struggles with study groups is that the group may get off

topic while in session. • Study groups are often encouraged to designate one person (per session) who

will keep the group focused and redirect members back to the task, if needed.


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Are there strong smells that will interfere with your concentration? Many people enjoy studying at a coffee house. However, when the scent of a fresh cup of coffee hits the air every five minutes, your ability to remain focused may be impacted.


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What are other potential distracters that will impact your ability to study? Identify those distracters, and develop a plan to eliminate or control them. For example, if you have children running around the house while you are trying to study, go to a used bookstore or find a book sale at your local library and get them their own “textbook.” Children often want to mimic what mom or dad are doing, and now, with their own school supplies, they can study with you. Give them notebooks, highlighters, crayons, etc., so they can have materials similar to yours. Addicted to Facebook, MySpace, or other social media sites? Do not open them up while trying to study. If at all possible, keep your computer turned off and your cell phone put away.


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Quick Tips

• Make a habit of studying at the same time and in the same place. • Make a goal list, and set times for completion. • Balance and organize your time in a meaningful way. • After repeated studying in this space, your behavior will automatically

become attentive and focused. • Identify the unproductive study habits that you want to break. Write them

down, and display your list so that you can begin to cross them off as you break each habit.

• Give studying your absolute best effort. • Contact your professor or a Success Specialist whenever needed.

Remember, they are here to help you! • Take good care of yourself mentally and physically.


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Multiple Intelligence Study Strategies

Visual/Spatial (Picture Smart) Keep your study environment, notebooks, textbooks, and study materials well organized. Often times, visual/spatial learners are unsettled if there are items out of place. This lack of organization becomes the primary focus while trying to study. For example, if you are studying at home in your den and you know that the den carpet needs to be vacuumed, make certain that you vacuum the carpet before you start studying. The constant shift from studying to "I really need to vacuum the carpet" will impact your studying. Visual/spatial learners are fantastic when it comes to seeing the "big picture." Unfortunately, this will often come at the expense of focusing on the supporting details.

Your suggested study environment: • Study with natural light

whenever possible. • Keep the background noise to

a minimum. • Be aware of possible

temperature extremes. Quick Tip Make a conscious effort to pay attention to the details and connect them to the big picture.


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Study recommendations for visual/spatial learners: • Keep your material organized. • Create flashcards. • Use highlighters to color code material. When a topic changes - change the

color! • Build charts and graphs. • Build mind maps. • Create images along with your notes.

When trying to remember information:

• Close your eyes and picture the information. • Write a list in sequential order.

This will help you develop an answer when you are working with a written response question.


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Verbal/Linguistic (Word Smart) Keep your study environment, notebooks, textbooks, and study materials well organized. Study recommendations for verbal/linguistic learners:

• Read and highlight your textbook. Be careful not to over-highlight your textbook, as that can be a distracter.

• Make certain to read the textbook out loud. • Work with a study partner. • Make flashcards. • Take thorough though notes while you are reading your textbook or watching a

presentation. • Create quizzes, and read the questions and the answers out loud. • Study in blocks of time. Study for 30 minutes, and then take a 10 minute break. • When you think you are finished studying, explain the information to yourself, to

your spouse, your children, your dog, etc. Remember—if you cannot explain it to someone else, then you do not know it!

Your suggested study environment: • Keep background noise to a

minimum. • Study with classical music on

in the background. • Have a space where you can

walk around and talk out loud. • Studying in a library might not

be the best place for a verbal/linguistic learner.


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More recommendations for verbal/linguistic learners: Create mnemonics—Mnemonics are simply constructed verbal associations that are linked to information. Examples include acronyms and verbal associations.

Acronyms How people remember the colors of the rainbow: Roy G Biv (Red, Orange, Yellow, Green, Blue, Indigo, Violet) How people remember the order of the musical scale: EGBDF/FACE (Every good boy does fine/FACE)

Verbal Associations Stalagmites and stalactites Stalagmites have to stand up mightily on the floor. Stalactites hold on tight to the ceiling of the cave.


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When trying to remember information: • Close your eyes, and picture the information in your textbook, on your flashcards,

in your notes, and in self-quizzes. • Concentrate on listening to yourself explain the information.


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Musical/Rhythm (Music Smart) Keep your study environment, your notebooks, textbooks, and study materials well organized. Study recommendations for musical/rhythm learners:

• Keep your material organized. • Use a recite/repeat technique. • Try using a recording device. • Move around. • Listen for musical patterns as you are reciting the information. • Create mnemonics.

When trying to remember information, close your eyes and hear yourself reciting or singing the information.

Your suggested study environment: • Have music on as background

noise. • Work in a space where you can

move around and talk/sing out loud. A library might not be the best place for a musical/rhythm learner.


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Logic/Math (Number Smart) Keep your study environment, notebooks, textbooks, and study materials well organized. Study recommendations for logic/math learners:

• Ask questions about how things work. If you need to discuss questions with your professor, make sure you schedule time to do so.

• Use numbers/Roman numerals when outlining information. • Create mind maps, and categorize content. • Create time lines and matrixes. • Create grids, charts, and graphs.


• Close your eyes, and hear yourself reciting or singing the information. • Create mind maps, time lines, matrixes, grids, charts, or graphs.

Your suggested study environment: • Have music playing as

background noise.


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Body/Kinesthetic (Body Smart) Keep your study environment, your notebooks, textbooks, and study materials well organized. Study recommendations for body/kinesthetic learners:

• Walk around with your textbook/notes in hand. • Read out loud. • Highlight your textbook and notes. • Create mind maps. • Create time lines and matrixes. • Create grids, charts, and graphs. • Connect content to real life examples.


• Close your eyes, and hear yourself reciting the information. • Close your eyes, and picture yourself studying the information. • Create mind maps, time lines, matrixes, grids, charts, or graphs.


noise. • Find a space where you can

move around while studying. • Study outside whenever

possible.


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Interpersonal (People Smart) Keep your study environment, your notebooks, textbooks, and study materials well organized. Study recommendations for interpersonal learners:

• Walk around with your textbook/notes in hand. • Study in groups. • Teach someone else the information. • Read out loud. • Highlight your textbook and notes. • Create mind maps. • Create time lines and matrixes. • Create grids, charts, and graphs. • Create study checklists.


• Close your eyes, and hear yourself reciting the information. • Close your eyes, and picture yourself studying the information. • Create mind maps, time lines, matrixes, grids, charts, or graphs.


noise. Play classical music, jazz, or instrumental music in the background. Music with lyrics may distract you.

• Find a space where you can move around while studying.

• Study outside whenever possible.


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Intrapersonal (Self Smart) Keep your study environment, your notebooks, textbooks, and study materials well organized. Intrapersonal learners work well with self-paced instructions. Study recommendations for intrapersonal learners:

• Study by yourself. • Walk around with textbook/notes in hand. • Read out loud. • Highlight your textbook and notes. • Create mind maps. • Create time lines and matrixes. • Create grids, charts, and graphs. • Create study checklists.


• Close your eyes, and hear yourself reciting the information. • Close your eyes, and picture yourself studying the information. • Recreate mind maps, time lines, matrixes, grids, charts, or graphs.

Your suggested study environment: • Work within your own space—

personalize your space. • Find a space where you will

not be interrupted. • Have music on as background

noise. • Find a space where you can

move around while studying.

Quick Tip Establish a time frame or a schedule for your study activities so that you are not rushed when trying to complete an assignment.


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Naturalistic (Environment Smart) Keep your study environment, your notebooks, textbooks, and study materials well organized. Naturalistic learners sense patterns, like to stay organized, and prefer items to be in the appropriate category. Study recommendations for naturalistic learners:

• Study in short blocks of time (30-40 minutes) with 10 minute breaks in between. During the break–do something outside.

• Study by yourself. • Walk around with your textbook/notes in hand. • Read out loud.


• Relate the information to something in nature. • Close your eyes, and picture yourself studying the information.

Your suggested study environment: • Study outside whenever possible,

but only if you are not distracted by your surroundings.

• Work within your own space—personalize your space.

• Find a space where you will not be interrupted.

• Have music on as background noise. • Find a space where you can move

around while studying.


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What is Plagiarism?

Hundreds of thousands of students every year are given the seemingly daunting task of having to write a research paper. There is so much unnecessary fear floating around research papers. Teachers fear the teaching process; students fear the writing process. As a result, to avoid what may appear like an arduous process, many students try to find the most time efficient manner to complete the paper. While “working smarter not harder” is a great educational principle, students and teachers must maintain a code of professional and ethical conduct. An ever present trend in academics is the use of plagiarism. Whether students do so intentionally or unintentionally, the best way to avoid it is to fully know the appropriate steps of research paper development.


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What is Plagiarism?

Plagiarism Plagiarius is the Latin word for kidnapper, and it is the spirit of the word plagiarism (“Plagiarism,” 2011). The act of plagiarizing is the undocumented use of another person’s words, ideas, or visual images. It is considered the theft of another’s original work, hence the word’s close relation to the word kidnapper. Someone who plagiarizes, whether intentionally or not, has kidnapped the work of another. It has become a major unethical practice in a number of prominent universities. According to the Center for Academic Integrity, nearly 80 percent of all college students admit to it at least once (“What is Plagiarism?” 2011), and this number represents only the students who admit to it. Imagine the number of students who refuse to admit to it, or who did not realize that they were plagiarizing. The concept of plagiarism often depends on the culture. The two types of plagiarism are intentional and unintentional. When the act is intentional, students have purposefully lifted or kidnapped the words or ideas of another and attempted to present them as their own. But this is only based on the idea that intellectual property exists. In nations like America, this form is ethically reprehensible, but is not shameful in quite a few other nations (Bartzis, 2007). According to Bartzis (2007), in countries like Mexico, Burma, India, and Bangladesh, sharing of ideas in the academic place is commonplace; not sharing is considered selfish and does not benefit society. In China, cheating is considered a necessary skill to develop for success (Bartzis, 2007). With such a variant of ideologies about plagiarism, there is no wonder it is not such a black and white issue. There is also no doubt as to why statistical numbers have drastically increased in regard to its frequency.


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What is Plagiarism?

According to Bartzis (2007), universities report that cheating has increased from “11 percent in 1963 to 49 percent in 1993,” while 68 percent of the student body does not consider it a major or serious issue (p. 2). Again, these are the documented students, the ones who realize that the act of misrepresenting the ideas or words of another as their own is unethical. These are the numbers related to intentional plagiarism; those including unintentional plagiarism must be astronomically high.


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What is Plagiarism?

Avoiding Plagiarism The first way to avoid plagiarism is to know what it is. As discussed, it is the undocumented use of another’s words, ideas, or visual images. Students should first determine what type of information they may need to cite, or document, the source. The two types of knowledge are (1) common and (2) specific, or uncommon. Common knowledge is information that a culture has designated as common knowledge, things everyone should know. In American culture, most can recall the current president or the first president; therefore, such a fact would be considered common knowledge. On the contrary, being able to recall that George Washington’s first appointed position was as a land surveyor of Culpepper County, Virginia, is not common knowledge and subsequently needs a citation (Gedacht, 2004). Determining whether information is common or specific is step one to preventing plagiarism. The second step is determining how to use the information. In the case of academic or research writing, the common and specific knowledge is often integrated with the analytical thoughts of students. This is one reason why students struggle with academic writing; writing requires the use of many higher order thinking skills (Graham & Perin, 2007). Determining whether information is common or specific is tricky enough, but so is figuring out how to use it. A simple way to determine the commonality or specificity of information is to ask a series of questions: “Would the average person know this? Did I read/see this somewhere else? Was this fact published elsewhere?”


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What is Plagiarism?

Who is the average person? What is common knowledge for a group of medical doctors is definitely not common knowledge for a group of firefighters or policemen. While they may share some common knowledge in the practice of CPR or basic First Aid, the specific knowledge medical doctors acquired from years of medical training is nothing like the specific knowledge firemen may have about a building’s stability after being ravaged by a fire. The average person is a person who may have to research specific information of a given topic. The average fishing fanatic may know the best times to fish, while an avid hunter may know the best hours to hunt, but this is still considered specific knowledge because the average person may not do either activity. One must then ask, “Did I have to read/see this information elsewhere?”


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What is Plagiarism?

What constitutes elsewhere? There is an urban legend in the world of academe of a college student whose professor was so “hard-nosed” that he required a reference for every article or book that the student’s eyes glanced over. Such a practice would be practically impossible. Determining every place that one has seen information would be impossible, or at least extremely time consuming. Think of how often the phrases, “I heard that…,” or “You know, they say…” are used regularly; imagine having to give a reference for each time they were used. It would be nearly impossible to recall exactly where and when one heard some bit of information, whether from a news report on the radio, a news bar across the bottom of a major news network’s broadcast, or a coworker around the water cooler. In academic writing, whenever students repeat a fact, statistic, or bit of specific information from any electronic or print source, they must include a textual citation.


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What is Plagiarism?

Where was it published? The textual citation is necessary in documenting the original location of an idea or series of words. A common rule of thumb is three or more consecutive words from another source need to be in quotations and cited. The most frequently used form of citation and reference is American Psychological Association (APA). Essays are written in this format in nearly all disciplines except for English and Literature. Documenting from where information comes should be done in both the text and a Reference page at the end of an essay paper. When students follow these preliminary steps, they can avoid plagiarism and properly follow their universities’ honor codes.


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Academic Integrity Policy

Statement of Policy Ethical conduct is a foundation upon which a successful academic career at Columbia Southern University rests. The students, faculty, and staff must commit themselves to the highest standards of honesty, trust, fairness, respect, and responsibility. Therefore, any deviation of these standards is a breach of the ethics that are the basis of Columbia Southern University’s academic programs and thus a violation of the university’s Academic Integrity policy. A violation of the Academic Integrity policy includes, but is not limited to: • Cheating: using unauthorized materials or receiving unauthorized

assistance during an examination or in connection with any work done for academic credit.

• Plagiarism: taking the work of another and offering it as one’s own without proper acknowledgement of the true source, whether that material is paraphrased or copied in verbatim or near-verbatim form.

• Unauthorized collaboration on a project, homework, or other assignment unless otherwise allowed by course instructor.

• Sharing, selling, or buying information related to graded learning activities. • Using professor feedback for another student as the basis for an essay

response. • Resubmitting a paper that has already been submitted for another course.

• Falsifying information. • Accessing or using unauthorized materials (electronic or print) and/or

websites. • Use of an alternate, stand-in, or proxy during an examination.

Statute of Limitations There shall be no “statute of limitations‟ that precludes faculty from acting on the discovery of alleged violations, either during the time in which the course in question is being offered or after the course has ended (and after the student has graduated). Right to Appeal If a student is found in violation of Academic Integrity, he or she is allowed due process and may, within 72 hours of official notification, contest the university’s findings. A formal, written challenge must be sent to the academic chair who presented the official notice of violation to the student. The student’s appeal will be sent to CSU’s Academic Review Committee for a final decision.


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unit ii | multiple intelligences and learning styles sls ... · unit ii | multiple intelligences...

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