Make your own free website on Tripod.com

Personal Learning Profile

Bonnie Isham Willis
Educational Leadership I
October 23, 2004



Like many, my learning preferences and habits vary, depending on mood and circumstances. However, there is a unique set of preferences and aptitudes that is at the core of my individual learning style. Through this research project, I discovered more about assessments and my personal learning style. The environment I prefer depends on the type of project or study at hand. But according to the Learning Style Report (LSR), I have a strong preference for cool, well lit areas. I am not much of a morning person, and strongly prefer late morning or evenings to be the most productive. I have been known to work well into the wee hours if needed or inspired. I like to work at a desk with a straight chair and have drinks and snacks at hand. I can concentrate and work for long hours if needed, or if I am inspired and motivated. However, sometimes I have a hard time concentrating for long periods of time and will need to change activities or take little breaks frequently.

Further assessment provided me with insight into what motivates me to learn. I like to learn in a variety of ways. But, the LSR and Learning Style Inventory (LSI) agree that I am an auditory learner. In contrast, the DVC Learning Style Survey for College results showed visual/nonverbal as my primary learning style, and the modality diagnostic results show a preference for kinesthetic learning, or direct involvement. I disagree with the DVC, and concur with the others, that I learn well with either auditory or kinesthetic activities. The best strategy for me is to use multiple styles, of which one is auditory. The LSR results and I contend that I am self-motivated, prefer to initiate projects, work on details, and organize materials myself. Although, I resist authority, I do like to impress my teachers and appreciate constructive criticism. The LSR concurs that I do not like authority figures looking over my shoulder, but can be motivated to please the teacher.

When I was younger, I believed myself to be left brain dominated. As I’ve gotten older, I’ve discovered more of my creative talents. Although I was not convinced that I was right brain dominant, the Brain Dominance Diagnostic asserts that I am strongly right brained. This includes characteristics like visual, intuitive, holistic, abstract, and spatial. From the activity in class, led by Autumn Bogard (2004), using the Whole Brain Model, (1989) I found myself to be right/cerebral mode dominant, which I acknowledge as an accurate, fuller picture. Of course our personalities and temperaments influence our learning and teaching styles. In this area, there was some contention. The Paragon Learning Style Inventory (PLSI), the Personality Diagnostic, and the Advisor Team websites all refer back to the Keirsey Temperament Sorter. The Advisor Team’s questionnaire related me to an Artisan Temperament, with qualities such as adventure seeking and hands-on creativity. Whereas, the PLSI categorized me as a Teacher or Champion Idealist. The personality diagnostic results describe me as an extravert, intuitive, perceiving, and equally thinking and feeling.

In consideration of how intelligence affects learning styles, I used the International High IQ Society Intelligence Tests. The first test was a real eye-opener – I scored below average (92). It was a culturally fair IQ test that used all spatial recognition design. Feeling like a dumby, I also took the verbal and timed tests and the results encouraged my self-esteem again. I scored above average on both tests, which confirmed that I am not a visual learner, and that spatial recognition is not my best area.

Considering the different assessments, results, and a better understanding of myself, I would sum up my temperament as extroverted, social, preferring variety – can be subject to distractions, impatience, and procrastinating. My temperament can also be described as imaginative, creative, theoretical and conceptual – can be subject to restlessness and up and down bursts of energy as well as boredom after a skill is mastered. I consider myself both objective and subjective, concerned with values as well as structure, and motivated by desire for achievement and a need to be appreciated. With work and school, I can be both goal or deadline oriented, and self directed. I prefer flexibility but appreciate the finished product and tangible results. I often over commit or start several things at once, but I am also persistent and determined to perfect the task at hand.

Assessments

Learning Style Report (LSR) (1993) www.learningstyle.com

Learning Style Inventory (In class Assessment) www.hcc.hawaii.edu/hccinfo/facdev/lsi.html

DVC Learning Style Survey for College (2000) www.metamath.com/lsweb/dvclearn.htm

Kiersey Temperament Sorter, Advisor Team Inc, (2004) www.advisorteam.com/temperament_sorter/

International High IQ Society Intelligence Tests (Culture Fair Test)
Spatial and Logical concepts
http://www.highiqsociety.org/noflash/nonmembers/iqtests.htm

International High IQ Society Intelligence Tests (Verbal IQ Test)
http://www.highiqsociety.org/noflash/nonmembers/iqtests.htm

International High IQ Society Intelligence Tests (Timed Test)
Verbal, math, spatial reasoning, and problem solving skills
http://www.highiqsociety.org/noflash/nonmembers/iqtests.htm

Paragon Learning Style Inventory (PLSI) Version 48A (2000)
http://adulted.about.com/od/learningstylesqu/

Brain Dominance Diagnostic
http://crse002.lsu.edu/lac.nsf/guest-diagnosticframe
Personality Diagnostic
http://crse002.lsu.edu/lac.nsf/guest-diagnosticframe

Modality Diagnostic
http://crse002.lsu.edu/lac.nsf/guest-diagnosticframe

References

Bogard, A. (2004) How Personality Influences the Learner. In-class presentation, October 16, 2004



Back to Bonnie's Portfolio

Bonnie's Personal Development Plan