(no subject)
Sep. 11th, 2008 12:03 am![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
omorkaYet Another Learning Styles Index: The Felder-Silverman Model
REF 11
INT 3
VRB 9
SEQ 11
Hard preferences for reflective learning over active learning, and sequential learning over global learning. Correct; asking me to do something before I understand it is likely to make me very angry, and I do global learning only upside-down and backwards through sequential learning - once I've walked the whole path, I understand its overall shape, but I have to walk it step by step first.
Significant preference for verbal learning over visual. Well, duh. I do make some exceptions for collected data - some things really have to be presented graphically, like histograms - and I do grok that some students really can't understand what they can't see, so I use a lot more sketches and diagrams in my teaching than I would need as a student.
Mild preference for intuitive learning over sensing. I feel like my actual preference is stronger than that, but I have a fairly good memory for facts, which means I'm usually good at responding to a sensing-style teacher. Real world connections are interesting, but not in the least bit necessary - I like the esoteric bits of number theory.
And yes, this is the same Dr. Silverman that I've gone on about previously.
REF 11
INT 3
VRB 9
SEQ 11
Hard preferences for reflective learning over active learning, and sequential learning over global learning. Correct; asking me to do something before I understand it is likely to make me very angry, and I do global learning only upside-down and backwards through sequential learning - once I've walked the whole path, I understand its overall shape, but I have to walk it step by step first.
Significant preference for verbal learning over visual. Well, duh. I do make some exceptions for collected data - some things really have to be presented graphically, like histograms - and I do grok that some students really can't understand what they can't see, so I use a lot more sketches and diagrams in my teaching than I would need as a student.
Mild preference for intuitive learning over sensing. I feel like my actual preference is stronger than that, but I have a fairly good memory for facts, which means I'm usually good at responding to a sensing-style teacher. Real world connections are interesting, but not in the least bit necessary - I like the esoteric bits of number theory.
And yes, this is the same Dr. Silverman that I've gone on about previously.
