|Preferred Learning Style
||Learns by seeing or watching demonstrations.
||Learns through verbal instructions from self or others.
||Learns by doing and direct involvement. |
||Recognizes words by sight; relies on configuration of words.
||Uses a phonics approach; has auditory word attack skills.
||Often is a poor speller; writes words to determine if they "feel" right.|
||Likes description; sometimes stops reading to stare into space and imagine scene; intense concentration.
||Enjoys dialogue and plays; avoids lengthy descriptions; unaware of illustrations; moves lips or sub vocalizes.
||Prefers stories where action occurs early; fidgets while reading; handles books; not an avid reader|
||Tends to be good, particularly when young; spacing and size are good; appearance is important.
||Has more difficulty learning in initial stages; tends to write lightly; says strokes when writing.
||Good initially but deteriorates when space becomes smaller; pushes harder on writing instrument.|
||Remembers faces but forgets names; writes things down; takes notes.
||Remembers names but forgets faces; remembers by auditory repetition.
||Remembers best what was done, not what was seen or talked about.|
||Vivid imagination; thinks in pictures; visualizes in detail.
||Sub vocalizes; imagines things in sounds; details less important.
||Imagery not important; images that do occur are accompanied my movement. |
||Generally unaware of sounds; distracted by visual disorder or movement.
||Easily distracted by sounds.
||Not attentive to visual or auditory presentation so may seem distracted.|
||Deliberate; plans in advance; organizes thoughts by writing them; lists problems.
||Talks problems out; tries solutions verbally or sub vocally; talks self through problems.
||Attacks problem physically; impulsive; often selects solution involving greatest activity. |
|Response to Periods of Inactivity
||Stares or doodles; finds something.
||Hums, talks to self, or talks to others.
||Fidgets or finds reasons to move; holds up hand.|
|Response to New Situations
||Looks around or examines structure.
||Talks about situation; discusses pros and cons of what to do.
||Tries things out; feels or manipulates. |
||Somewhat repressed; stares when angry; cries easily; beams when happy; facial expression is a good index of emotion.
||Shouts with anger or joy; blows up verbally but soon calms down; expresses emotion verbally through changes in tone, volume or pitch of voice.
||Jumps for joy; hugs, tugs or pulls when happy; jumps, stamps, or pounds when angry; stomps off; general body language is good index of emotions. |
||Quiet, does not talk at length; becomes impatient when extensive listening is required; may use words clumsily; describes without embellishment; uses words such as see, look, etc.
||Enjoys listening but cannot wait to talk; descriptions are long but repetitive; likes hearing self and others talk; uses word such as listen, hear, etc.
||Gestures when speaking; does not listen well; stands close when speaking or listening; quickly loses interest in detailed verbal discourse; uses words such as get, take, etc.|
||Neat, meticulous; likes order; may not choose to vary appearance.
||Matching clothes not so important; can explain choices of clothes.
||Neat but soon becomes wrinkled through activity.|
|Response to the Arts
||Not particularly responsive to music; prefers the visual arts; tends not to voice appreciation of any kind, but can be deeply affected by visual displays; focuses on details and components rather than the work as a whole.
||Favors music; finds less appeal in visual art, but is readily able to discuss it; misses significant detail, but appreciates the work as a whole; is able to develop verbal association for all art forms; spends more time talking about pieces than looking at them.
||Responds to music by physical movement; prefers sculpture; touches statues and paintings; at exhibits stops only at those pieces in which he/she can become involved; comments very little on any art form. |