CAPSOL Style Of Learning Assessment

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1 CAPSOL Style Of Learning Assessment Put a 4 in the score if the statement sounds most like you Put a 3 in the score if the statement sounds a lot like you Put a 2 in the score if the statement sounds a little like you Put a 1 in the score if the statement sounds not like you 1. I remember what I read better than what I hear. 2 I learn better if someone reads a book to me than if I read it silently. 3. When I make a project for my studies, it helps me remember what I have learned. 4. I get more work done when I work alone. 5. When I really have a lot of studying to do I like to work with 3 or 4 friends. 6. I can say the answer to a question better than I can write it. 7. Assignments that I write are easy for me to do. 8. I like to follow step-by-step directions. 9. I like to draw pictures. 10. I learn a math problem that is written down better than one I hear. 11. When I do math problems, I say the numbers to myself. 12. I learn best by building, baking, or doing things. 13. I like to work by myself. 14. I like to learn in a group because I learn from others in my group. 15. I would rather tell how something works than write how it works. 16. I like doing written assignments. 17. I like to organize my school work. 18. I like to daydream. 19. I would rather read a story than listen to a story. 20. I remember things I hear better than I read. 21. I like to do things with my hands, like fixing things. 22. I learn best when I study alone. 23. I get more work done when I work with someone. 24. I think I talk smarter than I write. 25. The things I write on paper sound better than when I say them. 26. I usually have a place for everything. 27. I like to work on many things at one time. 28. I remember instructions best when I read them. 29. Saying the addition tables over and over helps me remember them better than writing them over and over. 30. I like to make things with my hands. Score

2 31. I study best when no one is around to talk or listen to me. 32. I can learn more working with a group of my classmates than I can working by myself. 33. I would rather tell about my homework than write it out. 34. I would rather write the answers to a test than tell the answers to the teacher. 35. I make lists for things I have to do. 36. I often have trouble finishing things I am supposed to do. 37. I do will in classes where most of the information has to be read. 38. I understand more from talking about a subject in class than from reading about it. 39. I understand what I have learned when I make something for the subject. 40. I can t think as well when I work with someone else as when I work alone. 41. I like to study with other people. 42. I would rather tell a story than write it. 43. The things I write on ;paper sound better than when I say them. 44. I work on one thing until it finished. 45. I like to create my own way of doing things.

3 CAPSOL Style Of Learning Assessment Scoring Sheet Record the numbers you circled for each question on the score sheet below. Add the total for each column and record that score on the line marked total. Visual Auditory Bodily- Kinesthetic Individual Group Oral Expression Written Expression Sequential Global The bottom row is for the totals of each column. Mode Low preference Medium preference High preference (v) Visual (A) Auditory (BK) Bodily Kinesthetic (I) Individual (GR) Group (OE) Oral Expression (WE) Written Expression (S) Sequential (GL) Global

4 Styles of Learning Assessment of Learning Mode The CAPSOL measures nine important student preferences, profiling from low to high preference in each of the following areas. AUDITORY- The learner's preference for listening, understanding spoken directions, following logic that is explained verbally, and addressing background sounds-whether supportive or disruptive VISUAL- The learner's preference for visually gathering and comprehending information through reading, observing models, maps, graphic organizers, charts, and demonstrations, and to internalize their own perspective BODILY KINESTHETIC-The learner's preference for understanding by actively touching, manipulating, arranging, acting, showing, and experimenting with various physical approaches by experiencing first-hand For musical/kinesthetic activities go to INDIVIDUAL-The learner's preference for addressing acquisition of knowledge from an individual perspective, comparing new information with previous experience and reflecting understanding through their own opinions and modes of perception GROUP-The learner's preference for collaboration with one or more other students in planning, discussing, sharing responsibility, organizing, listening, and supporting a point of view leading to a product ORAL EXPRESSIVE-The learner's preference for expressing their understanding and insight through spoken description or through questioning of ideas, concepts or facts.

5 WRITTEN EXPRESSIVE-The learner's preference for expressing their understanding and insight through written descriptions, questioning, word processing emphasizing cut/paste approaches, and drawing conclusions SEQUENTIAL-The learner's preference for information and procedures that are based on logic, timeliness, ordering, prioritizing, and inferencing, including timelines, flo-charts, diagrams, etc. GLOBAL-The learner's preference for "big picture" understanding and addressing information whole to part, internalizing the "why", wanting to know what will this become, and if I learn this information, where can I apply it in the real world Reliability Reliability of the Cap-Sol was determined by administering the student version to 960 fifth grade through tenth grade students in a test/retest situation. A Pearson's r was calculated for each of the 45 items to determine the correlation between the responses to the items from the first to second administration of the Cap-Sol. A mean correlation coefficient was also calculated to estimate test-retest reliability of the instrument. Correlation coefficients for the 45 items ranged from 0.52 to The mean correlation coefficient for the items was Learning Styles Explained Visual Learners: learn through seeing.... These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies,

6 videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information. Auditory Learners: learn through listening... They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder. Tactile/Kinesthetic Learners: learn through, moving, doing and touching... Tactile/Kinesthic - Hand Tactile/Kinesthetic persons learn best through a handson approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. Multiple Intelligence Explained What is Multiple Intelligence? Conceived by Howard Gardner, Multiple Intelligences are seven different ways to demonstrate intellectual ability. What are the types of Multiple Intelligence? Visual/Spatial Intelligence

7 ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies. puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images. Possible career interests: navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers Verbal/Linguistic Intelligence ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures. listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage. Possible career interests: Poet, journalist, writer, teacher, lawyer, politician, translator Logical/Mathematical Intelligence ability to use reason, logic and numbers. These learners think conceptually in logical and numerical

8 patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments. problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes Possible career paths: Scientists, engineers, computer programmers, researchers, accountants, mathematicians Bodily/Kinesthetic Intelligence ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body Possible career paths: Athletes, physical education teachers, dancers, actors, firefighters, artisans Musical/Rhythmic Intelligence

9 ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps). singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music Possible career paths: musician, disc jockey, singer, composer Interpersonal Intelligence ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation.they use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others. seeing things from other perspectives (dualperspective), listening, using empathy, understanding other people's moods and feelings, counseling, cooperating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people. Possible Career Paths:

10 Counselor, salesperson, politician, business person Intrapersonal Intelligence ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. Their Skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others Possible Career Paths: Researchers, theorists, philosophers

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