Learning Style VARK-Jung
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The document discusses the results of two learning style assessments the individual completed. Based on the VARK questionnaire, the person has a strong kinesthetic learning preference with their highest score in that area. Their Myers-Briggs type is INTJ with very strong preferences for introversion and judgment, a moderate preference for intuition, and a slight preference for thinking.
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Study skills seminar - Learning preferences using the VARK
This document discusses learning preferences and strategies for adult learners transitioning to third-level education. It introduces the VARK model for assessing learning styles - visual, aural, read/write, and kinesthetic. Learners complete a 16-question assessment to determine their preference. The document then provides strategies tailored to each learning style to help students make the most of their preference and engage with new information, such as using pictures and diagrams for visual learners or discussing topics aloud for aural learners. Overall, it aims to help adult learners understand how they learn best and equip them with methods for success in their coursework.
Leaning Styles
The document discusses the results of taking the VARK learning styles questionnaire and Myers-Briggs Type Indicator. [1] The respondent's highest VARK score was in kinesthetic learning and their lowest was in aural learning. [2] They learned that they have a strong preference for kinesthetic learning styles and were given tips to improve based on this. [3] They were surprised by their VARK results, having previously thought they were a read/write learner. [4] Their Myers-Briggs result was INTJ. [5] They learned about what this means for careers and personalities. [6] They were not surprised by the Myers-Briggs result, knowing they are
Learning styles
Maria St. Hilaire took the VARK Questionnaire and learned that she has a multimodal learning preference, scoring highest in the visual, aural, and read/write categories. She was provided study sheets for multimodal learners as well as the individual visual, aural, and read-write styles.
Emily bland vark
The document summarizes the results of Emily Bland taking the VARK questionnaire to determine her learning preferences. It shows her scores in the visual, aural, read/write, and kinesthetic categories and indicates she has a multimodal learning preference. It provides links to help sheets for study strategies tailored to her preferences and offers to provide a personalized learning profile report based on her VARK scores for purchase.
Learning styles
Samantha scored highest in read/write, aural, and kinesthetic learning preferences on the VARK questionnaire, indicating a multimodal learning style. She was identified as an ENFJ personality type based on the Myers-Briggs Type Indicator, with moderately strong preferences for feeling and intuition. The document provides Samantha's VARK and Myers-Briggs results and type descriptions to help her identify effective study strategies and career paths.
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Gregory Bazile took the VARK questionnaire and scored highest in the visual, aural, and kinesthetic categories, indicating a multimodal learning preference. He should use study strategies that apply to visual, aural, read-write, and kinesthetic learning preferences to be most effective.
Learning styles 2
Vanessa Madriz took the VARK questionnaire and scored highest in the visual, aural, and kinesthetic categories, indicating a multimodal learning preference. The document provides study sheets for different learning preferences including multimodal, visual, aural, read-write, and kinesthetic. It also notes that reliability of the results decreased as one question was unanswered.
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The document provides the results of Jelani Cameron's VARK questionnaire, which assessed their learning preferences. They have a mild preference for kinesthetic learning. The document recommends helpsheets and offers to provide a personalized learning profile report based on the VARK scores to describe learning strategies suited to their preferences.
Recommended
Study skills seminar - Learning preferences using the VARK
This document discusses learning preferences and strategies for adult learners transitioning to third-level education. It introduces the VARK model for assessing learning styles - visual, aural, read/write, and kinesthetic. Learners complete a 16-question assessment to determine their preference. The document then provides strategies tailored to each learning style to help students make the most of their preference and engage with new information, such as using pictures and diagrams for visual learners or discussing topics aloud for aural learners. Overall, it aims to help adult learners understand how they learn best and equip them with methods for success in their coursework.
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The document discusses the results of taking the VARK learning styles questionnaire and Myers-Briggs Type Indicator. [1] The respondent's highest VARK score was in kinesthetic learning and their lowest was in aural learning. [2] They learned that they have a strong preference for kinesthetic learning styles and were given tips to improve based on this. [3] They were surprised by their VARK results, having previously thought they were a read/write learner. [4] Their Myers-Briggs result was INTJ. [5] They learned about what this means for careers and personalities. [6] They were not surprised by the Myers-Briggs result, knowing they are
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The document summarizes the results of Emily Bland taking the VARK questionnaire to determine her learning preferences. It shows her scores in the visual, aural, read/write, and kinesthetic categories and indicates she has a multimodal learning preference. It provides links to help sheets for study strategies tailored to her preferences and offers to provide a personalized learning profile report based on her VARK scores for purchase.
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Samantha scored highest in read/write, aural, and kinesthetic learning preferences on the VARK questionnaire, indicating a multimodal learning style. She was identified as an ENFJ personality type based on the Myers-Briggs Type Indicator, with moderately strong preferences for feeling and intuition. The document provides Samantha's VARK and Myers-Briggs results and type descriptions to help her identify effective study strategies and career paths.
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Gregory Bazile took the VARK questionnaire and scored highest in the visual, aural, and kinesthetic categories, indicating a multimodal learning preference. He should use study strategies that apply to visual, aural, read-write, and kinesthetic learning preferences to be most effective.
Learning styles 2
Vanessa Madriz took the VARK questionnaire and scored highest in the visual, aural, and kinesthetic categories, indicating a multimodal learning preference. The document provides study sheets for different learning preferences including multimodal, visual, aural, read-write, and kinesthetic. It also notes that reliability of the results decreased as one question was unanswered.
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The document provides the results of Jelani Cameron's VARK questionnaire, which assessed their learning preferences. They have a mild preference for kinesthetic learning. The document recommends helpsheets and offers to provide a personalized learning profile report based on the VARK scores to describe learning strategies suited to their preferences.
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The document summarizes Katherine Delgado's career exploration project where she researched becoming a pediatrician or interior designer. She completed various assessments that indicated a fit for careers in science and helping people. While initially curious about interior design, her research found it requires strong art skills and irregular hours. Pediatrician was still a good fit based on her desire to work in science and help people. She found the project helpful for exploring options and confirming her interest in becoming a pediatrician.
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This document discusses relating to others and learning skills to do so. It notes that the author is shy and prefers to work alone but wants to help others. It emphasizes treating others with respect and not judging them based on appearance or characteristics. It suggests getting to know classmates, putting yourself in others' shoes, helping those in need, adjusting to cultural differences, and not laughing at others who speak a different language. The overall message is about respecting others, communicating, and helping others overcome challenges.
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1. The document discusses exploring how you learn as a student and assessing your strengths and weaknesses. It emphasizes finding an environment where you are comfortable learning and focusing on your weaker areas.
2. Various tools are described that can help students assess their preferred learning styles, such as verbal, logical, visual, etc. Personality tests and grouping students with similar abilities are suggested to help students understand how they learn best.
3. The document advises students to use self-knowledge of their strengths to choose teaching styles and subjects they prefer while also strengthening weaker areas. Working with instructors and in groups is recommended to help overcome challenges.
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The two careers are doctors and chemists. Doctors care for people's health while chemists research and develop new materials. Doctors require more education with 11 years total versus 4 years for chemists. Doctors on average earn more money. The job outlook is better for doctors due to population growth. Both careers require strong math and science skills. While actors was considered, it was rejected due to competition, low pay, and lack of stability.
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A student asks how well they manage money since they live with parents and don't have expenses. They try to save money given by parents for future needs. The response recommends creating a monthly budget that includes tuition and personal expenses by figuring out income and separating money for school, savings, and daily expenses. It also suggests evaluating the importance of every dollar spent and examining expenses, spending patterns, income, and separating money between yearly and monthly costs. A wise money management approach can help students overcome problems and stress.
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- The document contains 12 journal entries written by Katherine Delgado responding to prompts from chapters in a book about keys to success. The journal entries describe Katherine's feelings about starting college, managing her time, interacting with others, overcoming challenges, and developing strategies to improve her studying.
- In her journal entries, Katherine reflects on adapting her time management, notetaking skills, and test preparation strategies. She also discusses overcoming shyness by speaking up in class and facing fears of public speaking.
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The document outlines Katherine Delgado's career and education plan to become a pediatrician. Her career goal is medicine with a job title of pediatrician. To achieve this, she needs to complete an Associate in Arts degree in 2.5 years, a biology major in 2 years, medical school in 4 years, and a 3-year pediatric residency, for a total of 11.5 years of education. She is asked to attach her official education plan from her advisor.
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Cultural competence is the ability to interact effectively with people from different cultures. It can be developed by valuing diversity, respecting different cultures, and avoiding stereotypes. Effective communication involves focusing on facts, adapting styles to different listeners or generations, understanding body language, and giving/receiving criticism constructively. Strong personal relationships are built on emotional intelligence, resolving tensions, managing conflicts wisely, and prioritizing one's own happiness and safety.
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This activity sheet asks students to complete a chart matching multiple intelligences to possible careers and related college majors. The document lists linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences down the left column with possible careers in the middle column. It instructs students to collaborate with a classmate to fill in relevant college majors in the right column that could prepare them for the listed careers.
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Katherine describes her relationship with money as focused on saving for the future and helping her parents. She values spending money on important situations and helping her family. As a money manager, she sees herself as a planner. Her culture views money as necessary for certain things, but her friends and family don't influence her views and her parents spend money wisely. If she had an extra $10,000, she would give $5,000 to help her parents and use the rest to pay debts and save for emergencies. To achieve this, she plans to find a part-time job and save her earnings without spending.
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The document discusses procrastination and describes how the author is an avoider procrastinator. In a marine science class, the author knew the answer to an extra credit question but did not respond due to shyness, missing out on potential points that could have improved their final grade. The author realizes they procrastinate due to shyness but need to be more open and willing to make mistakes to learn. Going forward, they will express themselves more and provide written answers to prove their knowledge if too shy to speak up.
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This document discusses relating to others and learning skills to do so. It notes that the author is shy and prefers to work alone but wants to help others. It emphasizes treating others with respect and not judging them based on appearance or characteristics. It suggests getting to know classmates, putting yourself in others' shoes, helping those in need, adjusting to cultural differences, and not laughing at others who speak a different language. The overall message is about respecting others, communicating, and helping others overcome challenges.
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This document discusses different listening styles and note-taking strategies. It defines active listening as fully engaging with the speaker by maintaining eye contact, asking questions, and expressing interest in the topic. Passive listening is described as half-listening while distracted by other tasks. The author's note-taking style uses the Cornell system to record information in a way that separates important details. Their method for memorizing for tests involves reviewing notes consistently in the days leading up to the exam and reciting content aloud.
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Critical thinking involves gathering information from various sources, examining and evaluating the key ideas and supporting evidence, and making connections to form accurate opinions and conclusions. Creative thinking focuses on generating new ideas and solutions by being open-minded, challenging assumptions, and working with others. Practical thinking applies critical and creative thinking skills to understand how to improve one's environment and pursue important goals through managing emotions, time, strengths, and believing in oneself.
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1. The document discusses exploring how you learn as a student and assessing your strengths and weaknesses. It emphasizes finding an environment where you are comfortable learning and focusing on your weaker areas.
2. Various tools are described that can help students assess their preferred learning styles, such as verbal, logical, visual, etc. Personality tests and grouping students with similar abilities are suggested to help students understand how they learn best.
3. The document advises students to use self-knowledge of their strengths to choose teaching styles and subjects they prefer while also strengthening weaker areas. Working with instructors and in groups is recommended to help overcome challenges.
Chapter One: Welcome To College
College expects students to be responsible for their courses, complete work on time while keeping goals and deadlines in mind. It offers help from mentors, faculty and staff to help students succeed. Critical, creative and practical thinking skills can help students achieve their goals by comparing, imagining, decision making and problem solving. Having a growth mindset means accepting failure as a way to learn, putting effort into classes to improve knowledge. Working effectively with others involves perceiving, understanding and managing emotions to choose the best way to understand others through good communication and comfort in groups. College prepares students for work and life success by teaching skills, global awareness and responsibility to guide their career and future.
Scavenger Hunt
The student enjoyed learning about the library's organization and resources from the student handbook and calendar. They found the handbook especially useful as it covered topics from conduct to grading policies and managing time. The calendar clearly outlined important dates for each term such as dropping classes and exams. The scavenger hunt also helped the student learn about campus activities and support services available, such as tutoring at the Learning Resources center. Overall, the student found the assigned research helpful.
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The document discusses motivational obstacles faced by two students - Katherine Delgado and Yary Rios. Katherine's obstacle is "mental paralysis" when she gets a bad grade, while Yary's is having an attitude that allows emotions to control her reactions. They provide strategies for overcoming these obstacles, such as maintaining a positive mindset, analyzing situations before reacting, and setting goals and timeframes to stay committed. They also discuss strategies for obstacles like commitment issues and self-imposed barriers.
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The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
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