How We Learn ' ' ' and Why We Dont

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How We Learn . . . and Why We Dont

• The Cognitive Profile Model

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Background and Perspective

• Jungian psychology, personality type theory
• 4 Bipolar descriptors
• Introvert/Extravert I or E
• Sensor/iNtuitive S or N
• Thinker/Feeler T or F
• Judger/Perceiver J or P
• Myers-Briggs Type Inventory
• Large research base
• 16 possible types

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Learning styles

• Dunn and Dunn
• Modalities auditory, visual, tactile-kinesthetic
• Environmental preferences
• Wide variety of others
• Some good, some poor
• Lots of dubious research and opinion based models

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Gardners Multiple Intelligences

• Linguistic verbal ability
• Logical-Mathematical Scientific - problem
  solving ability , non-verbal
• Spatial ability to form mental models of a
  spatial world
• Musical ability in composing and performing
• Bodily kinesthetic ability in athletics, dance,
  fine and applied arts
• Interpersonal ability to understand and get
  along with others
• Intrapersonal ability to know yourself
• Emotional ability to discern and handle emotions

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Cognitive Profile Model

• Abbreviated Jungian
• 2 Bipolar descriptors
• Sensor/iNtuitive
• Thinker/Feeler
• 4 possible types ST, SF, NT, NF
• Each learner has a profile, some area in each
  quadrant
• Students focus on their strengths, not their
  weaknesses
• Manageable in the classroom for teachers
• www.cognitiveprofile.com

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Cognitive Profile Model

• The state of the art in learning styles for
  todays learners
• The only model to show statistically significant
  improvement in grades
• Gives teachers new tools to reach the hard to
  teach
• Gives students the tools to take responsibility
  for their own learning, regardless of teaching
  methods they encounter

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The Inventory

• Simple to do, appropriate for middle school
  through adult
• Takes about 20 minutes
• Self scoring
• Consistent, changes generally limited to about 3
  
• Readily available in the How We Learn and Why We
  Dont Student Survival Guide from Thomson
  Learning, ISBN 0324-03574-8

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The Cognitive Profile Model
Major Descriptors

• Layout of the diagram encourages the learner to
  see the full profile, not just the dominant
  quadrant.

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Vertical / Perceiving Axis
Sensor
iNtuitive
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Sensor

• Concrete learner
• Small pieces, build to concept,
• i.e.part to whole
• Learns through senses of touch, sight, sound,
  taste or smell
• includes auditory, visual, and tactile
  kinesthetic of Dunn and Dunn
• Works sequentially
• Needs repetition and drill

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Intuitive

• Abstract learner, Mental images
• Thinks in pictures, often dreams in color
• Learns concept first, then fits details in
• I.e. whole to part
• Global orientation
• Opposite of most early educational experiences
• Frequently considered to be Late Bloomers

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Horizontal / Judging Axis
Feeler
Thinker
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Thinker

• Decisions based on
• Information
• Facts
• Data and analysis
• Numbers
• Evident in language I think that . . .

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Feeler

• Decisions based on
• Personal and cultural values
• Emotions
• Personal relationships
• Need to fit in or to rebel
• Evident in language I feel that . . .

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Quadrants

• Sensor Thinker ST
• Sensor Feeler SF
• Intuitive Thinker NT
• Intuitive Feeler NF

Sensor
SF
ST
Thinker
Feeler
NT
NF
iNtuitive
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Sensor Thinker

• Concrete
• Build to concept part to whole
• Decisions based on facts and information
• Organized, methodical
• Detail oriented
• Needs repetitive drill
• Prefers to memorize
• What questions

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Sensor Feeler

• Concrete learner
• Build to concept part to whole
• Decisions based on emotions, personal values and
  relationships
• Needs to talk things through
• Needs to relate to content on a personal level
• Who questions

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Intuitive Thinker

• Abstract reasoning, logical
• Decisions based on information and analysis
• Profound need to understand concept
• Needs overall concept first, then details fit
  into framework i.e. whole to part
• May learn exceptionally quickly
• Why questions

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Intuitive Feeler

• Abstract
• Needs overall concept first- whole to part
• Decisions based on emotions, personal values and
  relationships
• Creative
• Metaphorical reasoning makes leaps between
  current material and other concepts seemingly
  unrelated.
• What if questions

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Evaluating a PROFILE

• Instrument seeks preferences, not abilities
• Describes how we think, learn, and process
  information
• Everyone has some proportion in each quadrant,
  with one or two quadrants dominant
• Individual balance of style is the key
• Thus, a PROFILE

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Teaching and Learning Strategies by Cognitive
Profiles

• OK, now that I know theyre all different,
• what do I do about it?

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ST strategies

• Build from details to concept
• Organize material, use lists
• Stepwise problem set-ups Chunking
• Number steps
• Provide repetitive drill
• Memorization
• What questions

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SF strategies

• Cooperative groups
• Encourage them to talk
• Personalize/personify content
• Include sensory clues to build strong memories
• Provide opportunity for practice
• Role play
• Who questions

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NT Strategies

• Begin with an overview of the concept
• Or just state lesson objective
• Build framework into which students fit details
  as they come.
• Show logical patterns in problem solving
• Emphasize understanding Why?
• Use wait time for translation of mental
  pictures into words
• Why questions

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NF Strategies

• Recommend external structure and schedule
• Begin with an overview of the concept
• Use metaphorical descriptions
• Encourage students to share and explain their own
  metaphors
• Encourage creative methods, intuitive leaps
• Use wait time
• What if questions and class discussion

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Blooms Taxonomy

• Describes the levels of understanding of material
• Knowledge recall
• Comprehension restate, interpret, and apply as
  shown
• Application Correctly apply without being
  specifically shown
• Analysis Break into parts and find relationships
• Synthesis Put pieces together with other content
• Evaluation Judge applicability of criteria

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Goal

• To build understanding and competence in content
  areas to the top level of Blooms Taxonomy

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Emphasize the Profile

• Every student has some area in each quadrant
• Teach to the dominant
• Build skills in the other quadrants

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ST Study Strategies

• Build from details to concept
• Organize material, use lists
• Stepwise problem set-ups
• Do lots of problems for practice
• Use memorization, but work to build understanding
• What questions

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SF Study Strategies

• Study in a group or with a buddy who is also an
  SF
• Talk about the content
• Personalize/personify content
• Practice
• Role play
• Who questions

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NT Study Strategies

• Begin with the concept
• Read the chapter summary first
• Find the overall patterns to fit details in as
  they come
• Show logical patterns in problem solving
• Emphasize understanding Why? as a way to tie
  details together
• Think and reason through solutions
• Why questions

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NF Study Strategies

• Begin with the concept
• Read the chapter summary first
• Use metaphorical descriptions
• Use your creative methods, intuitive leaps
• Find active study activities
• Keep the pencil moving, diagram, doodle, build,
  model
• Compare and contrast
• What if questions lead to understanding

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Career Planning

• Each quadrant has special skills which should be
  considered in choices of major and career
• Consider Gardners MI, what special skills does
  the student bring? What is the students overall
  intelligence?
• Consider the whole profile
• Which quadrant is subdominant
• Degree of differences between dominant and
  non-dominant quadrants

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ST Career Considerations

• Attention to detail
• Accurate repetition of complex tasks
• Recommendations
• Accounting, bookkeeping
• Medicine physician, PA, nursing, med. tech
• Laboratory technician
• Law
• Military career
• Business
• Teaching upper elementary or secondary

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SF Career Considerations

• Nurturing
• Strong interpersonal skills
• Attention to detail
• Recommendations
• Teaching, especially elementary, early childhood,
  special education
• Medicine, Psychology, Nursing, patient care
• Office management
• Social programs

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NT Career Considerations

• Logical, Global orientation
• Intuitive, able to see all sides
• Mathematical and spatial skills likely
• Recommendations
• Science and Engineering
• Consider subdominant to suggest type of
  engineering or science
• Architecture
• Teaching secondary or higher ed.
• Business management
• Negotiator, mediator, facilitator

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NF Career Considerations

• Abstract, Creative
• Often not a strong sense of schedule or linear
  issues
• Recommendations be very aware of individual
  students talents and concerns
• Design areas engineering, research sciences,
  architecture
• Environmental sciences
• Marketing, advertising
• Music, fine arts, drama
• Teaching areas of personal interest and talent

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The ADD connection

• Coincidence or correlation?
• Students presenting a letter of disability status
  with ADD/ADHD were all NF dominant learners
• Study performed with Clemsons Office of
  Disability Services showed gt99 CL correlation
  between diagnosis of ADD and NF dominance
• Conclusion rampant misdiagnosis of ADD due to
  lack of understanding/recognition of NF dominant
  learners

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AD/HD Diagnostic behaviors

• Problems with sustaining attention in
  conversations, lectures, reading
• Difficulty persisting with and completing
  projects
• Easily overwhelmed with tasks of daily living
  such as managing money, paying bills
• Trouble maintaining an organized living/working
  space
• Inconsistent performance
• Lacks attention to detail
• Impulsive, doesnt adequately anticipate
  consequences
• Restless, fidgety
• Impatient, easily frustrated

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Diagnostic Difficulties

• Diagnosis depends on degree of problem behavior
  as rated by parents and teachers
• Highly subjective
• May depend more on individual expectations of the
  parents and teachers.
• Public schools receive additional funding for
  classified students.
• Students on Ritalin, etc. are easier to control

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What can you do?

• Every student needs to know their profile
• Every student needs to know the study techniques
  that will work best for them
• Every student needs to know their strengths
• Every student needs to know their goals and
  responsibilities

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How???

• How We Learn and Why We Dont Student Survival
  Guide using the Cognitive Profile Model from
  Thomson Learning
• Second edition due out this summer
• Orientation Put a copy in the hands of every
  student
• Have students do the inventory and record their
  profile
• Counsel students on appropriate study techniques
  and career choices
• Involve FACULTY with workshops and student
  information

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Contact information

• Dr. Lois Breur Krause
• Clemson University
• Krause_at_clemson.edu
• or
• Krause_at_cognitiveprofile.com
• http//www.cognitiveprofile.com
• http//www.cognitiveprofile.com/cpi