“What’s Your Learning Style” quiz consists of four logical Chapters. In Chapter 1 the amount of time spent is related to self-development, working or hobby activities. Chapter 2 deals with very much similar activities as seen through personal preferences. Interpersonal communication patterns are paid attention to in Chapter 3. And, finally in Chapter 4 different private features are asked to sum up. According to the Learning Style Results the following personal principal features may be recognized._x000D_
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Linguistic inclination (58%) means words, discussions and story-telling are an important education pattern. Followed by intrapersonal (56%) predispositions – self-management and thinking through material. The proportion of logical-mathematical (38%) and bodily-kinetic (33%) mean scrutiny and using movements for self-expression to prevail, respectively. _x000D_
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As people learn in different ways, advanced instructors should teach materials using different learning instruments. Which is to be chosen depends on psychological characteristics of an individual. As seen in this particular case, specific recommendations may be offered. Verbal-linguistic learning strongly suggests that if some material needs to be remembered, one needs to read it, to hand write the text and to speak it. At the other hand, all these is to be done in a quiet environment with goals set to oneself because of intrapersonal referral. And, thirdly either tracking down logic connections in a plot or relating the central ideas to manual practice of the past will help a lot to cope with the material._x000D_
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Questions for no doubt encourage students to participate actively. A challenging question makes the interlocutor revise his opinion to reflect current topicality in the field of interest. Major changes in viewpoint and updates of looks may be done for subjects under discussion. The format of question technique may follow different models. Whatever approach chosen the emphasis remains on the discussion engagement. In this discussion, McKeachie’s categories are under close consideration, even though others are of no less interest. Because of the challenging nature of these phenomena, it is reasonable to familiarize oneself with such technique using a concrete example._x000D_
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Suppose, the expected learning outcome of the class is social violence appraisal. Violent football supporters in the UK of the 90’s may be taken as an example. A comparative question to start with will lead to identification of signs of aggression: “What five principal differences would You catch out of a usual football fan as compared to a violent supporter?”. Extended comparison will be helpful by means of an evaluative question: ”May we interpret aggressive behavior of sport fans as merely a hooliganism or social destructive movement?”. Connective and casual effect questions might become a useful tool for integration of material: ”Must social disagreement always lead to antagonism?”. Critical question may be the most challenging one as it may push the learner to a re-evaluation of the previous experience: “Football hooliganism being only a particle of complicated social interconnection web, can it be an adequate mirror of a Community?”.