My results are the following from the LCI; technical 35, precise 32 confluence 25, and sequence 22. With my results it shows I am a strong willed learner. I use all of the tools as if I am a dynamic learner throughout my life and with learning. In most cases I sway back and forth depending on the situation. When I implement my technical side its not to just me being stubborn I would say its due to my current situation, and the peers around me at that particular point in time. For example, when I am working on a car I don’t really look at instructions due to it being second nature to me. I would prefer to do It alone because it is frustrating at times when you try to make certain moves and someone is in the way. During explaining …show more content…
I will take the necessary time to find the correct information other than just guessing at something due to my past. When coming through high school I use to just guess and always guessing and end up being unsuccessful due to the information I uses. So now as an adult I like to see exactly what is expected so I can fulfill the task at hand and obtain the highest achievement possible due to what I experienced. I research a lot of things at my job working with customers and on some of their questions I have to do research. I don’t like talking risks at times but I do take them quite often under certain circumstances. So I make sure then looking into a situation for customers I find exactly what I need. When I am unsure I ask many questions when it is possible to my supervisor to make sure I can get the correct information and at times I have her come help me find the information. During this situation I used precision first to gain formation, sequence and technical as needed and …show more content…
I take a lot of risks far more than the average person. My job, as A CSR at T-Mobile every call is a risk that I take, due to the fact of never knowing what to expect from a customer, what they’re going through, if he/she has an attitude, or if something is wrong with their account. After you have completed what task the customer is requesting with an outside of box resolution, but still giving precise information even if it requires others inputs at the time. I would learn that there is more than one way to take care of a problem and how to deal with the issue if it comes up again. At the end there is also another risk of the customer either giving me a bad quality rating if he/she is dissatisfied with the resolution or calling back effecting my call back resolution for another issue or to get more than what was given at the time if any. At this time, I used confluence first, sequence and precision as needed, then technical I
Matthew L. Sanders discusses the necessity of taking responsibility for one’s own education in a section of his book Becoming a Learner: Realizing the Opportunity of Education. In this section, Sanders explains how he initially blamed an instructor for not teaching him sufficiently and then learned that “No matter what kind of teacher you have, no matter what kind of class you are taking, if you are a learner you will set out to understand the material and create opportunities for success.” This statement is true and the concept can be applied through many methods to create success for students if they are willing to put forth effort.
Last spring I was part of a tutor agency that provided activities to students from 1st – 6th grade. Such agency main purpose was to give students a set of mathematical problems or English pieces of reading in order for them to have an outstanding outcome on these two subjects at school. During my tutoring sessions I had a 4th grade student named Carolina who had a difficult time keeping focus, understanding the concept, and fully interested. She preferred texting in the middle of our session or making excuses to go to the restroom. I honestly felt helpless for her, and I didn’t know what to do and how to help her raise her grades. I realized that our tutoring sessions weren’t any help for Carolina since her mom showed me her grades which got worse. I finally decided to plan my tutoring session with her ahead of time, so I can make it interesting and more effective for her to learn but in a fun way. I choose to get different colorful cards, markers, and everything that could grave attention. When our session started I used those markers and cards to show her how to solve a mathematical problem by color coding every different step of the problem. Later, I asked her to show me the mathematical process she used in a similar problem by using those colorful cards and markers. Apparently, I make her use all these fun utensils that made the learning process more fun and effective. At the end of our session, I gave Carolina a quiz regarding the content we covered, and she did make a progress. I noticed that for Carolina the use of colors at every different step actually made her learn. Maybe it was due to the strategy that I showed her and the ability for her to remember those steps by associating them with each color which I was amazed an...
A) This class has taught me what kind of learner I am. I found out that I am a strong willed learner by taking the Learning Connections Inventory test. This test teaches you about your learning patterns, which help you, become a better critical thinker, reader and writer. The LCI test will break down how you learn and show you which skill you; use first, use as needed, or avoid. These patterns are called sequence, precision, technical reasoning, and confluence. Once you finish with the test your scores will show you what kind of learner you are, such as strong willed learner, dynamic learner, or bridge learner. Once you have a firm understanding of your patterns, and what kind of learner you are, this class will go on to help you learn how
I am a very hand on type of learner. I understand and remember much easier if I physically do it. I am one to never sit still for too long. I am a visual person I can remember things more if I see it over and over again. When taking a test I try to close my eyes and visualize what part of the book I saw that question and what was going on at the time to help. When I study or do my work I have to work for a little bit then get up and walk around do something else then refocused on my work. I am a person that touches it and can turn it this way or that, take it apart and put it back together I understand and learn it more. There is always so adventure to go on or something to do, fix, learn, or even just go for a
A psychological assessment places each person into one of eight risk types based on those characteristics of their personality that influence risk taking behaviour. Once your risk type has developed, it is believed that it remains stable throughout your life. However, in each particular situation, people decide on taking that particular risk based on their experience and knowledge. The risk type compass has been tested across more than 7,000 individuals. The eight Risk Types are as follows: 1.
As Utah Valley University transfer students, we know first-hand what a UVU education focused on engaged-learning means. Under the direction of President Matthew Holland, the university recently restructured its core values, which represent the institution's interpretation of its mission. These principles now include 1) student success, 2) serious,
Ever since I was little, I had this thing for doing whatever I wanted when it came to drawing, coloring, and such. I remember when I was in kindergarten, we would do this activity where the teachers make the students grab a bunch of crayons, and they would tell us in which direction to move them, without lifting them of the page. I never did this activity. Once they gave me the paper and the crayons, I was a goner. I wouldn’t even realize we were doing that activity. I just filled the page with color, making it look as I pleased. The teachers never told me anything because they could obviously see I loved drawing, so basically, they would let me do what I wanted during that time. To this day, this still happens. I lose myself in what I’m drawing. Everything else doesn’t matter, it’s all just blur.
Everyone has a different way of learning things; I like to think that I am a more visual learner. However, the smart measure assessment has brought to my attention that I may actually have multiple ways of learning. The assessment has actually informed me of a lot of my strengths in each section but the sections that caught my attention are Learning Styles, Reading Rate & Recall, Technical Competency, and Technical knowledge.
The two tests that I have done have pretty much accurately described what kind of learner I am. VARK model states that my dominant learning style is Kinesthetic. Kinesthetic learners learn by doing things physically with hands on experience rather than listening to someone else. I tend to move around a lot when remembering or revising for an exam which helps me express a thought or understand a subject through bodily movement. My other style is Linguistic and Spatial Visual learning. It is easier for me to grasp the meaning of things by visually understanding a concept with the help of graphs, pictures, videos, etc or taking notes as I learn. My least preferred style was Auditory. This is fairly true as I ne...
...e are shown what to do every day of our lives and without instruction on how to complete a task it would be a chaotic. When thinking back from learning how to stand, putting on clothing, tying your shoes, writing the alphabets, and playing ring-around-the- rosy you are actively interacting with your parents, teachers and peers. After getting help you are then left alone to complete the task and to continue to progressively learn new things.
Wow! I have a personal learning style! If I had given any thought to my learning style prior to this course, I would have said simply, “Some things are easy for me to learn, and some things are not.” Now I can say, “I am a grouper, a top-down learner, an owl, in the C-D quadrants, and my strong intelligences are linguistic, intrapersonal, and interpersonal”. What all this means, still, is some things are easy for me to learn, and some things are not. But there I go again, simplifying the matter.
What matters is solving the customer’s issues effectively. Call deflection should center around efficiently giving customers their desired answers. Customers want solutions, not excuses. And it all starts with empathizing with the consumer. Consider what they want achieved.
because I took them at a younger age and didn’t really “know” myself at that time. The results
Decision Making Insights. I will be most successful when I have all the information necessary for decision-making, as my dominant cognitive styles are planning and knowing. This approach does not leave room for ambiguity and stifles flexibility and creativity. Consequently, I thrive in established organizations that value hierarchy, procedures, and open communication, because they assist my natural cognitive processes. (Pearson Education, 2016)
Today’s generation of children and young adults grew up with technology access easily available to them. They carry cell phones that allow instant communication with their friends and instant access to the internet. Research to them means, pulling up an internet browser, typing in a subject and being presented with thousands of choices from which they can choose. Traditional teacher led instruction does not promote the interactive type of learning that technology has allowed students to use. Today’s teacher must learn to include a more interactive style of teaching that the technologically savvy student is wired to understand and enjoy. Interactive based learning engages student’s interests, improves student comprehension, and increases student achievement. Using the range of techniques offered by interactive based learning, it will drastically change the overall student performance.