Learning: Styles, Strategies & Outcomes

Learning Styles are the preferred ways by which people learn. Common learning styles include visual, auditory, and tactile (hands-on).

Learning Styles refer to an individual's preferred manner of processing material, or characteristic style of acquiring and using information when learning.

According to the Dr. Richard Felder & Dr. Linda Silverman learning style model, "students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts".

Learning Styles Inventories - assessment of learning preferences

Learning Styles Self-Assessment
(You will receive your results in an email! You can get a detailed report; however, it costs $.)
- Learning Styles Explained
- from LdPride.net

Introduction to the DVC Learning Style Survey for College
A Learning Style Survey for College
Catherine Jester & Suzanne Miller, Copyright 2000 For Educational Uses Only
--Thanks, Leah!

Learning Styles Chart
- Accelerated Learning (Adapted from Colin Rose 1987)

Index of Learning Styles
- developed by Richard M. Felder & Barbara A. Soloman of
North Carolina State University

All publication rights pertaining to this Learning Style Inventory are reserved by Honolulu Community College.
You can Download the PDF version and complete the questionnaire.
No republication is permitted; however, copying exclusively for classroom use is permitted.

Learning Styles and Strategies

Dr. Richard Felder & Barbara Soloman, NCSU
Learning Styles and Strategies

Learning Outcomes are statements which describe a desired condition – that is, the knowledge, skills, or attitudes needed to fulfill the need.

American Association of Law Libraries Professional Development
Writing Learning Outcomes

Wikipedia: The Free Encyclopedia
Learning Styles

Jane's PowerPoint Presentation-January 20, 2006

Learning: Styles, Strategies, & Outcomes Spring 2010

Learning: Styles, Strategies, & Outcomes
Spring 2010