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    Learning Styles

    It is a criterial test that analyzes the channels used by the student when acquiring knowledge.

     

    Autohr: Isauro Blanco - Habilmind Team

    For students from 4th grade to the last academic year.
     

  • Analysis of cognitive factors

    This test is framed by cognitive factors, yet it includes some indicators that in part refer to socio-emotional factors such as tolerance to effort and frustration or motivation.

  • Analyzed indicators

    Internal visual style

    📌 Cognitive factors

    📋 Neuro-linguistic programming for learning

     

    This style has the following manifestations: capture of reality through imagination and fantasy, capacity of visualization, creativity and divergent intelligence where there is no single answer. Dreaming is a common state of this style. "They see with the eyes of the mind”, which means that the person can transform an objective reality into multiple representations.

    External visual style

    📌 Cognitive factors

    📋 Neuro-linguistic programming for learning

     

    For this style, information is captured predominantly by sight. It also communicates thoughts and feelings in visual terms. People with this neuro-linguistic programming are impressionable by color, shape, movement, figures, space; they are attracted by the graphics of books and not by letters. The phrase "a picture says more than a thousand words" applies to this style in every way.

    Internal auditory style

    📌 Cognitive factors

    📋 Neuro-linguistic programming for learning

     

    The preference of this style is to grasp reality by the "inner ear" and to express their world by these means. This learning style rarely appears before the age of seven, as the possibility of dialogue between the brain's hemispheres is very limited. Inner dialogues are predominant and result in reflection, introspection, analysis of reality, personal scrutiny.

    External auditory style

    📌 Cognitive factors

    📋 Neuro-linguistic programming for learning

     

    The external auditory channel is widely used in learning, since traditional teaching is based on communication; teachers tend to transmit knowledge mainly in oral form. Interpersonal relations also depend on the operational quality of this neuro-linguistic programming, so its development is of great importance. The auditory attention deficit generates many problems in learning; it is due to the fact that the input of information through this channel is intermittent, causing loss of important data and causing the flow of information not to be constant.

    Internal kinesthetic style

    📌 Cognitive factors

    📋 Neuro-linguistic programming for learning

     

    This neuro-linguistic programming refers to "the movements of emotions". It captures reality and communicates mainly through the emotive channel, which filters the information it receives and expresses. Since emotions do not follow a rational logic, it is possible to find opposite emotional reactions in a short range of time. Depending on the level of this programming, this may have effects on learning and behaviour.

    External kinesthetic style

    📌 Cognitive factors

    📋 Neuro-linguistic programming for learning

     

    The external kinesthetic person processes information through movement and direct experimentation. He/she prefers to have first-hand experiences. He/she learns by doing, regardless of the materials used. Group work is a suitable environment for the development of this style. It is the programming style that has the greatest problems of sustained attention, since the natural inclination to movement keeps people away from active contemplation (concentration) in the face of information. On the other hand, this style strongly establishes what is learned by the involvement of various senses in the action.

    Unique and structured focus of attention

    📌Cognitive factors

    📋 Area of attention

     

    This focus preference is characterized by studying or working in quiet environments, without interruption, on one subject at a time, in one place, with routine procedures or proven methodologies, and in isolation. Its attention span is high and more prolonged than the style with multiple and flexible focus. This characteristic is suitable for the achievement of long-term goals that require persistence or patience.

    Multiple and flexible focus

    📌 Cognitive factors

    📋 Area of attention

     

    The multiple and flexible focus allows the mind to simultaneously attend several stimuli without one of them dominating or cancelling others. This divided attention allows the person superficially capture many data and relate them quickly. The person does not feel discomfort when there is noise around him, changes environment without problem, enjoys the variety and diversification, captures information globally and synthetically, and makes decisions with little relevant information.

    Concrete intellectual tendency

    📌 Cognitive factors

    📋 Intellectual tendencies

     

    Under the influence of this tendency, there is an orientation to manual activities. "Practical intelligence" is outstanding over academic or theoretical intelligence. Theoretical or abstract postulates and procedures generated by any authority are not the preferred way of learning, but rather experimentation and decisions based on concrete and specific actions. There is a strong probability of risk-taking and impulsiveness in problem analysis and decision making.

    Abstract intellectual tendency

    📌 Cognitive factors

    📋 Intellectual tendencies

     

    Learning that depends on abstract trend is most effective through observation and reflection. The ability to understand or generate theories is remarkable, as well as imagination. Scientific or philosophical interests are evident. When planned or programmed learning is very efficient, but it does not work well under emotional pressure or urgency. The person has great capacity for classification and mental order, which provides mental and external organization. Objectivity and realism shape the perception and judgments.

    Tolerance for effort and frustration

    📌 Emotional factors

    📋Tolerancia ante el esfuerzo y la frustración

     

    The learning style also contains emotional ingredients such as tolerance for effort and frustration. This mechanism is part of the emotional intelligence that supports or impairs learning from most powerful inside. The master attitude for forming positive habits is the delay of gratification and the ability to face difficulties or problems.

    Extrinsic motivation

    📌 Emotional factors

    📋 Motivation

     

    Extrinsic motivation consists of performing activities for the results derived from their intervention and not so much for the action itself; if no painful rewards or sanctions are in sight, they do not engage in a learning activity. This tendency makes the person dependent on the result and makes them forget that the process is more important, because the results depend on it.

    Intrinsic motivation

    📌 Emotional factors

    📋 Motivation

     

    Intrinsic motivation consists of the internal drive to perform an action, regardless of additional rewards, such as prizes or punishments; when this type of motivation exists, the reward is derived directly from the activity itself and not so much from its derivations or results.

  • Why is this test important?

    For teachers

    It is a test of great interest to teachers, as it offers processed and detailed information at the group level about the aspects that influence the way their students learn with the aim of:

     

    • regulate their teaching activity based on the recommendations of the reports to facilitate the teaching and learning process.
    • increase the attention and motivation of their students.
    • reduce disruption in the classroom.
    • know their students in detail so that the formation of groups is easier and more successful.
       

    For parents

    This test provides valuable information for families as it allows them to:

    • know how their children learn, their preferences and tendencies.
    • help their children to get the most out of their study time.
    • know how to choose the most appropriate reinforcement activities for their children in case they need it.

    For the management team

    The principal continues to expand and supplement knowledge about his students by collecting objective and reliable information on all factors that influence learning. The results panels of the indicators assessed in the learning styles test allow him to:

     

    • make decisions about the most appropriate actions for the students based on the results.
    • identify the strengths and weaknesses of the students in terms of study.
    • identify the most appropriate teaching styles for the students.
    • influence on the real personalized attention of the students.
    • achieve educational excellence with students who are more motivated by their own learning.
       

    For counselors and psychologists

    This test is an important complement to the information collected by the school counselor, since it allows him/her to know how the student learns. This let the counselor obtain:

     

    • useful, detailed and processed information to comprehensively understand the students.
    • objective data to support teachers in their teaching activities.
    • educational excellence and inclusion.
  • Documentation and practical details

    Foundations, manuals and evaluated areas of this test

    Specific information about this test

    Test duration:

    20 - 30 minutes

     

    ⚙️ Courses on which I can apply the test:

    From 9 years old (4th grade) to the last academic year.

     

    ♻️ When can I re-evaluate?

    It is recommended to wait at least one year.

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    ×
    La información contenida en este mensaje y/o archivo(s) adjunto(s), enviada desde HABILMIND SL, es confidencial/privilegiada y está destinada a ser leída sólo por la(s) persona(s) a la(s) que va dirigida. Le recordamos que sus datos han sido incorporados en el sistema de tratamiento de HABILMIND SL y que siempre y cuando se cumplan los requisitos exigidos por la normativa, usted podrá ejercer sus derechos de acceso, rectificación, limitación de tratamiento, supresión, portabilidad y oposición/revocación, en los términos que establece la normativa vigente en materia de protección de datos, dirigiendo su petición a la dirección postal C/ FERRAZ 28 2 IZQ 28008, MADRID o bien a través de correo electrónico JOAQUIN@HABILMIND.COM Si usted lee este mensaje y no es el destinatario señalado, el empleado o el agente responsable de entregar el mensaje al destinatario, o ha recibido esta comunicación por error, le informamos que está totalmente prohibida, y puede ser ilegal, cualquier divulgación, distribución o reproducción de esta comunicación, y le rogamos que nos lo notifique inmediatamente y nos devuelva el mensaje original a la dirección arriba mencionada. Gracias