CITE LEARNING MODALIES/ STYLE INVENTORY Major Areas Assessed by CITE Auditory – Language –...
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Transcript of CITE LEARNING MODALIES/ STYLE INVENTORY Major Areas Assessed by CITE Auditory – Language –...
CITECITE
LEARNING MODALIES/
STYLE INVENTORY
Major Areas Assessed by CITE
Auditory– Language– Numerical
Visual– Language– Numerical
Kinesthetic-Tactile
Interactive– Individual– Group
Expressive– Oral– Written
Modes
AuditoryVisualCombined:
Auditory, Visual, Kinesthetic
HearingSeeingHearing, Seeing,
and touching/ moving
CITE Academic Areas
LanguageMathematics
Cite Areas
Auditory Language Visual Language Auditory
Numerical Visual Numerical Auditory/Visual/
Kinesthetic Combination
Hearing words spoken
Reading words Hearing numbers Seeing numbers Doing/Experiences
CITE Interaction Modes
Individual Learner
Group Learner
Works better when working independently
Works better with at least one other student
CITE Expressive Modes
Oral Expressive
Written Expressive
Can tell you what he knows
Can write what he knows
About the CITE Grade: 3 – Adult 45 Questions to read
and answer Response is
– 4 Most Like Me– 3– 2– 1 Least Like Me
May be read to 2nd graders
May be read to the student if reader will not lead with voice or expressions
Younger children may need smiley faces to show ranking and use only three ranks.
Results Major Learning
Style
Minor Learning Style
Negligible Use
The student prefers this mode of learning, feels comfortable with it, and uses it for important (to the student) learning. A student does not necessarily have one and only one preferred style.
The student uses this mode but usually as a second choice or in conjunction with other learning styles.
The student prefers not to use this if other choices are available . The student does not feel comfortable with this style.
CITE Scores
Major Learning StyleMinor Learning StyleNegligible Use
34 - 4020 - 3210 - 18
The CITE Reports The Student
completes a graphic of the scores
The computer prints out the items, response number, the results and recommendations
The teacher completes a classroom profile
Style Page 12/16 – gives the student strengths and assists in developmental guidance.
Computer program is included on the CD accompanying this program. It provides information for teacher, parent, and older student.
Style Page 16/16 depicts planning for the individual student and for the class.
Administering the CITE Explain 1 is not what I do or low/least and 4 is
what I do or high/most. 2 is I may use this one and 3 is one I often use this.
Practice with this ranking. Explain they are to read each of the 45
statements and circle 1, 2, 3, or 4 For younger students, the teacher may read the
test taking care not to show how to answer. Three smiley faces – sad, straight line, and smiles may be used.
Scoring the CITE
Older students may score their own test For those using the computer, the score
and results will be given automatically. The student may then graph the results.
For younger students, the teacher will score.
The CITE Scoring ProcessRecord the response to each question on the score sheet
Style Page 11/16 For example the Visual Language questions are
5 – 4 13 – 3 21 – 4 29 – 2 37 – 4
TOTAL 17
x 2
SCORE 34
A score of 34 is the lowest level of Major Learning Style (34-40)
This score would be recorded on the Student Profile graph on Style 12/16
Plotting the CITE Score
Use Style page 12/16 Record child’s score on each area from
page 11/16 to create a bar graph. Bars may be colored.– Bars with a score of 34-40 would be green– Bars with a score of 10-18 would be red – Other bars would be student choice or leave
white
LEARNING Name _________________________
STYLE Date __________________________PROFILE
10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40
VL
VN
AL
Negligible Use Minor Style Major Style
Plotting CITE Class Profile Use Style Page 16/16 Record each student’s name and scores in the horizontal
bars of the grid Reading horizontally provides an individual student’s score Reading Vertically provides a classroom profile for that
area. (If the teacher takes the test his/her score would be recorded last.
Hint: Color code scores 34-40 green and 10-18 red to create a colored guide of the class for each area. Designed by F.B. Mann, III; Assistant Superintendent: Secondary Education; Wyoming County, WV-conducted 10 years research
Student VL VN AL AN KT IN GR OR WR
Bill 36 36 32 28 22 32 36 24 32
Sue 20 32 28 12 36 26 24 32 32
Mary 32 38 24 22 16 30 30 38 18
Kama 18 40 34 14 20 28 18 32 18
C C C C
Cognitive Social Expressive
See Style Pages 6/16 and 16/16
Using The CITE Visual Numerical
(VN) Learner This student has to see numbers on the board, in a book, or on a paper in order to work with them. He is more likely to remember and understand math facts if he has seen them. He does not seem to need as much oral explanation.
VN Teaching Techniques This student will benefit from worksheets, work-books, and texts. Give a variety of written materials and allow time to study it. In playing games and being involved in activities with numbers/number problems, make sure they are visible, printed numbers, not oral games and activities. Important data should be given on paper.
See Style Pages 13/16, 14/16, 15/16
Using the Results The computer program prints out the
definitions and the techniques for the parent and for the teacher.
Pages Style 13/16 – 15/16 may be copied and the strengths circled in one color and the negligible in another color.
This information may be used for areas such as teaching, counseling, conferencing, and developmental guidance.
Something to Think About Each student will use a variety of styles. Subject
content does make a difference. Style can expand. A classroom will usually have every combination. Teachers usually teach in THEIR preferred style. Teaching should not always be toward a strength. All
styles need some development. The key is WHEN IT IS CRUCIAL – PREFERRED STYLE Research have found STYLE can make a crucial
difference. Style relates to Brain Compatible Learning and Multiple Intelligences.
Cooperative Learning Structures facilitate using all the styles.