Rose Rajan

From 2021-08-25

This report displays your learning and productivity preferences. The preferences are grouped into categories. Each category requires a slightly different
approach to improve your learning and productivity. Read the introductions carefully so that you understand these different approaches before you
choose and apply the recommendations in the report.

Sensory Preferences
You learn with four senses. You may like to learn with only one or two, but research has shown that you benefit most when learning through multiple
sensory modes. So it will help to use more than just your preferred senses.

To get started, try learning new and difficult topics by using the modes for which you have a higher preference. As you become more comfortable with a
topic, begin to use your less-preferred preferences as well. Over time, you will adjust to using all of the sensory modes and your learning will become
easier and more effective.

For example, if you prefer visual learning, you can start learning a topic through reading, pictures and diagrams. As you become more familiar with the
topic, discuss it (auditory) and get involved in activities related to it (tactile and kinesthetic).

Low Auditory High Auditory

Auditory Learning
Auditory learning refers to what you can hear.

You do not prefer auditory learning. This means you do not like to learn by listening. You probably find it difficult to focus on and remember information
that you hear. However, you can get better with practice. Use the recommendations below.

Recommendations
When you have to learn by listening, use the following recommendations. These will help you use other modes of learning at the same time, assisting your
overall ability to learn.

During Instruction or Activities

Ask for written instructions and outlines whenever possible. Keep these written materials in front of you and follow along when listening to spoken
instruction.
Read about upcoming topics for class discussion before the class. Reading ahead of time makes listening easier because you have some
understanding of the topic.
Take notes and re-read them soon after class. You can often write them on the handouts provided by the teacher.

Working on Assignments or Independent Tasks

Read important points and your own writing aloud to yourself. This helps combine visual information with auditory
information.
For videos, turn on closed captioning or try to find transcripts of the
audio.

Preparing for Tests or Presentations

Use memory devices such as rhymes or repeating things aloud to
yourself.
Write out cue cards or speaking notes, even when you will not use them. Writing the words combines visual and tactile information with the auditory
information.
Have someone else quiz you on test or presentation topics and answer the questions verbally.
 Low Kinesthetic High Kinesthetic

Kinesthetic Learning
Kinesthetic learning involves movement and physical activity.

You have a moderate preference for kinesthetic learning. This means you are OK with learning through movement and physical activity. Your ability to
learn new sports, trades and other physically involved activities is about the same as most of your peers. You can develop this ability further through
practice. Use the recommendations below.

Recommendations
During activity-based learning, use the following recommendations. These will help you use other modes of learning at the same time, assisting your
overall ability to learn.

During Instruction or Activities

When learning physical skills, try to view demonstrations or videos or watch others practice the skill in addition to trying it
yourself.
Ask others who are skilled in the activity for advice. Even if you are already skilled in your own way, listen to them describe what helpsthem to be
successful.
When doing a classroom-based activity, ask questions or request a handout that describes the goals of the activity.

Working on Assignments or Independent Tasks

If you have difficulty with a physical skill, try dividing the skill into smaller steps. Practice the first part until you feel comfortable. Add more steps, one at
a time, to build the skill gradually.
Work with another person who has a high kinesthetic preference. Discuss the activity and provide visual and verbal feedback to each other to improve
your performance.

Preparing for Tests or Presentations

For presentations, practice with someone you trust. Have them give you feedback on posture, voice and eye
contact.
Use a mirror or take video of yourself practicing the activity. There are many apps that can help with video analysis, such as slow-motion, split screen
and drawing tools.

Low Tactile High Tactile

Tactile Learning
Tactile learning involves touching and handling objects related to what you are learning. Examples include measuring objects in math or dissecting a
specimen in science.

You have a moderate preference for tactile learning. This means you are OK with learning through touch. You are somewhat helped by lessons that
require the use of models and other physical objects. You can develop this ability further through practice. Use the recommendations below.

Recommendations
Use the following recommendations during situations that involve tactile learning. These will help you use other modes of learning at the same time,
assisting your overall ability to learn.

During Instruction or Activities

Take notes in class. The physical act of writing will help you remember the important points.
Look for opportunities to "do" things in your classes — like science experiments, writing, using math-related objects, working with materials, and so
on.

Working on Assignments or Independent Tasks

When reading, highlight the key ideas and then write a summary of them. Engaging your hands in the reading process will help you remember what
you've read.
Use real objects to help you learn. For example, if you're studying levers in physics, find a simple one and try using it in different ways. For geography,
use a globe or map to aid in studying.

Preparing for Tests or Presentations

Keep your desk clear of distracting objects. Your tactile sense should be focused on what you are learning, not unrelated
things.
Don't forget to review notes from labs and activities that involved tactile learning. Try to remember what it was like to use your hands and what you
felt with your sense of touch in those activities.
 Low Visual High Visual

Visual Learning
Visual learning involves seeing what you are learning. Examples include reading text and viewing pictures and diagrams.

You have a high preference for visual learning — you like to learn through reading and looking at pictures. You can take advantage of this ability and
develop it further through practice. Use the recommendations below.

Recommendations
Use the following recommendations during situations that involve visual learning. These will help you use other modes of learning at the same time,
assisting your overall ability to learn.

During Instruction or Activities

Learn about and take notes in visual formats such as mind maps, sketches and diagrams. Use underlining and color to highlight important
points.
Ask for written instructions and outlines whenever possible. Keep these written materials in front of you and follow along during spoken
instruction.

Working on Assignments or Independent Tasks

Read about upcoming topics for class discussion before the class. When you find it difficult to visualize the ideas discussed, ask for pictures, diagrams
or other visual aids for those topics.
Organize your work area to avoid visual distractions. Any visual cues should be directly related to what you are
learning.

Preparing for Tests or Presentations

Rewrite and review notes. Create flash cards to prepare for
tests.
Visualize the test or presentation environment as you prepare. Think of visual cues in that environment to help you remember key
concepts.
Look for opportunities to complete assignments that are visual, such as posters or computer slide
presentations.

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Environmental Preferences
These are simple preferences that don't require further development. For these, simply adjust your learning environment, when reasonable, to suit your
strongest preferences.

No Intake Likes Intake

Intake
Intake refers to eating and drinking while learning or working. Some people learn better if they're able to eat or drink something. Other people find it
distracting to eat or drink while learning.

You have a very low preference for intake. You prefer not to eat or drink while learning or studying.

Recommendations
Based on your results, you prefer not to eat or drink while learning. Read the following recommendations and select the ones you think would work best
for you.

During Instruction or Activities

Make sure you've had enough to eat and drink before class, so you aren't bothered by hunger or thirst when you're trying to
concentrate.
If you haven't had anything to eat or drink beforehand, bring water and a small snack with
you.

Working on Assignments or Independent Tasks

Have water and snacks available nearby, in case you get hungry or thirsty while you're
working.
Avoid sugary treats or too much caffeine before beginning your work. They can have a negative effect on your
productivity.

Preparing for Tests or Presentations

If you get hungry or thirsty, take a break away from your studies to have something. Return to work when you're
finished.
Before a test or presentation, eat a healthy meal or snack. Make sure it's enough to prevent you from feeling hungry, but not so much that you feel too
full.

Low Light Bright Light

Light
The amount of light in your learning environment can affect your achievement. Some people study and learn better in a brightly lit area, while others
achieve more in dimly lit surroundings.

You have a very high preference for light. You prefer bright light for learning or studying. It helps you be productive.

Recommendations
Based on your results, you should try to learn and work in bright light when possible. Read the following recommendations and select the ones you think
would work best for you.

During Instruction or Activities

If you're in a place that is too dimly lit, try sitting closer to a
window.

Working on Assignments or Independent Tasks

Take care to avoid shadows on your reading
material.

Preparing for Tests or Presentations

Make sure you have enough overhead lighting or lamps and windows available in your study
area.
Let your family members know that you need bright light for studying and
learning.
 Cool Environment Warm Environment

Temperature
Research has shown that people work differently in a warm or cool environment. By making sure you are warm or cool enough, you can improve your
success in learning and studying.

You strongly prefer to learn and study in a cool environment. You feel uncomfortable in a warm environment. It can make you feel very tired and affect
your ability to concentrate.

Recommendations
Based on your results, you should try to make sure you are comfortably cool when studying and learning. Read the following recommendations and select
the ones you think would work best for you.

During Instruction or Activities

Always wear clothing in layers so that you can remove a layer if you feel too
warm.
Don't be afraid to ask for the heating to be turned down in the
classroom.

Working on Assignments or Independent Tasks

If the temperature outside is cooler than it is inside, try sitting near an open window.

Preparing for Tests or Presentations

Make sure you have air conditioning or fans in your study environment if it gets too warm for
you.

Stillness Mobility

Mobility
People with a preference for mobility need to move around to learn most effectively. It's difficult for them to sit in one place for a long time. People who
prefer stillness find it easy to concentrate while sitting still for a long time.

You have a moderate preference for moving around while learning. You may find it difficult to sit still at school or while studying. Moving around often
helps your concentration.

Recommendations
Based on your results, you may want to move around while studying or working to make it easier to learn. Read the following recommendations and
select the ones you think would work best for you.

During Instruction or Activities

Take a break every 15 or 20 minutes to stand up and move, if permitted. If you're in class, shift positions in your seat every so
often.
Find an object to fidget with, such as a rubber ball. Or you can fiddle around with a pen or pencil in your hand. Take care not to tap or click it, which
could annoy your classmates!

Working on Assignments or Independent Tasks

If you're seated, shift positions every so often or try sitting on an exercise ball instead of a chair. You can also try working while standing up or
pacing.
Consider a career that involves movement as part of the
job.

Preparing for Tests or Presentations

Try reading while using an exercise bike or other device that allows you to move while you
study.
Take a break every 15 or 20 minutes to stand up and move
around.
 Quiet in Background Sound in Background

Sound
Some people find silence distracting and can concentrate better when there's sound in the background. Other people require a quiet environment in
which to work and learn.

You have no strong preference for sound or silence in your learning environment. You are able to study and learn successfully regardless of whether there
is noise in the background or not.

Recommendations
Based on your results, your ability to study and learn is not affected by noise or silence in the background. Read the following recommendations and
select the ones you think would work best for you.

During Instruction or Activities

Beware of visual distractions that could affect your concentration. Keep your eyes focused on the instructor and class
materials.

Working on Assignments or Independent Tasks

Set your phone to silent and avoid the urge to look at it while you're working. You can check it during break
times.

Preparing for Tests or Presentations

If you work better with music, compile a personalized soundtrack to play in the background while you study. Note that instrumentals are less
distracting than music with lyrics.

Casual Setting Traditional Setting

Physical Setting
Studies have shown that the physical setting of your learning environment has a direct effect on achievement. The traditional academic setting of
straight-backed chair and formal desk doesn't work well for everyone. For some people, a casual setting with softer furnishings is more beneficial.

You prefer a more traditional setting while learning. You like to sit upright on a straight-backed chair and work at a desk or table when you study. This
helps you to concentrate and achieve better results.

Recommendations
Based on your results, you should try to study and learn in a traditional setting using a straight-backed chair and desk or table. Read the following
recommendations and select the ones you think would work best for you.

During Instruction or Activities

Sit upright, work at a table or desk, use a laptop or desktop computer and have study resources
nearby.

Working on Assignments or Independent Tasks

Avoid sitting on a sofa, cushions or a bed when trying to
learn.

Preparing for Tests or Presentations

If you can't avoid soft seating, sit on the floor with your back leaning against a
wall.
 Early in the
Late in the Day Day

Time of Day
Research has proven that success in learning can be affected by the time of day in which you study.

You have a strong preference for learning later in the day. You are alert and do your best work after midday. It may take you a long time to wake up in the
morning.

Recommendations
Based on your results, you should try to do your most challenging learning later in the day. Read the following recommendations and select the ones you
think would work best for you.

During Instruction or Activities

Schedule your most difficult learning and creative tasks for later in the
day.

Working on Assignments or Independent Tasks

Do routine tasks earlier in the day.

Preparing for Tests or Presentations

On your days off, use afternoons and evenings for studying and
homework.

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Mindset Preferences
These preferences indicate your attitude toward learning and working, and how you function best. Mindset includes motivation, focus, how you complete
tasks and how you work with others. For some of these preferences, developing your mindset toward one side of the scale is beneficial. For others,
developing both sides of the scale is more helpful.

High Teacher
Low Teacher Motivation Motivation

Teacher Motivation
Teacher motivation indicates how much you are motivated by people like your teachers, counselors and other educators. Some students work hard
because they know their teachers want them to. These students are helped when they can ask a lot of questions and get regular feedback. They also work
better when their teachers are close by. Other students work better with less contact from their teachers.

You have high teacher motivation. You are usually motivated by teachers and other educators. You like it when you can ask questions and get feedback
from your teachers. Having a teacher nearby usually helps you work better.

Recommendations
These recommendations are based on your results. Read them and select the ones you think would work best for you.

During Instruction or Activities

Always thank teachers for feedback and answers to questions. This will encourage more feedback in the
future.
Teachers are often very busy dealing with many students at once. If you want detailed feedback, or have more than one question, try to schedule a
time outside of class to discuss things with your teacher.
When a teacher says something that sounds negative or critical, remember that all feedback can help you improve. The best way to react is tocalmly
ask a few questions about what to do next time. It might be best to wait a while after first receiving the feedback so that you have time to think and
form good questions that will get a good response.

Working on Assignments or Independent Tasks

The next time you are given instructions, verbal or written, for a large assignment, think carefully about what you are going to do. Write down your
plans in point form if it helps. Then describe or show your plans to the teacher well before the assignment is due. The feedback you get will help with
ideas and with getting the best grade possible.

Preparing for Tests or Presentations

If a teacher is not providing the feedback you need, try to get it from a counselor, another teacher or your
parents.
Find out if any of your teachers make their classrooms available for studying before or after school. Or, you may be able to use the school library. This
will make a teacher available if any questions come up while you are working.
 Independent Collaborative

Collaborative or Independent
Being collaborative means working well with others. Being independent means working well on your own. If you prefer to work collaboratively, you tend
to work harder and learn more with others, especially other collaborative people. If you prefer to work independently, you learn more and get more done
on your own.

You have a very low preference for collaboration and prefer to work independently. You find it distracting and are less able to focus when other people are
around. Being able to work well under both conditions is important. Sometimes you need to collaborate and sometimes you need to be independent. This
is true for school, work and your personal life.

Recommendations
Because it is important to be able to work both collaboratively and independently, there are recommendations for both. Read them and select the ones
you think would work best for you in different situations.

During Instruction or Activities

If you prefer independence, try to sit in a part of the classroom where others are also independent and less likely to interact with you. However, some
class activities will require you to collaborate with others. Be ready for those times.
If you have to work independently for long periods, take a break and use it to spend time with other
people.

Working on Assignments or Independent Tasks

If you prefer to work independently, plan to do your more difficult work when you're alone. However, you can learn important things from others. You
may want to check in with others occasionally to talk about your work.
If you prefer collaboration, organize a group to work together on
projects.
In choosing a career or other activities outside of school, choose those that fit best with your preference for working with others or
independently.

Preparing for Tests or Presentations

When you want to study independently, find a quiet area where you can study, such as the
library.
To study in a collaborative way, study in places where there are people around to discuss ideas. Test each other on your
knowledge.

Less Structure More Structure

Structure
Students who prefer more structure like to learn with step-by-step instructions for how to complete tasks. They want to know details of what resources to
use and to have specific guidelines and examples of what their completed work should look like.

Student who prefer less structure like to learn through exploration. They prefer to make their own choices about what steps to take, what resources to use
and what sequence to follow. They don't need examples of what their work should look like because they like to imagine their own way of doing things.

You have a moderate preference for structure. You like to have some guidelines for your assignments, but you also want to work out a few details yourself.
You probably like to be given a plan for the topics you are learning, but have some room to explore a little as well. That kind of independence is good, as
long as you cover everything that is required.

Recommendations
These recommendations are based on your results. Read them and select the ones you think would work best for you.

During Instruction or Activities

If you need more detail, ask your instructor to clarify directions and
expectations.
Ask for, or try to create, an organized outline of lessons that you receive in
class.

Working on Assignments or Independent Tasks

Talk to your classmates. Find out their understanding of assignment
details.
If your instructor wants you to figure out the details, review your notes and other materials and make your best guess. This is good practice for future
learning or working situations.

Preparing for Tests or Presentations

When studying, organize your material in a logical order that makes sense to
you.
 Low Focus High Focus

Focus
Focus refers to whether a person tends to complete all the work or tasks they need to do before doing other things. People with low focus may have many
unfinished activities going on at the same time, while people with high focus complete a task before moving on to the next one. Focus is also related to
whether you remain on-task and get things done on time or you tend to get distracted and procrastinate.

Your current results show that you have a moderate level of focus. Sometimes you get distracted and barely finish your assignments on time. You can
increase your level of focus and improve your chances of success at school, in your career and in your personal life. Follow the recommendations below as
a start.

Recommendations
These recommendations are based on your results. Read them and select the ones you think would work best for you.

During Instruction or Activities

Remove any distracting objects or materials from your desk. If you get distracted by other people, try to sit away from those people during times that
you need to focus.

Working on Assignments or Independent Tasks

Write down your goals and tasks. Keep that list close by and visible so that it is hard to
forget.
Use reminder features on your mobile device or computer to regularly remind you of your current
tasks.
Divide tasks into steps. Start assignments as soon as you get them — don't wait. You can take breaks, but make sure that you stay on track for
completing assignments on time.
Don't work on too many projects at once. Prioritize the tasks from most to least important. Complete the most important one first and then move on
to the next.

Preparing for Tests or Presentations

For important tests, make a study schedule. Figure out how much study time you will need based on the test. Then think of how much time each day
you will have available to study. Work backwards from the test day to figure out how long before the test you will need to start studying.

Low Self-Motivation High Self-Motivation

Self-Motivation
Self-motivation is important for doing well in school and in your career. Students with high self-motivation look for and find interesting things in their
studies. It is easier for them to spend the time necessary to learn what they need to learn. They motivate themselves to learn. Students with low self-
motivation usually need rewards or other people to help motivate them.

Your results show that you have pretty high self-motivation. That's great! This means that you are good at finding interesting things in what you learn at
school, which makes it easier to study and complete your work. Keep developing your self-motivation so that you can continue to find enjoyment at
school and beyond. Follow the recommendations below as a start.

Recommendations
These recommendations are based on your results. Read them and select the ones you think would work best for you.

During Instruction or Activities

Talk with a counselor or teacher to find out what motivates you outside of school. Together, find the connections between those motivators and things
you do in school. There may be specific classes, school clubs or teams that are a better fit with what motivates you.
Look at this chart to see how your education affects employment and pay. Notice how unemployment goes down and pay goes up as you gain more
education.

Working on Assignments or Independent Tasks

Divide assignments and learning material into small parts and reward yourself for completing each piece. Take frequent breaks if it
helps.
When given an assignment, talk to your teacher about how you could modify the assignment to fit with what motivates you. For example, if you like
movies, you may be able to create a movie that covers the topics of your assignment.

Preparing for Tests or Presentations

Talk to a peer tutor. Peer tutors can be very helpful in pointing out what might be interesting or meaningful in school because they, as peers, are more
likely to share your interests and values.
Everybody's motivation can be affected by challenges sometimes. If this happens to you, talk to a school counselor who is trained to help with this.
You can also talk to others who have experienced similar challenges. Pick someone who was successful in overcoming that challenge and seems more
motivated now.
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