CITE

3. CITE LEARNING MODALIES/ STYLE INVENTORY

4. Auditory Language Numerical Visual Language Numerical Kinesthetic-Tactile Interactive Individual Group Expressive Oral Written Major Areas Assessed by CITE

5. Auditory Visual Combined: Auditory, Visual, Kinesthetic Hearing Seeing Hearing, Seeing, and touching/ moving Modes

6. Language Mathematics CITE Academic Areas

7. AuditoryLanguage VisualLanguage Auditory Numerical Visual Numerical Auditory/Visual/ Kinesthetic Combination Hearing words spoken Reading words Hearing numbers Seeing numbers Doing/Experiences Cite Areas

8. Individual Learner Group Learner Works better when working independently Works better with at least one other student CITEInteractionModes

9. Oral Expressive Written Expressive Can tell you what he knows Can write what he knows CITE Expressive Modes

10. 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. About the CITE

11. 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. Results

12. Major Learning Style Minor Learning Style Negligible Use 34 - 40 20 - 32 10 - 18 CITE Scores

13. 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. The CITE Reports

14. 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.

15. 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.

16. 5 – 4 13 – 3 21 – 4 29 – 2 37 – 4 TOTAL 17 x 2 SCORE 34 A score of 34is the lowest level of Major Learning Style (34-40) This score would be recorded on the Student Profile graph on Style 12/16 The CITE Scoring ProcessRecord the response to each question on the score sheet Style Page 11/16 For example the Visual Languagequestions are

17. 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

18. Negligible Use Minor Style Major Style

19. 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

20. Cognitive Social Expressive See Style Pages 6/16 and 16/16

21. 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. Using The CITE See Style Pages 13/16, 14/16, 15/16

22. 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.

23. 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.