1. # Group Work – Skill 1: (Date)
Listening Attentively
Good group work starts with good listening.
It important for not only you but for other
groups to listen carefully to each other in
order to understand each other’s needs and
to address the task(s) at hand most
effectively.
How to listen attentively-
1. Make eye contact
2. Concentrate on the person talking and
stop doing other things
3. Try to understand how the speaker
feels
4. Wait to speak until the speaker has
finished

2. # Group Work – Skill 2: (Date)
Recognizing Learning Style
Differences
Even good listeners will not always work well
together in every group.
Why is this? There are a number of other
factors. But one possible big cause could be
a difference in their learning styles.
Example – Partner A and B have to make a
diagram. Partner A is having great fun and
tries very hard. However, Partner B seems
so bored and inattentive. He keeps telling
jokes. He gets water 3 times in 10 minutes.
What is going on? Partner A and B most
likely learn differently. They need to
recognize their learning style differences
and make changes to succeed better.

3. Possible Strategies-
1. Be aware of your own learning styles-
ex. verbal, auditorial, visual,
kinaesthetic…etc.
* see handout
2. Listen attentively to recognize your
partner’s learning styles
3. Show your understanding of your
differences
4. Try your partner’s style – you might
grow as a learner!
5. Compromise by finding a new way to
complete the task together
6. Compromise by finding separate
supporting ways to complete the task

4. Types of Learning Styles-
Identifying your learning style and your partner’s learning style is
another important skill for good group work.
The following styles are some of the most common kinds.
* Also note, people may have more than one style and in different
situations.
1. Verbal Learners- they like learning by talking
2. Auditorial Learners- they learn best by listening
3. Visual Learners- they learn best by seeing pictures
4. Kinaesthetic Learners- they learn best by motion
5. Tactile Leaners- they learn best by touching things
6. Global Learners- they learn best by knowing the “big picture” first
7. Sequential Learners- they like putting pieces of learning together in order
8. Active Learners- they learn best by doing first and thinking while doing
9. Reflective Learners- they learn best by thinking quietly first and doing later
10. Sensing Learners- they like being told facts by others
11. Intuitive Learners- they like discovering things on their own to learn
12. Individual Learners- they learn best alone.
13. Group Learners- they learn best with one other person or more

5. Understanding Your Learning Style
Questionnaire
Instructions-
1. Answer all questions by putting a check in the appropriate opinion box.
2. Record your points for each learning style box.
3. Calculate your score for each learning style box
4. Observe the score meaning box to determine your learning styles
Part 1 – Answer all questions by putting a check in the appropriate opinion box.
SA A U D SD
Strongly Agree Undecided Disagree Strongly
agree Disagree
X
Item SA A U D SD
1. When the teacher tells me the instructions I understand better.
2. I prefer to learn by doing something in class.
3. I get more work done when I work with others.
4. I learn more when I study with a group.
5. In class, I learn best when I work with others.
6. I learn better by reading what the teacher writes on the
chalkboard.
7. When someone tells me how to do something in class, I learn
it better.
8. When I do things in class, I learn better.
9. I remember things I have heard in class better than things I
have read.
10. When I read instructions, I remember them better.
11. I learn more when I can make a model of something.
12. I understand better when I read instructions.
13. When I study alone, I remember things better.

6. 14. I learn more when I make something for a class project.
15. I enjoy learning in class by doing experiments.
16. I learn better when I make drawings as I study.
17. I learn better in class when the teacher gives a lecture.
18. When I work alone, I learn better.
19. I understand things better in class when I participate in role-
playing.
20. I learn better in class when I listen to someone.
21. I enjoy working on an assignment with two or three
classmates.
22. When I build something, I remember what I have learned
better.
23. I prefer to study with others.
24. I learn better by reading than by listening to someone.
25. I enjoy making something for a class project.
26. I learn best in class when I can participate in related
activities.
27. In class, I work better when I work alone.
28. I prefer working on projects by myself.
29. I learn more by reading textbooks than by listening to
lectures.
30. I prefer to work by myself

7. 2. Record your points for each learning style box.
i. 5 of your questions fit into each learning category box below.
ii. Each of your answers has point rating.
iii. Put the right point weight for each answer under the score column
SA A U D SD
Strongly Agree Undecided Disagree Strongly
agree Disagree
5 4 3 2 1
** If you need help, please ask your teacher.
Visual Tactile
Question Score Question Score
6 11
10 14
12 16
24 22
29 25
Total Total
Score = Total x 2 Score = Total x 2
Auditory Group
Question Score Question Score
1 3
7 4
9 5
17 21
20 23
Total Total
Score = Total x 2 Score = Total x 2

8. Kinesthetic Individual
Question Score Question Score
2 13
8 18
15 27
19 28
26 30
Total Total
Score = Total Score = Total
x2 x2
3. Calculate your score
i. Total your points in each box
ii. Times your totals by two to get the final score for each box
4. Determine your learning style(s)
--> Note the point range in the box below to determine if a learning style a major preference, minor
preference or negligible.
Major learning Style Preference 38-50
Minor Learning Style Preference 25-37
Negligible 0-24

9. Identifying Your Learning Style- Exercise 2:
The Eight Intelligences
Another way to categorize learning styles is according to intelligences. There are eight common ones
below.
Task-
1. Read all eight intelligences carefully.
2. Answer the questions at the end on paper in the Other Section of your binder
Verbal/Linguistic
Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulate words and languages.
Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other
forms of verbal and written communication. Students can enhance their verbal/linguistic intelligence by keeping
journals, playing word games, and discussion. People with strong rhetorical and oratory skills such as poets,
authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and
Martin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have been
highly valued in education and learning environments.
Logical/Mathematical
Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize,
analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships.
These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns.
They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical
problems. Being strong in this intelligence often implies great scientific ability. Students can strengthen this
intelligence by using computer programming languages, critical-thinking activities, linear outlining, cognitive
stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation
of subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, Niehls
Bohr, and John Dewey.
Visual/Spatial
Visual/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in
this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn
most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and
props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These
individuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving
mazes and jigsaw puzzles. Students can develop this intelligence by utilizing charts, graphs, diagrams, graphic
organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be
characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O'Keefe are some examples of
people gifted with this intelligence.
Bodily/Kinesthetic
Bodily/Kinesthetic intelligence refers to people who process information through the sensations they feel in their
bodies. These people like to move around, touch the people they are talking to and act things out. They are good at
small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves
through dance. Students can grow in this area of intelligence through the use of touching, feeling, movement,
improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and physical relaxation
exercises. Some examples of people who are gifted with this intelligence are Michael Jordan, Martina Navratilova,
and Jim Carrey.

10. Naturalistic
Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a
mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware
of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs
to algae and cars to clothes. Students can best develop this intelligence by using relationships among systems of
species, and classification activities. The study of relationships such as patterns and order, and compare-and-
contrast sets of groups or connections to real life and science issues are encouraged. Charles Darwin and John Muir
are examples of people gifted in this way.
Musical Intelligence
Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and
tones and the capability to compose music. Students can advance their musical intelligence by playing music for
the class and creating lyrics about the material being taught. Composers and instrumentalists are individuals with
strength in this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples.
Interpersonal
Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay
between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and
respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good
communication and interaction skills, and the ability show empathy towards the feelings of other individuals.
Students can develop their Interpersonal Intelligences by doing group work and participating in cooperative
learning activities. Counselors and social workers are professions that require strength in this area. Some examples
of people with this intelligence include Gandhi, Ronald Reagan, and Bill Clinton.
Intrapersonal
Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal
Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own
emotions, motivations, and be aware of their own strengths and weaknesses. Reflective activities such as journaling
can awaken students' Intrapersonal Intelligence. It is important to note that this intelligence involves the use of all
others. An individual should tap into their other intelligences to completely express their Intrapersonal Intelligence.
Authors of classic autobiographies such as Jean Paul Satre and Frederick Douglas are examples of individuals who
exhibited strong Interpersonal Intelligence in their lifetimes.
There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. This is
Existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence --
including life and death. This would be in the domain of philosophers and religious leaders.
The table below summarizes the strengths, learning preferences, and needs that correspond to the intelligences.
Table 1. Summary of the Eight Intelligences
Intelligence Learns best
Strengths Preferences Needs
Area through
Hearing and seeing
Write, read, tell words, speaking,
Writing, reading, Books, tapes, paper
stories, talk, reading, writing,
Verbal / memorizing dates, diaries, writing tools,
memorize, work discussing and
Linguistic thinking in words, dialogue, discussion,
at solving debating
telling stories debated, stories, etc.
puzzles
Mathematical/ Math, logic, problem- Question, work Working with Things to think about and

11. Logical solving, reasoning, with numbers, relationships and explore, science
patterns experiment, solve patterns, materials, manipulative,
problems classifying, trips to the planetarium
categorizing, and science museum,
working with the etc.
abstract
Working with LEGOs, video, movies,
Maps, reading charts, Draw, build,
pictures and colors, slides, art, imagination
Visual / drawing, mazes, design, create,
visualizing, using games, mazes, puzzles,
Spatial puzzles, imagining daydream, look
the mind's eye, illustrated book, trips to
things, visualization at pictures
drawing art museums, etc.
Role-play, drama, things
Touching, moving, to build, movement,
Athletics, dancing, Move around,
Bodily / knowledge through sports and physical
crafts, using tools, touch and talk,
Kinesthetic bodily sensations, games, tactile
acting body language
processing experiences, hands-on
learning, etc.
Picking up sounds, Sing-along time, trips to
Sing, play an Rhythm, singing,
remembering concerts, music playing at
Musical instrument, listen melody, listening to
melodies, rhythms, home and school,
to music, hum music and melodies
singing musical instruments, etc.
Leading, organizing, Friends, group games,
Comparing,
understanding people, Talk to people, social gatherings,
relating, sharing,
Interpersonal communicating, have friends, join community events, clubs,
interviewing,
resolving conflicts, groups mentors/ apprenticeships,
cooperating
selling etc.
Recognizing strengths Working alone,
Work alone, Secret places, time alone,
and weaknesses, having space,
Intrapersonal reflect pursue self-paced projects,
setting goals, reflecting, doing
interests choices, etc.
understanding self self-paced projects
Working in nature,
Understanding nature, Order, same/different,
Be involved with exploring living
making distinctions, connections to real life
Naturalistic nature, make things, learning
identifying flora and and science issues,
distinctions about plants and
fauna patterns
natural events
Questions- (write ¼ page minimum for each question)
1. Which intelligence do you think matches yourself the best? Why?
2. Which intelligence would you like to develop more? Why?
Group Work Skill 2- Recognizing and Dealing With Learning Style Differences

12. Activity: Role Play – Watch, Create and Present
* Today, you will complete a 3 part activity as follows:
1. You will watch 1-2 role plays and try to identify learning style differences as well as problems and
possible solutions relating to them
2. Then, you will create 1-2 role plays of your own
3. Last, you will present one role play to the class for further insight and feedback
Part 1 – Role Play – Watch
Instructions:
1. Your teacher and some student volunteers will model a role play
2. Watch them.
3. Also, try to identify 3 things: a) the student’s learning styles ,b) a problem, c) solutions
* Fill in all blanks below as you watch
Role Play –
Partner 1’s Name: _________________________
Partner 1’s Learning Style: _______________________
Partner 2’s Name: _________________________
Partner 2’s Learning Style: _______________________
Partner 3’s Name: _________________________
Partner 3’s Learning Style: _______________________
Problem: ______________________________________________________________
Solution(s): ____________________________________________________________
Part 2 – Role Play – Create
Instructions-
1. Choose one option below:
Option 1 – Create a guided role play by filling in blanks or spaces
OR
Option 2- Create your own role play using the suggested ideas on the small handout
Choice 1 – Guided Role-Play
* Fill in all blanks and spaces to complete your role play
A. Starting Ideas
Partner 1’s Name: __________________________________
Partner 1’s Learning Style(s): Verbal Learner and Active Learner
Partner 2’s Name: __________________________________
Partner 2’s Learning Style(s): Verbal Learner and Active Learner
Partner 3’s Name: __________________________________
Partner 1’s Learning Style(s): Reflective Learner
Problem – Partner 1 and 2 want to start the science challenge right away. Partner 3 wants
time to think about what to do alone. Partner 1 and 2 think Partner 3 is not good at
science because he/she can’t do anything right away.
B. Problem Dialogue

13. Partner 1: Okay let’s start the challenge. We have to build a _____________________.
Partner 2: Sounds good. Okay, I think first we have to __________________________.
Partner 1: What do you think <Partner 3>?
Partner 3: Well …Um.. Let me think here…
Partner 2: Come on <Partner 3>. Let’s just do it now. We don’t have a lot of time
anyways. Just say an idea.
Partner 3: Um….
Partner 1: Okay. I know. After we make ________________, we have to next
_________________
Partner 2: Right! And then we have to ________________ and then _______________
Partner 3: I have to go to the washroom…..
Partner 2: Right now? But you haven’t said anything yet! Why don’t you help out more.
We are doing everything and __________________
C. Solution Dialogue
(Partner 3 is in washroom)
Partner 2: Why does (partner 3) do nothing? Is he/she stupid?
Partner 1: No wait. He/she said he/she needs time to think first. Why don’t we just give
(partner 3) ______________________________________________________________
Partner 2: Okay! That might work. Here he/she comes now!
Partner 3: Look guys. I want to help but I just ___________________________________
Partner 1: We know. Here why don’t you _____________________________________
Partner 3: Sounds great!
Partner 2 : Yeah!!
Now go to end of handout for Part 3.
Choice 2 – Your Own Role-Play
* Complete all blanks and write ideas (or speech lines) if you want.
A. Starting Ideas
Partner 1’s Name: __________________________________
Partner 1’s Learning Style(s):_______________________________________________
Partner 2’s Name: __________________________________
Partner 2’s Learning Style(s): _______________________________________________
Partner 3’s Name: __________________________________
Partner 1’s Learning Style(s): _______________________________________________
Problem – ______________________________________________________________
_______________________________________________________________________

14. B. Problem Dialogue
* Write ideas on what to say OR write a dialogue if you prefer
* You may use other paper if there is not enough space below.
C. Solution Dialogue
* Write ideas on what to say OR write a dialogue if you prefer
* You may use other paper if there is not enough space below.
Part 3 – Present
*Now get ready to present your dialogue to the class. Practice acting your dialogue out!
* The class will try to guess your problem and solution give you other feedback too