My name __________________________

One of the objectives of a student-centered program is to help students discover and practice effective study and seminar skills. We, the members of the Ceremony learning community share different ways to approach learning, and diverse skills in studying, writing, and group discussion. I will respond to each of the following items by circling the choice that best describes how I learn. If none of the responses is adequate, I'll write my own response.  

1. When I am learning something new, the first step I would PREFER to take is to

a. talk with other people about the ideas or skill and then read
b. read a book or listen to a tape and then think about the ideas or try the new skill
c. try figuring out the idea or skill by working on a project that I develop and then reading some information
d. watch a demonstration of the skill or listen to a lecture and then try a project or read

e. my response. 
2. When I read a book to prepare for a discussion, I MOST OFTEN

a. start at the beginning and read straight through
b. skim the book to get a sense of the major ideas and then write down questions I want to answer
c. skim the book for major ideas and then read the concluding sections
d. make a list of what I know and what I want to find out and then read

e. my response. 
3. When I am preparing for a discussion of a book, I MOST OFTEN

a. write summaries of what I know after I read
b. highlight as I read
c. draw diagrams or pictures
d. take notes while I am reading
e. list questions that haven't been answered or points with which I disagree

f. my response.
4. My PREFERENCE about the size of a group for discussion -

a. it doesn't matter - I can talk comfortably in any size group
b. talk initially in a small group and then in a larger group

c. my response.
5. When I am working in a discussion group, I PREFER

a. that everyone come with questions and ideas they want to discuss
b. that the faculty provide guidance about the topics for discussion
c. that the group set an agenda at the beginning of the discussion

d. my response.
6. In group discussions with 20-25 people, I PREFER

a. to share my feelings about, and reactions to, the book
b. to mainly listen to other people's ideas
c. to participate in a conversation about the authors' ideas or style
d. to participate in lively arguments

e. my response.
7. When asked to do a task in a setting or method I DO NOT PREFER 

a. I try to find ways to avoid it
b. I bite my tongue and do it anyway
c. I try to negotiate a different possibility
d. I sometimes enjoy taking a risk

e. my response.
8. Which of the following do you think best describes you as a learner?

a. I like to try and relate what I am learning to my own life and to learn new ideas through listening to others,
reading, writing, 
and thinking.
b. I like to work on projects, try out new experiences, and figure out what is true and not true.
c. I like to figure out how new things relate to my own life by involving myself in art or music or community activities
or projects.

d. I like to learn facts and concepts through reading reliable books and through working with knowledgeable people.

e. my response.
9. My experience with small group project work is best described as

a. quite a bit of successful experience
b. some experience but it didn't work well
c. very little experience

d. my response.
10. What roles can I play in a discussion that will help everyone learn as much as possible?

My concrete response: 
11. What do I see as the purpose(s) for group discussions or seminar about the books we read?

12. What are my strengths as a writer?
       What kinds of help would I like in order to further develop my writing?
13. When I am reading a book in preparation for a class discussion and
      I come to something that gives me difficulty, what do I do?

14. Given a choice, would I prefer to work in a mixed or single gender seminar? 
     What other characteristics of a seminar would be most supportive of my growth as a learner?
15. What is my idea of a helpful and effective faculty member?
      Do I have a preference about the gender of my seminar faculty?
Do I work better with faculty who
      tend to be fairly structured and relatively directive or with faculty who tend to let the students 

    set the structure and direction of seminar?
16. What do I think are the most important responsibilities of a learner in a student-centered program?

17. What is the most important question I hope will be answered on the first day of class?

18. Do I have any special needs the faculty should know about in order to support my learning?
      If so, what are they?
19. Beyond what I have seen in the general program description and the syllabus, do I have any
      specific activities or topics 
I expect or hope we will cover this year? If so, what are they?
20. How important is writing in my own learning?
      How important is quantitative reasoning in my life as a college student? 

     How important is educational technology in my learning?
Adapted by Raul Nakasone from the program HUMANS AND NATURE IN THE PACIFIC NORTHWEST.
TESC Nov. 2002 http://academic.evergreen.edu/curricular/recognition/learningtools.htm