Ued 102
Ued 102
Ued 102
No Matrik:
Course: UED102 (Portfolio)
Group :
Lecture Name : Pn Nor’Azurah
Learning Styles Inventory
TEACHING AND LEARNING CENTER
Answer the questions to the best of your ability. Mark a YES or NO response.
1. I prefer watching a video to reading. YES NO
2. When I sing along with my CDs or the radio, I know the words to the songs. YES NO
3. I have athletic ability. YES NO
4. I can picture the setting of a story I am reading. YES NO
5. I study better with music in the background. YES NO
6. I enjoy hands-on learning. YES NO
7. I’d rather play sports than watch someone play them. YES NO
8. Reading aloud helps me remember. YES NO
9. I prefer watching someone perform a skill or a task before I actually try it. YES NO
10. I colour-coordinate my clothes. YES NO
11. I’m good at rhyming and rapping. YES NO
12. Use phrases like: “I’ve got a handle on it,” “I’m up against the wall,” or “I have a feeling that ..”
YES NO
13. I need to look at something several times before I understand it. YES NO
14. I prefer having instructors give oral directions than written ones. YES NO
15. I have difficulty being still for long periods of time. YES NO
16. I use phrases like “I see what you’re saying,” “That looks good,” or “That’s clear to me.” YES
NO
17. I’m good at figuring out how something works. YES NO
18. I can understand a taped lecture. YES NO
19. It’s easy for me to replay scenes from movies in my head. YES NO
20. I enjoy studying foreign languages. YES NO
21. I would rather conduct my own science experiment than watch someone else do it. YES NO
22. I would rather paint a house than a picture. YES NO
23. I enjoy studying in groups. YES NO
24. I prefer to have written directions to someone’s home. YES NO
25. I can look at an object and remember it when I close my eyes. YES NO
26. I have musical ability. YES NO
27. When I study new vocabulary, writing the words several times helps me learn. YES NO
28. I can imagine myself doing something before I actually do it. YES NO
29. I use phrases like “That rings a bell,” “I hear you,” or “That sounds good.” YES NO
30. I enjoy building things and working with tools. YES NO
______________________________________
7688 | tlc@puc.edu
- 1 -
Scoring Your Inventory
Tally your responses by adding up only the YES answers. Put the number of the question in
the appropriate box. For example, if you answered questions number 9 with a yes, write 9 in
the VISUAL box. If you answered number 11 with a yes, write number 11 in the
AUDITORY box. If you answered number 7 with a yes, write 7 in the KINESTHETIC box.
Add up the number of questions in each box and write a total for each one. This will
determine your preferred learning style. Don’t worry if a dominant mode doesn’t emerge.
You’re a versatile learner! Use the knowledge you gain to create excellent study tools, the
ones that are right for you. Chart your answers below.
Visual Style: Questions 1, 4, 9, 10, 13, 16, 19, 24, 25, 28
Auditory Style: Questions 2, 5, 8, 11, 14, 18, 20, 23, 26, 29
Kinesthetic Style: Questions 3, 6, 7, 12, 15, 17, 21, 22, 27, 30
Total:
Total:
Total:
The highest score indicates your preferred learning style. If you have a high score in more
than one area, you’re using additional modalities. Remember that there are no wrong
answers to this inventory. Everyone is an individual and has her own style of learning.
• Auditory learners need to hear information. If your preferred style is auditory, you have
a “good ear” and can hear differences in tones and rhythm. Reading out loud will be
beneficial. You can remember what you hear in a lecture.
• Kinesthetic learners need to be physically active and doing things. If your preferred style
is kinesthetic, you are a hands-on learner. You have good coordination and learn by
doing. You generally have an active approach to learning.
______________________________________
7688 | tlc@puc.edu
- 2 -
Using Multi-Sensory Learning
Now that you know your learning style(s), you have an idea of the important role your senses
play in the learning process. The best strategy is to combine modalities whenever possible.
Incorporate visual, kinesthetic, and auditory learning into your study plan. Using
combinations will strengthen your ability to retain information. Be creative. Add your own
ideas. Here are some strategies:
Visual learners:
• Create mind maps, flow charts, and diagrams using bright colors. Put them where you can
view them frequently.
• Practice building your visual memory.
• Rewrite your notes using different colors.
Auditory learners:
• After you read a page in your textbook, summarize the information out loud in your
own words.
• Tape your instructor’s lecture, and if you are a commuter, listen to the tape on the way
home, either in your car, or on the bus or subway.
• Discuss the material that you have been learning with a friend or study group.
Kinesthetic learners
• Use your hands. Cut up charts and diagrams. Create flash cards and move them around
with large, sweeping movements.
• Walk and talk the information. Recite as you move.
• Type on a computer keyboard. You are using your muscle memory.
7688 | tlc@puc.edu
- 3 -
• If you are athletically inclined, dribble a basketball while you recite information.
You are combining Auditory and Kinesthetic modes.
• Study with a partner or in a group. Discuss the information. Hold up flash cards
diagrams, hierarchies, and mind maps to test each other. This combines Visual and
Auditory modes. • Put yourself in the picture. You can do this with a subject like history;
participate in a battle or a significant meeting such as the signing of the Declaration of
Independence. Ask yourself how you feel. This combines Visual and Kinesthetic
modes.
• Make up your own strategies. Incorporate multi-sensory learning into your studies.
Additional Strategies:
• If you are learning a new vocabulary word or math formula, write it in the air using
large, sweeping movements. Close your eyes and see it in your mind’s eye. Say the
words out loud. You are combining V, A, and K modes.
• Use the sense of smell. One student created olfactory (smell) associations by using
scented pencils for studying. He used a grape pencil for one subject and a chocolate
one for another. When taking an exam, he used the appropriate pencil to help him
recall information. He combined V and K and added an additional sensory mode.
• Use 5- by 7-inch flash cards to self-quiz. Use different and bright colors for each side. Lay
them on a desk or table. Move them around and put them in different places as you study,
or create a game with them. Place them into different categories in a hierarchical fashion
such as “don’t know,” “review,” and “need to study more.”
• Create your own auditory notes using a tape recorder.
______________________________________
7688 | tlc@puc.edu
- 4 -
COURSE: UED 102
I will give my best to get 3.5 and above GPA every semester
Fixed-Commitment Calendar
Monday Tuesday Wednesda Thursda Friday Saturday Sunday
y y
6 a.m. Wake up Wake up Wake up Wake up Wake up Wake up Wake up
(subuh ( subuh (subuh (subuh ( subuh ( subuh (subuh
prayer) prayer) prayer) prayer) prayer) prayer ) prayer)
7 p.m. Shower Shower Class Kor, Shower Shower Shower shower and
and and back to and and and Maghrib
Maghrib Maghrib college and Maghrib Maghrib Maghrib prayer
prayer prayer Maghrib prayer prayer prayer
prayer
Hours available for study __10__ Hours needed for study _12___
JOB TASK ANALYSIS
IMPORTANCE SCALE FREQUENCY SCALE
0 – NOT PERFORMED 0 – NOT PERFORMED
Praying 5 5
Do assignment 5 5
Room Cleaning 3 3
Study 5 4
Laundry 4 4
Read Quran 4 4
Sport time 3 2
break
After I finished all the time management list, I realized how it helps me see the full picture of
my tasks and what I need to prioritize.
Based on the result of activity 4.1, my score is 6 out of 10 only. This low score which
I got indicates that I need to improve my memory strategies. My weakness is
memorizing especially text. I will apply the spaced practice method which is a very
recommended strategy to remember important information. Memorize things little by
little is better for me because I cannot remember tons of information in one seating.
Reading the information repeatedly will help me to remember more.
Salt, pen, sad, flour, happy, ruler, cinnamon, glue, angry, rice, calender, printer, pencil,
27/10 MGT 162 GROUP Not fully Complex work Ask lecturer
ASSIGNMENT understand the for guidance
assignment
3/11 MAT 112 study for Hard time to Low Revision and
quiz answer the mathematic study group
question skill
20/10 TMC 101 Hanyu Hard time to First time Revision and
pinyin remember the learning practice
correct Chinese
pronunciations
Concertation Chart
The Roles Managers Play
What are the roles that managers play in organizations?
In Mintzberg’s seminal study of managers and their jobs, he found the majority of
them clustered around three core management roles. Interpersonal roles. Managers
are required to interact with a substantial number of people in the course of a
workweek. They host receptions; take clients and customers to dinner; meet with
business prospects and partners; conduct hiring and performance interviews; and
form alliances, friendships, and personal relationships with many others. Numerous
studies have shown that such relationships are the richest source of information for
managers because of their immediate and personal nature.
Three of a manager’s roles arise directly from formal authority and involve basic
interpersonal relationships. First is the figurehead role. As the head of an
organizational unit, every manager must perform some ceremonial duties. In
Mintzberg’s study, chief executives spent 12% of their contact time on ceremonial
duties; 17% of their incoming mail dealt with acknowledgments and requests related
to their status. One example is a company president who requested free
merchandise for a handicapped schoolchild.
Managers are also responsible for the work of the people in their unit, and their
actions in this regard are directly related to their role as a leader. The influence of
managers is most clearly seen, according to Mintzberg, in the leader role. Formal
authority vests them with great potential power. Leadership determines, in large
part, how much power they will realize.16 Does the leader’s role matter? Ask the
employees of Chrysler Corporation (now DaimlerChrysler). When Lee Iacocca took
over the company in the 1980s, the once-great auto manufacturer was in
bankruptcy, teetering on the verge of extinction. He formed new relationships with
the United Auto Workers, reorganized the senior management of the company,
and—perhaps most importantly—convinced the U.S. federal government to
guarantee a series of bank loans that would make the company solvent again. The
loan guarantees, the union response, and the reaction of the marketplace were due
in large measure to Iacocca’s leadership style and personal charisma. More recent
examples include the return of Starbucks founder Howard Schultz to re energize and
steer his company, and Amazon CEO Jeff Bezos and his ability to innovate during a
downturn in
Informational roles. Managers are required to gather, collate, analyze, store, and
disseminate many kinds of information. In doing so, they become information
resource centers, often storing huge amounts of information in their own heads,
moving quickly from the role of gatherer to the role of disseminator in minutes.
Although many business organizations install large, expensive management
information systems to perform many of those functions, nothing can match the
speed and intuitive power of a well-trained manager’s brain for information
processing. Not surprisingly, most managers prefer it that way. As monitors,
managers are constantly scanning the environment for information, talking with
liaison contacts and subordinates, and receiving unsolicited information, much of it
as a result of their network of personal contacts. A good portion of this information
arrives in verbal form, often as gossip, hearsay, and speculation. In the disseminator
role, managers pass privileged information directly to subordinates, who might
otherwise have no access to it. Managers must not only decide who should receive
such information, but how much of it, how often, and in what form. Increasingly,
managers are being asked to decide whether subordinates, peers, customers,
business partners, and others should have direct access to information 24 hours a
day without having to contact the manager directly. In the spokesperson role,
managers send information to people outside of their organizations: an executive
makes a speech to lobby for an organizational cause, or a supervisor suggests a
product modification to a supplier. Increasingly, managers are also being asked to
deal with representatives of the news media providing both factual and opinion-
based responses that will be printed or broadcast to vast unseen audiences, often
directly or with little editing. The risks in such circumstances are enormous, but so
too are the potential rewards in terms of brand recognition, public image, and
organizational visibility. Decisional roles. Ultimately, managers are charged with the
responsibility of making decisions on behalf of both the organization and the
stakeholders with an interest in it. Such decisions are often made under
circumstances of high ambiguity and with inadequate information. Often, the other
two managerial roles—interpersonal and informational—will assist a manager in
making difficult decisions in which outcomes are not clear and interests are often
Based on the activity 5.1, I got seven points out of ten points. From this analysis, I realized
that my note-taking strategies are decent. As a student I must find solutions to up my note-
taking skills to have more effective and efficient studies.
Write notes:
Mapping method
Smallest unit with the Water, carbon
dioxide and oxygen enter and leave
The cell freely
Internal sac
Prokaryotic cells
Occupies a nucleoid
Subject Gred
1.
INTEGRATED LANGUANGE A
SKILL ( ELC121 )
FOUNDATION MANDARIN A-
( TMC101 )
FUNDAMENTAL OF ISLAM A-
( CTU101 )
FUNDAMENTAL OF A-
MANAGEMENT ( MGT162 )
BUSINESS MATHEMATICS A-
( MAT112 )
INTRODUCTION TO A-
ACCOUNTING ( ACC117 )
1. Calculation:- GPA = The total credit values registered and attempted in the
assessment of a semester
The total credit units acquired in the same semester
59.71 = 3.51
17
Calculate your GPA target for second semester.
Subject Grade