Characteristic about cyndi learning patterns

Reference no: EM13967060

Question 1. Steve is new to using the computer for anything other than e-mail. He's not on Facebook, doesn't surf the web in his spare time, and never read an ebook until EXP 105. Steve keeps detailed notes as he's reading. He prefers to take notes in a spiral bound notebook rather than highlight or annotating in the ebook. It's Monday night and he's just sitting down to type his first paper and it's taking quite a while. He's not used to all this typing and his hands already hurt from the copious notes he's taken. As he flips through the pages and pages of notes, he cringes in pain, rolls out his wrists, and lets out a sigh. He needs to continue writing his paper. He has a good idea of what is being asked in the assignment - he double checked with the instructor just to be sure - and he's already written an introduction with a solid thesis statement, but that's where he's stuck. There's so much he wants to include and he's not really sure where to begin. He has a lot of ideas written down in his notebook, but he's having trouble choosing which ones to focus on because they are all important to him. Steve's Learning Patterns (S: 23 P: 32, TR: 13, C: 23)

Considering Steve's Learning Patterns, which pattern is causing him to get lost in the large amount of information he wants to write?

His Use as Needed Sequence

His Use First Precision

His Use as Needed Technical Reasoning

His Use as Needed Confluence

Question 2. Steve has finished his paper and is having difficulty figuring out how to submit it to Waypoint. Steve needs to:

Forge his Technical Reasoning

Intensify his Technical Reasoning

Tether his Technical Reasoning

Question 3. On his next assignment, Steve disciplined himself to stay focused on the requirements for the task. He decoded the assignment and focused on the Learning Patterns needed to successfully complete the task. He took fewer, more focused notes, stuck to the main points, and was able to complete the assignment successfully in one-third the time. What did Steve likely do?

Forged his Precision

Intensified his Precision

Tethered his Precision

Question 4. Julie is enrolled in PSY 202 and is attempting to complete her final paper. She reads the lengthy requirements and notices that the minimum length of the paper is 6 pages. A person of few words and reluctant to reach out to her instructor for help, Julie does not feel that she can write enough to meet the minimum requirements of the assignment and is getting discouraged. Julie's learning patterns: (S24, P17, TR31, C20)

Considering Julie's Learning Patterns, which pattern(s) cause her frustration with the amount of pages she has to write?

Her Use as Needed Sequence

Her Avoidance of Precision and Use as Needed Confluence

Her Use First Technical Reasoning and Avoidance of Precision

Her Use as Needed Confluence

Question 5. Regarding Julie's Use as Needed Sequence, what option would you recommend to help her plan a longer, more complete response?

Forge her Sequence

Intensify her Sequence

Tether her Sequence

Question 6. Regarding Julie's Avoidance of Precision, which option would you recommend to help her better FIT this pattern to the task.

Forge her Precision

Intensify her Precision

Tether her Precision

Question 7. Jeff is currently completing INF 103 and has to build a Microsoft Powerpoint presentation from scratch. This is his first time using Powerpoint and he has never been very comfortable learning new technology. He is afraid of making a mistake and is procrastinating on this assignment because he does not want to appear inept. Jeff begins to doubt his ability to successfully complete his classes online. Jeff's learning patterns: (S20, P32, TR11, C18)

Jeff has watched several videos and completed PowerPoint Tutorials but still feels lost in all of the information available and isn't sure if he knows enough to comfortably start the task. Considering Jeff's Learning Patterns, which pattern is causing him to feel overwhelmed and procrastinate?

His Use as Needed Sequence

His Use First Precision

His Avoidance of Technical Reasoning

His Avoidance of Confluence

Question 8. Regarding Jeff's Use First Precision and Use as Needed Confluence, which option would you recommend to help him better FIT these Patterns to the task.

Forge his Precision & Tether his Confluence

Intensify his Precision & Forge his Confluence

Tether his Precision & Intensify his Confluence

Question 9. Regarding Jeff's Avoidance of Technical Reasoning, which option would you recommend to help him better FIT this pattern to the task.

Forge his Technical Reasoning

Intensify his Technical Reasoning

Tether his Technical Reasoning

Question 10. Sheereen is enrolled in ENG 121 and has to brainstorm ideas for a creative writing activity. She reads the directions repeatedly but still isn't sure what is expected of her because they are not organized well (in her opinion). She tries to generate ideas on a blank sheet of paper but is having a hard time getting started. She writes to her professor and asks to see a sample assignment and is waiting to hear back. She is beginning to get frustrated and wonders if she is creative enough to complete this assignment successfully and wonders why she can't think of ideas quickly. Sheereen's learning patterns: (S29, P21, TR21, C18)

Considering Sheereen's Learning Patterns, which pattern causes her frustration with the lack of clarity with the assignment directions?

Her Use First Sequence

Her Uses as Needed Precision

Her Use as Needed Technical Reasoning

Her Use as Needed Confluence

Question 11. Sheereen heard back from her instructor and was able to clarify the instructions. She also brainstormed some ideas with her Professor that gave her the push she needed. Which pattern did she use with intention to help her overcome her frustration?

Forged her Confluence

Intensified her Confluence

Tethered her Confluence

Question 12. Regarding Sheereen's Use First Sequence, which option would you recommend to help her better FIT her Sequence to similar brainstorming tasks she may face in the future?

Forge her Sequence

Intensify her Sequence

Tether her Sequence

Question 13. Cyndi is nearing the end of her program and is enrolled in her final Capstone course. She has received mostly B's in her classes but has paid little attention to the feedback that she has been given. She is working on her final portfolio which requires her to reflect on all of the coursework she has taken over the past three years. She is confident that she can complete this portfolio project over a single weekend. She gathers her papers from her old courses and assembles them in an online notebook and submits to her professor. She is shocked when she receives an "F" on her portfolio because of a lack of critical reflection and failure to follow directions. Cyndi's learning patterns: (S21, P33, TR31, C29)

Considering Cyndi's Learning Patterns, what likely caused her to go off track on this final project?

Overconfidence in her ability to complete the project over a single weekend.

Lack of reflection on the feedback given on previous assignments.

Failure to follow directions.

All of the above

Question 14. Cyndi's first reaction when receiving her grade is anger, and she immediately writes her professor to argue for a grade change. What characteristic about Cyndi's Learning Patterns may contribute to this reaction?

Her Use First Precision

Her Use First Technical Reasoning

Her Use First Confluence

All of the above - she is a Strong-willed Learner

Question 15. How could Cyndi have better approached this particular project?

Decode the task first and figure out which Learning Patterns were required for each step of the task.

Create a Strategy Card to help her addresses the requirements she decoded.

Intensified her Use as Needed Sequence to organize herself and build a timeline for completion

All of the above

Reference no: EM13967060

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