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57 
 
LEARNING STYLES QUESTIONNAIRE 
 
This questionnaire is designed to find out your preferred learning styles.1 
There is no time limit. It will probably take you 10–15 minutes. 
If you mostly agree with a statement put a tick by it. 
1 
I like to be absolutely correct about things 
 
T 
2 
I quite like taking risks 
 
A 
3 
I prefer solving problems step-by-step, rather than guessing 
 
T 
4 
I prefer simple straightforward things to something complicated 
 
P 
5 
I often do things ‘just because I like it’ rather than thinking about them 
first 
 
A 
6 
I don’t often take things for granted. I like to check things for myself 
 
T 
7 
The most important thing about what you learn is if it works in practice 
 
P 
8 
I’m always looking for new things to do 
 
A 
9 
When I hear a new idea, I immediately start thinking how I can work it 
out 
 
P 
10 
I am keen on fixed routines and timetables 
 
T 
11 
I take great care to work things out. I don’t like jumping to conclusions 
 
R 
12 
I make decisions very carefully. I look at all the possibilities first 
 
R 
13 
I don’t like ‘loose ends’. I prefer things to fit into a kind of pattern 
 
T 
14 
I get straight to the point in discussions 
 
P 
15 
I like the challenge of new and different things 
 
A 
16 
I prefer thinking things through before coming to a conclusion 
 
R 
17 
I don’t find it easy to think of wild ideas off the top of my head 
 
T 
18 
I love lots of information – the more I have to sift through the better 
 
R 
19 
I prefer jumping in and doing things to planning in advance 
 
A 
20 
I tend to judge other people’s ideas on how well they will work in 
practice 
 
P 
21 
You can’t make a decision just because it feels right. You have to think 
about all the facts 
 
R 
22 
I’m fussy about how I do things – a bit of a perfectionist 
 
T 
23 
I usually come up with lots of unusual ideas in discussions 
 
A 
24 
In discussions I only put forward ideas that I know will work 
 
P 
25 
I look at problems from as many angles as possible before starting to 
solve them 
 
R 
26 
Usually I talk more than I listen 
 
A 
27 
Quite often I work out more practical ways of doing things 
 
P 
28 
I believe that careful logical thinking is the key to getting things done 
 
T 
29 
If I’m writing a formal letter, I try out several rough drafts first 
 
R 
30 
I like to consider all my options before making up my mind 
 
R 
31 
I don’t like creative ideas.They aren’t very practical 
 
P 
32 
It’s best to look before you leap 
 
R 
33 
I usually do more listening than talking 
 
R 
34 
I can’t be bothered with rules and plans 
 
P 
35 
It doesn’t matter how you do something so long as it works 
 
A 
36 
I’m usually the life and soul of the party 
 
A 
37 
I do whatever I need to do get the job done 
 
P 
38 
I like to find out how things work 
 
T 
39 
I like meetings or discussions to follow a pattern and timetable 
 
T 
40 
I don’t mind in the least if things get out of hand 
 
A 
 

58 
 
Add up the number of ticks for each letter. 
 
Put the scores for each letter in the boxes below 
 
A                      R         
            T          
              P    
 
Activist          Reflector  
 
Theorist  
 
Pragmatist 
 
You will probably find that you are a mixture of two or three learning styles. If 
you have high scores in two styles, you are probably happy with both these ways 
of learning. If your score is fairly evenly spread, you are probably happy with learning 
in several ways. 
Review Is the result similar to or different from what you might have expected? 
Learn How does your profile of styles look? Did you have a strong preference for one style? For 
more than 
one? 
 
Now read the characteristics which are suggested for each style. 
• Activists tend to be open-minded and enthusiastic about new things. They will try anything 
once and like to tackle problems by brainstorming. They are usually outgoing and like to be the 
centre of attention. They are well 
suited to working in projects, learning in groups and bouncing ideas off others. They may enjoy 
role-playing but may find they need help concentrating on lectures, writing up projects and 
analysing research. 
• Reflectors like to stand back and think before they act. They are usually quiet; they like to look 
at the big picture on any topic and are very ordered and thorough. They are keen on listening to 
experts and doing background reading. They get a kick out of doing and using their own 
research, but are 
unlikely to be at their best when presenting ideas to a group. 
• Theorists are analytical and love detail. They are hardworking perfectionists. They are the ones 
who take a logical structured approach and are quick at pulling together odd bits of information. 
They like lectures with plenty of theory and gathering views and opinions. Writing up notes and 
doing analytical exercises is their thing. They do not react well to uncertainty or people being 
flippant about serious issues. 
• Pragmatists are very down-to-earth and keen to see if theories work in practice. They see 
problems as a challenge and they are always sure there is a better way to do things. They enjoy 
being shown ‘how to’ more than practising themselves. They are more tuned in to presenting 
ideas in smaller groups, writing up projects and using research data. They are weaker on tackling 
abstract ideas and background reading. 
 
Review Identify occasions when you have adopted the style of an activist, a reflector, a theorist, 
and a pragmatist. 
Learn Can you identify both strengths and weaknesses for your preferred style? And for your 
less preferred style? Do your preferences for learning activities reflect your styles? Most learning 
needs all four of the preferences at some time or other. 
Apply Are there some of these which you wish to develop more? If so, how will you go about it 
and who can help? 
 
This instrument is based around the Honey and Mumford approach to learning styles, and is intended to give you a 
flavour of that approach. For a fuller look, please refer to the manual: Honey P and Mumford A (1992), The 
Manual of Learning Styles, revised edition, obtainable from Peter Honey, Maidenhead SL6 6HB 
 

59 
 
BELIEFS ABOUT SUCCESS 
 
This activity can help you to look at your beliefs about succeeding.1 Different people have 
different beliefs: sometimes they can help us succeed, sometimes they can hinder. 
 
Do For each of the 16 statements, mark whether you agree or disagree with them. There is space 
for you to note down your other thoughts as you go through. 
 
 
 
Agree 
 
Disagree 
 
Other 
thoughts
 
1 
Sensible planning is a key factor in success 
 
 
 
2 
Pupils who do well in examinations usually 
get a lot of help from parents 
 
 
 
3 
Teachers only praise you to make you work 
harder 
 
 
 
4 
When you fail it is usually because you 
did not work hard enough 
 
 
 
5 
A regular study pattern usually leads to 
good results 
 
 
 
6 
I need grades on the last test before I 
can plan what to work on next 
 
 
 
7 
When I get things wrong it’s because the 
teacher didn’t explain clearly 
 
 
 
8 
If you’re told you aren’t ‘able’ there’s 
no point trying 
 
 
 
9 
Doing well in exams is largely a matter 
of luck 
 
 
 
10 
At my age it’s difficult to study because 
you have to go out with your friends 
 
 
 
11 
I usually seem to do badly when I have 
to compete with others 
 
 
 
12 
People complain the exam was unfair 
when they didn’t prepare for it 
 
 
 
13 
There’s no point to school if you can’t 
get a job 
 
 
 
14 
Progress in a subject depends on 
whether you like the teacher 
 
 
 
15 
You can learn how to do better next 
time from your mistakes 
 
 
 
16 
It’s who you know that’s important 
for success in life 
 
 
 
 
Review Discuss your responses with colleagues in small groups. Look for similarities and 
differences between you. 
 
Learn Which beliefs can hinder you? What do you blame when you do not succeed? How does 
this affect you? Which beliefs can help you? How can you use more of them? 
 
Apply Try and notice the impact of beliefs and blaming on your learning. When this happens 
what will you do differently? What do you know of examples that seem to work for you where 
you have managed beliefs and blaming differently? 

60 
 
LEARNING SITUATIONS – IN SCHOOL 
 
This activity can help you think in detail about the different learning situations you meet in 
school. And it might help you to get more out of them! 
 
Do Compare learning in school in the following situations: 
• two situations in which you are learning well 
• one situation where you are not learning well 
• a learning situation in school when you are not in lessons. 
For each of the situations, think about the questions in the table and make some notes. 
 
 
Learning well  
1 
Learning well 
2 
Not learning well  Learning not in 
1 2 lesson 
What situation 
is it? Where? 
 
Who are you 
with? 
 
Who is 
organising 
the situation? 
 
Who sets 
the agenda? 
 
In what way 
does the agenda 
include your 
goals? 
 
How do you go 
about the 
learning? 
 
How do you feel 
about the 
learning? 
 
 
 
 
 
 
Review What differences do you notice between the situations? What similarities do you see in 
the situations? Compare your answers with a friend’s. Are they similar or 
different? 
 
Learn Look at your notes and identify two or three ways in which the ‘learning well’ situations 
are different from the ‘not learning well’ situations. 
 
Apply Can you use any of what you know about good learning situations to help you improve 
the not so good learning situation? Discuss this in a small group and decide what actions you 
might take. 
 
 

61 
 
 
LEARNING SITUATIONS – BEYOND SCHOOL 
 
This activity can help you think about learning as a lifelong process – in other words the idea 
that learning does not stop after school! It can also help you in your skills of learning by doing 
research. 
 
Do Design an interview to find out experiences and views of other people about learning in and 
out of school and after they left school, including learning in and out of the workplace. 
What are they learning now? Where? Who with? And how is it similar to or different from the 
learning they did 
at school? 
 
Use your interview to talk to a range of people, for example: 
• someone who has just left school 
• someone who has had more than one job 
• someone who is not in paid work 
• a retired person. 
 
Review What happened? Did you have any surprises in what people said about learning? 
 
What did it feel like asking these people? 
Did you think your interview got the information you wanted? 
If you did the activity ‘Learning – in school and out’, did what people said differ from what you 
said in that activity? 
 
Learn What did you learn from people’s responses: 
• What and how people need in order to learn at different 
times? 
• How much learning people do after they leave school? 
• How learning changes over time? 
• Their view of learning? 
What did you learn from this about doing research? 
 
Apply What ideas are you having about your own learning after leaving school? 
Redesign your interview to take account of what you have learned about doing this research. 
You might want to extend this research to more people or to ask more questions. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

62 
 
FIST-TO-FIVE 
Skills 
Self-Management 
 
What is it? 
This simple activity encourages pupils to determine how confident they feel that they’ve 
achieved what was expected by the end of a lesson or session. It might also be used by pupils as 
a means of expressing how confident they are that they know the response to a question which 
has just been posed by the teacher/facilitator. For the latter, this activity allows an instant 
assessment of how well a class or group may have grasped an issue or topic. See Thumb Tool 
for another activity which encourages pupils to think about their learning. 
 
How does it work? 
1. After a session pupils are asked how confident they are that they have met the objectives. One 
of three hand gestures might be used: Full hand up with all fingers and thumb if they are very 
confident that they have achieved the objectives and what was expected; 
Three fingers if they feel that they have had partial success in meeting the objectives, but some 
more work might be needed; or Just fist if they consider that they have made little or no progress 
towards meeting the objective. 
 
2. If the tool is being used in response to a specific question from the teacher during 
the course of the lesson, the following statements might apply: Full hand up with all fingers and 
thumb if they feel very confident that they know the answer; Three fingers if they may know part 
of the answer or if they are slightly uncertain as to the accuracy of their response; or Just fist if 
they definitely feel that they do not know the response. 
 
3. If the tool is used at the end of a session, a debrief may explore issues such as how the 
objective was met, what else pupils feel that they would like to achieve and how they could go 
about doing this, what might have hindered progress towards the objective and how they can 
prevent future similar obstacles. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

63 
 
KWL (Know – Want to Know – Learned) 
 
Skills 
Managing Information 
Self-Management 
 
What is it? 
This method can be used as an introductory strategy in order for pupils to document 
their present level of knowledge and what gaps may exist in that knowledge, to 
structure progress in their learning and to analyse what new information has been 
learned after research. This activity builds upon prior knowledge and understanding 
and develops teamwork skills. If the K-W-L is carried out in groups, it may 
consolidate communication skills and teamwork. 
 
How does it work? 
 
1. On a K-W-L grid (see below), pupils write under ‘K’ what they think they already 
know about a particular topic or issue. If pupils are working in groups, they may 
wish to use a Post-It style activity before writing their combined ideas onto the grid. 
 
2. Pupils are then encouraged to think about the gaps in their knowledge by filling out 
what they want to know in the ‘W’ column. 
 
3. Once the topic is completed, pupils might return to their grids to fill in the final ‘L’ 
column. Here they confirm the accuracy of their first two columns and compare 
what they have learned with their initial thoughts on the topic in the ‘K’ column. 
 
Topic: Tanzania 
 
K 
W 
L 

 
developing country 

 
Masai tribes 

 
Mount Kilimanjaro 

 
lack of health services 

 
safari 

 
about schools 

 
imports/exports 

 
cost of living 

 
tribal life 

 
other geographical 
points of interest 

 
tribal life based around 
cattle herding and 
warrior manship 

 
Ngorongoro Crater 
 
 
 
 
 
 
 
 
 

64 
 
CRITICAL THINKING 
Critical  thinking  is  a  disciplined  approach  to  conceptualizing,  evaluating,  analyzing  and 
synthesizing  information  from  observation,  experience,  refection  or  reasoning.  It  can  then 
become the basis for action. Critical thinking is often associated with a willingness to imagine or 
remain open to considering alternative perspectives, to integrate new or revised perspectives into 
our  ways  of  thinking  and  acting,  and  with  a  commitment  to  participatory  democracy  and  to 
fostering criticality in others.
 
At a basic level, the process of critical thinking involves:
 
•
 
gathering relevant information; 
•
 
evaluating and questioning evidence; 
•
 
drawing warranted conclusions and generalizations; 
•
 
revising assumptions and hypotheses on the basis of wider experience.  
 
The  following  are  the  steps  that  children  can  be  guided  through  and  the  skills  they  will 
use in undertaking classroom activities:
 
1. Process  the information derived from visual or from oral evidence. This could equally be 
applied to information derived from reading primary source documents, data gathered from 
a survey or questionnaire, or information collected from several secondary sources, such 
as a selection of textbooks, encyclopedias or websites. 
2.  Understand  key  points,  assumptions  or  hypotheses  that  structure  investigation  of  the 
evidence, or in later activities, underlie the arguments. 
3. Analyse how these key components, and the visual and oral evidence, ft together and relate 
to each other. 
4.  Compare  and  explore  the  similarities  and  differences  between  individual  images,  or 
between different personal accounts and memories. 
5. Synthesise by bringing together different sources of information to construct an argument or 
set of ideas. Make connections between the different sources that shape and support your 
ideas. 
6. Evaluate the validity and reliability of evidence in relation to your investigation, and how 
the evidence supports or contradicts your assumptions and emerging ideas. 
7.  Apply  the  understanding  gained  by  presenting  an  interpretation  in  response  to  the 
questions that underlay the investigation. 
8.  Justify  ideas  and  interpretations  in  defending  arguments  about  the  conclusions  reached 
and implications identif
i
ed. 
Bloom’s taxonomy of Education Goals has been one of the most influential books among 
teachers, who want to develop pupil’s critical thinking in the process of active teaching and 
learning. 

65 
 
 
                     

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