CONCEPT
The C.I.T.E. Instrument was developed to help teachers determine the learning styles preferred by their students.
It is divided into three main areas:
BACKGROUND INFORMATION
The C.I.T.E. Instrument (Babich, Burdine, Albright, and Randol, 1976) was formulated at the Murdoch Teachers Center of Wichita, Kansas to help teachers determine the learning styles preferred by their students.
The C.I.T.E. Instrument was developed to help teachers determine the learning styles preferred by their students.
It is divided into three main areas:
- Information gathering includes auditory language, visual language, auditory numerical, visual numerical, and auditory-visual-kinesthetic combination.
- Work Conditions focus on whether a student works better alone or in a group.
- Expressiveness considers if a student is better at oral or written communication.
BACKGROUND INFORMATION
The C.I.T.E. Instrument (Babich, Burdine, Albright, and Randol, 1976) was formulated at the Murdoch Teachers Center of Wichita, Kansas to help teachers determine the learning styles preferred by their students.
my results
PERSONAL REFLECTION
After taking the CITE Learning Styles Instrument, I found out that my highest scores were visual-numerical (40), auditory-language (32), and social-individual (32). I was not surprised at all by my high visual-numerical score because normally I have to see numbers to work with them. Furthermore, I tend to struggle with math word problems. My high auditory-language score did not surprise me either because I tend to understand and remember things more when I listen to spoken words rather than when I focus on written language. In terms of my high social-individual score, I must say that this is due to the fact I usually get more work done alone.
After taking the CITE Learning Styles Instrument, I found out that my highest scores were visual-numerical (40), auditory-language (32), and social-individual (32). I was not surprised at all by my high visual-numerical score because normally I have to see numbers to work with them. Furthermore, I tend to struggle with math word problems. My high auditory-language score did not surprise me either because I tend to understand and remember things more when I listen to spoken words rather than when I focus on written language. In terms of my high social-individual score, I must say that this is due to the fact I usually get more work done alone.