A few years ago, Professor Deborah Berrill and I stopped for dinner on our way home from Queen's University. After we placed our order she produced a list of 12 questions and asked me to answer them. She said it was a ``Learning Style Inventory'' that would tell me how I process information. The way people think fascinates me, so I did as I was told.

After a few simple calculations and a couple of graphs, between the main course and coffee, I learned that I was a ``thinker/doer''. She then went on to describe, in detail, ways I liked to learn and teaching methods that frustrated me. She was right! Amazing that such a simple test could be so accurate.

Since then I have tested my students and a few interested colleagues with equally amazing results.

I learned alternative ways to teach, which was initially difficult since learning styles and teaching styles may be quite specific. The Learning Style Inventory (LSI) also explained the frustration I sometimes see on my students' faces, especially in courses with both arts and science majors. I knew that science students process information differently than do arts students, although I could not put my finger on the specific differences until the LSI came along. I'm convinced that these learning styles play a key role in the courses students select as well as the ones they excel at and the teaching styles they find most rewarding.

A teacher who presents information in a rational, structured way, encourages students to follow her thinking, and discourages class discussion except for questions that she immediately answers, is catering to the ``thinker/observer.'' If this teacher follows the ``lecture'' with ``hands-on'' activity then she caters to the ``thinker/doer''. If she provides background information that sets the stage and puts the rest of the lesson into context with information that students ``are not responsible for on the exam'' then she caters to the ``feeler/observer''. Finally, if she opens up the discussion and asks students to share their insights then she caters to the ``feeler/doer''. Good teachers have a diverse repertoire of teaching methods and vary their teaching style to fit the situation.

Once a student knows what ``learning style category'' he falls into, he can take more responsibility for his learning experience. A student who is a ``doer'' learns best when he can manipulate information. If the teacher has not provided that opportunity in class, the student can make time for this activity after class. Similarly a student who learns by ``thinking out loud'' could organize a small group of friends to discuss the topics raised in class.

In classes with 30 students or more all four learning styles are probably represented, although perhaps not equality. Knowing the learning style of each student helps the teacher instruct individual students who may be having trouble.

In two of my courses (Communicating Science and Group Problem Solving, which I co-teach with Professor Stephen Regoczei - a unique thinker) I take the LSI one step further. Person-to-person interaction is an integral part of these courses, hence we test, discuss and experience the learning style of each student.

As a student becomes aware of his responses to various teaching styles he can identify the source of his learning difficulty and not automatically assume that he is ``dumb'' or the teacher ``can't teach''.

Students with similar learning styles work well together in groups while those with opposite learning styles often find the group experience frustrating and unproductive.

When we want a quick result I encourage students with similar learning styles to work together.

When the process is more important than the product I place students with opposite learning styles into groups. Students can deal more effectively with difficulties that arise once they realize they may create a better product because of the dynamic tension among group members rather than in spite of it.

Creative, highly productive groups are likely to consist of individuals with a common goal who bring different learning styles, experiences, and skills to the task at hand. This obviously works outside the classroom as well.

The 4-Mat Learning Style Inventory is one of many. For more information please contact the author.

Magda Havas is an Associate Professor of Environmental & Resource Studies at Trent University, Peterborough, K9J 7B8. She can be reached by phone at 705-748-1232 or by email at mhavas@trentu.ca.