1. Welcome to your Portfolio Midterm!
There are three sections to your midterm. Please read instructions in each section and
follow the directions.
Section One:
By
Maria St. Hilaire
It is important that you make a commitment to succeed in your college education. A
good way to finish what you start is to start well! In one paragraph or more write what
your intentions (right under this paragraph) are for this class and your college education.
Intention statements are commitments you make to do a specific task or to take a
certain action. Remember to be effective your Intention Statements must begin with "I
will" or "I intend to" NEVER "I WILL TRY". Saying you will try is not good enough to
bring about change.
I will be successful in my mission for my college education. I will put in all
my effort, work hard, and finish what I start. I will get As’ in all of my classes. I will
graduate with honors, transfer to another school and finish what I start. I will be a
Child Psychologist. I will write a few books.

2. Section Two: There are three Learning Style inventories in this section. Please
read the instructions and follow the directions for each:
One tool that students find most valuable is discussed in Chapter 1 and that is
DISCOVERING HOW YOU LEARN. This information will help you to take advantage of
your strengths and shore up your weaknesses in both school and daily living situations.
Knowing this information will help you choose activities that match your learning style. It
will also help you understand why you struggle with some activities, professors, and
courses and not others. You may also begin to understand why you get along, or work
better with some individuals than others (it may help explain why you might disagree
with those you are close to as well).
Learning Style Assignment #1: VARK
Refresher - VARK is a questionnaire that provides users with a profile of their learning
preferences. These preferences are about the ways that they want to take-in and give-
out information. Here is your assignment:
1. Copy and paste or type your VARK results.
My scores were:
Visual: 6
Aural: 9
Read/Write: 9
Kinesthetic: 11
I have a multimodal (VARK) learning preference.
My learning preference is:
Multimodal
2. Now answer the following questions:
a. What are your two highest VARK scores?

3. My two highest score are
1-Kinesthetic: 11
2-Aural: 9 and Read/Write: 9
b. What are your two lowest VARK scores?
Visual: 6 is my one low score
c. Read the Help Study Sheet a Guide to Learning Styles at:
http://www.vark-learn.com/english/page.asp?p=helpsheets
Click on each of the Leaning styles and read the study strategies.
d. Use one or more of the Learning Styles study strategies that you feel
would be most helpful to you and write a paragraph about each of the
following:
1. taking in information;
2. using information for effective learning;
3. communicating more effectively;
4. performing well in tests and examinations.
Write your Paragraph here:
I learned that I am the kind of person that learns by reading and writing and
I must pay attention to every detail about myself: what I like, and the decisions I
make every day. I choose to write about Multimodal Learning Style because it
best describes who I am and how I learn.
When taking in information the best thing is that I can see things from
many perspectives. Also I am not afraid to ask for help. However I need to be
aware that there are many challenges for me as a Multimodal learner, like: for one
if a teacher only demonstrates one technique, I may have difficulty learning that
skill or information. Then I will worry about missing other perspectives on a
problem or making a major decision on insufficient evidence. I now understand
why I like to go to learning centers for assistance. I have a greater understanding
of why I complain that I did not get enough teaching or varieties for effective
learning. A bad problem with my learning style is that I sometimes select material
according to the context and my needs. Marton and Saljo state that it is the

4. approach that is deep, surface or strategic not the learning. Learners can shift
from one approach to another depending on their mood, the subject being
learned or other factors. “So I must check my mood, put in extra effort
and make sure I am learn the information not just concentrate on
getting it.”
To use information for effective learning, I prefer to use list, dictionary,
notes, argument or debate as ways to learn and interact with others. And also I
feel better about the fact that I read and write things over and over. Now I know
there is nothing wrong with me it is just how I learn best.
To communicate more effectively, I choose two or three or four modes to
use for your learning and for your interaction with others. Some positive
reactions are that with multimodal preferences I choose to match or align my
mode to the significant others around me. On the other hand a negative reaction
is that I take a long time to make a decision
When it comes to performing well in test and examination I tend to use my
preferences in combination because I have a total VARK score larger than 30.
Some time it is bad thing that I take a long time to make decisions because it
means that I might take a long time when taking a test. But because I was being
so careful and gathered a wider range of information my confident about my
learning has a deeper and wider understanding.

5. Learning Style Assignment #2: Myers/Briggs
The purpose of the Myers-Briggs Type Indicator® (MBTI®) personality inventory is to
make the theory of psychological types described by C. G. Jung understandable and
useful in people’s lives. The essence of the theory is that much seemingly random
variation in the behavior is actually quite orderly and consistent, being due to basic
differences in the ways individuals prefer to use their perception and judgment.
1. Do the following:
a. Copy and paste or type your Score and Personality Type: Your Type is
My Type is:
ENFP = Extraverted Intuitive Feeling Perceiving
Strength of the preferences %
44 38 62 22
Personality Type:
Dominant: Extraverted Intuition
Auxiliary: Introverted Feeling
Tertiary: Extraverted Thinking
Inferior: Introverted Sensing
Qualitative analysis of my type formula
I am:
• moderately expressed extravert
• moderately expressed intuitive personality
• distinctively expressed feeling personality
• slightly expressed perceiving personality
b. Since you have taken the Jung Test and know what your personality type
is go to this Website: http://www.personalitypage.com/html/portraits.html

6. to Identify careers for your Jung Personality Type – you will see a list
of Personality Type Portraits.
What is your Personality Type Portrait?
Answer:
My personality Type Portraits that I am:
Project-oriented
Bright and capable
Warmly, genuinely interested in people; great people skills
Extremely intuitive and perceptive about people
Able to relate to people on their own level
Service-oriented; likely to put the needs of others above their own
Future-oriented
Dislike performing routine tasks
Need approval and appreciation from others
Cooperative and friendly
Creative and energetic
Well-developed verbal and written communication skills
Natural leaders, but do not like to control people
Resist being controlled by others
Can work logically and rationally - use their intuition to understand
the goal and work backwards towards it
Usually able to grasp difficult concepts and theories
c. Next click on what your Personality Type is; a new window will open. Read
your Personality Type Portrait.
d. After reading the “Personality Type Portrait;” go to careers to learn some
of the careers that are possible for your personality type.
e. To do this: at the bottom of the article in the center of the page you will
see this image  click on the image to open the careers for your
personality type, a new window will open. What are the careers paths
possible for your personality type? (Copy and paste the careers here).
Possible Career Paths for the ENFP:

7. Consultant
Psychologist
Entrepreneur
Actor
Teacher
Counselor
Politician / Diplomat
Writer / Journalist
Television Reporter
Computer Programmer, Systems Analyst, or Computer Specialist
Scientist
Engineer

8. Learning Style Assignment #2: Myers/Briggs (Continued)
2. Now answer the following questions:
a. Do you agree or disagree with the results – why or why not
Answer:
Yes I definitely agree with the results. I was very surprised. I
feel that this test remarkably hit it wright on point, when it come to
describing who I am what I’m all about. It is so amazing to me.
b. Do these careers match the careers you have chosen for yourself?
Answer:
Yes, not only does it match the career I choose for myself, but
list other careers that I also like and was interested in; for example
writer, teacher, actor, and scientist.
c. If no, will you change your career choice?
Answer: N/A
d. What can you do with this information?
Answer:
This information makes me feel certain that I have made the
right chose in picking my career. I will also use info to understand
my likes and dislikes, so I have a better understanding of what I do
and how I feel. Furthermore I now have a blue-print of my strength
and weaknesses, therefore I can make better decisions in all that I do
and do them well. I learn so much I learned that these test are really
great tools for people to use if they want to find out about
themselves. It is amazing I wish I had done this a long time ago it
helped me to understand why I do the things I do when I am studying
for a test, and gave me tips on what actions are best for me to take to

9. have not just a better tests cores but a positive experience while
studying.

10. Learning Style Assignment #3: True Colors:
Are you a thinker, always analyzing, like a GREEN? Do you prefer inspiring people and
building their self-esteem as a BLUE? Are you the responsible one who is always on
time and keeping everyone else on time like GOLD? Or do you thrive on entertaining
and persuading people, like an ORANGE? Take the FREE quiz now and find out what
color you are. True Colors, a personality system, has been around since 1979 when
Don Lowry modeled it as a graphical presentation of both Keirsey’s Temperament and
the Myers-Briggs Type Indicator. The True Colors descriptions are listed at the end of
this document.
Learn how to:
Discover your unique gifts and talents
Soar with your strengths
Discover your passion
Express your heart and soul in what you do
Increase self-esteem, creating a positive, clear self-image
Become successful in spite of your fears
Do the test at the website: http://www.truecolorscareer.com/quiz.asp
After you have completed the test:
1. What is dominant color (your highest score).
Answer: Blue
My Primary Color: Blue
15
11
7
3
Bl Or Gr Gl
NEXT: Open and read the PowerPoint Presentation that is attached to
this assignment.

11. 2. After reading the PowerPoint Presentation: Choose a color that is different
from your dominant color and explain how you would handle the following
situations:
A. Plan a trip to Europe.
Answer:
Since I enjoy relationship with people with shared
interest I would check to see if any of my friend want to go
with but if not I would just research the best deal and go alone
for I am a nonconformist who like to do my own thing.
B. Diffuse an argument at work with an irate co-worker.
Answer:
I would use my head to come up with a strategy to calm
him down. Try to get him to see things my way, and try to use
logic.
C. Communicate with a supervisor, whose ethnicity is different from
yours, to solve a scheduling problem.
Answer:
I like to solve problems but since I don’t express my
feelings easily and I think knowledge is power; I would first do
some research, then I would write an E-mail to my supervisor
and follow through till problem is solved. After that I would
move on to next challenge

12. The National Student Success Institute The National Student Success Institute
Section Three: Emotional Intelligence Activity: Tapping into Emotions
Directions: The following are examples adapted from Joshua Freedman's At the Heart
of Leadership: How to Get Results with Emotional Intelligence. He argues that we often
experience emotions in a pattern. For example, similar situations will trigger a type of
response. It will help us, he argues, if we learn to recognize the pattern and to dig
deeper to explore the reasons why we feel the way we do. Then, we should look for the
wisdom in the situation and response; in other words, we should look for a lesson to learn
to improve ourselves.
Using the following "typical" college student examples, reflect on your emotional
reaction to these types of situations and what you think the wisdom, or lesson, is in
each.
1. EMOTION: DISCOMFORT
TYPICAL SITUATION: You walk into a class for the first time and the professor
seems uninterested to teach or uninteresting in general. You suddenly get worried that
you will not enjoy this class—and you have to have it for your degree.
YOUR EXPERIENCE IN THIS SITUATION:
I stayed in the class and found out after a couple of classes that I did
like the class and was glad I stayed. The teacher and course got more and
more interesting as I learn and understood the class work. I was determined
to stay on course.
THE LESSON TO BE LEARNED:
The lesson I learned was not to jump into conclusions. My first
assumptions might be false. At times one must make hard choices. What
we perceive at first glace may not be accurate, we have to take a deeper
look. Knowing how top adapt is important if one need to
Survive and/or Succeed.

13. 2. EMOTION: ANXIETY/FEAR
TYPICAL SITUATION: You walk into class where the professor explains everything that
you are going to do this semester. He talks about a 15-page research paper, field studies,
and weekly journals. You don't even have access to a computer.
YOUR EXPERIENCE IN THIS SITUATION:
I looked for all the resources available to me. I explain my situation to
teacher and ask for help. I went to labs, library, and friends houses; whatever I
had to do to get work done.
THE LESSON TO BE LEARNED:
Everything has cause and effect. To grow we have to be able to be flexible
and change. My situation and consequences are only half the story. My attitude is
what is going to make or break me.

14. 3. EMOTION: EXCITEMENT
TYPICAL SITUATION: You find out that you won a scholarship that will pay for books,
tuition, and fees when you transfer to a four-year university next semester. You can't
wait to share the good news with your family because they were having a hard time
helping support you while you were in college.
YOUR EXPERIENCE IN THIS SITUATION:
I would be happy and filled with joy and relieved that I would not have
to be a burden to my family any more. My reaction and those of my family
would be no more stress.
THE LESSON TO BE LEARNED:
When there are stress is good to have support. Hard work pays off. If
you want improvement you have to do it. Your performance in school
affects not just you and your quality of life, it affects others too.

15. 4. EMOTION: JOY
TYPICAL SITUATION: You have taken your last final exam and will be graduating next
week in front of your family, friends, and co-workers—and a few people who thought
you wouldn't make it. You have a job ready and waiting for you in your field of study.
While the pay may not be high, it offers great opportunities for advancement. Your two
children are proud to tell everyone that their mom has a college degree, and you know
that they will be more likely to attend college because you did.
YOUR EXPERIENCE IN THIS SITUATION:
On this wonderfully blessed day, I am crying because I am so happy. I
understand myself, I get why I do what I do. I am graduating because I took
all the steps necessary to achieve success. I had to use my senses to
understand myself and work well with others; also to know how to deal with
pressure, and conduct myself with integrity. (Ps. I just can’t wait to
experience that.)
THE LESSON TO BE LEARNED:
When you do what you have to do, things fall into place. Emotion motivates
behavior; Therefore, in order to stand ahead and be the best as an individual, a
team, a company, a boss, a teacher, a leader, a student, a mother, or even a
friend one most use practical tactics of emotional intelligences.