Name: .

No Matrik:
Course: UED102 (Portfolio)
Group :
Lecture Name : Pn Nor’Azurah
Learning Styles Inventory 
TEACHING AND LEARNING CENTER 

Answer the questions to the best of your ability. Mark a YES or NO response. 
1. I prefer watching a video to reading. YES NO 
2. When I sing along with my CDs or the radio, I know the words to the songs. YES NO 
3. I have athletic ability. YES NO 
4. I can picture the setting of a story I am reading. YES NO
5. I study better with music in the background. YES NO
6. I enjoy hands-on learning. YES NO 
7. I’d rather play sports than watch someone play them. YES NO 
8. Reading aloud helps me remember. YES NO
9. I prefer watching someone perform a skill or a task before I actually try it. YES NO 
10. I colour-coordinate my clothes. YES NO 
11. I’m good at rhyming and rapping. YES NO 
12. Use phrases like: “I’ve got a handle on it,” “I’m up against the wall,” or “I have a feeling that ..”  
YES NO 
13. I need to look at something several times before I understand it. YES NO 
14. I prefer having instructors give oral directions than written ones. YES NO 
15. I have difficulty being still for long periods of time. YES NO 
16. I use phrases like “I see what you’re saying,” “That looks good,” or “That’s clear to me.” YES
NO 
17. I’m good at figuring out how something works. YES NO 
18. I can understand a taped lecture. YES NO 
19. It’s easy for me to replay scenes from movies in my head. YES NO 
20. I enjoy studying foreign languages. YES NO 
21. I would rather conduct my own science experiment than watch someone else do it. YES NO 
22. I would rather paint a house than a picture. YES NO
23. I enjoy studying in groups. YES NO 
24. I prefer to have written directions to someone’s home. YES NO
25. I can look at an object and remember it when I close my eyes. YES NO 
26. I have musical ability. YES NO 
27. When I study new vocabulary, writing the words several times helps me learn. YES NO 
28. I can imagine myself doing something before I actually do it. YES NO 
29. I use phrases like “That rings a bell,” “I hear you,” or “That sounds good.” YES NO 
30. I enjoy building things and working with tools. YES NO
______________________________________ 

Academic Success Services 

TEACHING AND LEARNING CENTER 

7688 | tlc@puc.edu 

- 1 - 
Scoring Your Inventory 

Tally your responses by adding up only the YES answers. Put the number of the question in
the appropriate box. For example, if you answered questions number 9 with a yes, write 9 in
the VISUAL box. If you answered number 11 with a yes, write number 11 in the
 AUDITORY box. If you answered number 7 with a yes, write 7 in the KINESTHETIC box.
Add up the number of questions in each box and write a total for each one. This will
determine your preferred learning style. Don’t worry if a dominant mode doesn’t emerge.
You’re a versatile learner! Use the knowledge you gain to create excellent study tools, the
ones that are right for you. Chart your answers below. 

Visual Style: Questions 1, 4, 9, 10, 13, 16, 19, 24, 25, 28 
Auditory Style: Questions 2, 5, 8, 11, 14, 18, 20, 23, 26, 29 
Kinesthetic Style: Questions 3, 6, 7, 12, 15, 17, 21, 22, 27, 30 

Visual Auditory Kinesthetic 

Total:

Total:

Total: 

The highest score indicates your preferred learning style. If you have a high score in more
than one area, you’re using additional modalities. Remember that there are no wrong
answers to this inventory. Everyone is an individual and has her own style of learning. 

Characteristics of Visual, Auditory, and Kinesthetic Modes • Visual

learners need to see information. If your preferred style is visual, you have strong
visualization skills and can remember objects, shapes, and pictures. You learn by reading,
and by watching films, videos, and demonstrations. You can see pictures in your mind. 

• Auditory learners need to hear information. If your preferred style is auditory, you have
a “good ear” and can hear differences in tones and rhythm. Reading out loud will be
beneficial. You can remember what you hear in a lecture. 

• Kinesthetic learners need to be physically active and doing things. If your preferred style
is kinesthetic, you are a hands-on learner. You have good coordination and learn by
doing. You generally have an active approach to learning.
______________________________________ 

Academic Success Services 

TEACHING AND LEARNING CENTER 

7688 | tlc@puc.edu 

- 2 - 
Using Multi-Sensory Learning 

Now that you know your learning style(s), you have an idea of the important role your senses
play in the learning process. The best strategy is to combine modalities whenever possible.
Incorporate visual, kinesthetic, and auditory learning into your study plan. Using
combinations will strengthen your ability to retain information. Be creative. Add your own
ideas. Here are some strategies: 

Visual learners: 
• Create mind maps, flow charts, and diagrams using bright colors. Put them where you can
view them frequently. 
• Practice building your visual memory. 
• Rewrite your notes using different colors. 

Auditory learners: 
• After you read a page in your textbook, summarize the information out loud in your
own words. 
• Tape your instructor’s lecture, and if you are a commuter, listen to the tape on the way
home, either in your car, or on the bus or subway. 
• Discuss the material that you have been learning with a friend or study group. 

Kinesthetic learners 
• Use your hands. Cut up charts and diagrams. Create flash cards and move them around
with large, sweeping movements. 
• Walk and talk the information. Recite as you move. 
• Type on a computer keyboard. You are using your muscle memory. 

Developing Your Style: Combining Visual, Auditory, & Kinesthetic

Modes 
Additional ways you can use multi-sensory learning: 
• Use background music (no lyrics to distract you) when you study. Choose a piece of music
for a particular subject. Every time you study that subject, play the music. You are
creating an association for your subconscious mind. You may be surprised to discover
how much of the information you remember when you play the music by itself. You are
combining Visual and Auditory modes. 
• Use rap or rhyme to memorize information. To add Kinesthetic to this Auditory mode,
walk, dance, or clap when you sing.
______________________________________ 

Academic Success Services 

TEACHING AND LEARNING CENTER 

7688 | tlc@puc.edu 
 - 3 - 
• If you are athletically inclined, dribble a basketball while you recite information.
You are combining Auditory and Kinesthetic modes. 
• Study with a partner or in a group. Discuss the information. Hold up flash cards
diagrams, hierarchies, and mind maps to test each other. This combines Visual and
Auditory modes. • Put yourself in the picture. You can do this with a subject like history;
participate in a battle or a significant meeting such as the signing of the Declaration of
Independence. Ask yourself how you feel. This combines Visual and Kinesthetic
modes. 
• Make up your own strategies. Incorporate multi-sensory learning into your studies. 

Additional Strategies: 
• If you are learning a new vocabulary word or math formula, write it in the air using
large, sweeping movements. Close your eyes and see it in your mind’s eye. Say the
words out loud. You are combining V, A, and K modes. 
• Use the sense of smell. One student created olfactory (smell) associations by using
scented pencils for studying. He used a grape pencil for one subject and a chocolate
one for another. When taking an exam, he used the appropriate pencil to help him
recall information. He combined V and K and added an additional sensory mode. 
• Use 5- by 7-inch flash cards to self-quiz. Use different and bright colors for each side. Lay
them on a desk or table. Move them around and put them in different places as you study,
or create a game with them. Place them into different categories in a hierarchical fashion
such as “don’t know,” “review,” and “need to study more.” 
• Create your own auditory notes using a tape recorder. 

My Personal Learning Style Plan: 

Choose for the suggestions listed above 4-5 techniques you will try this quarter as you study
for classes. List them here as an action plan detailing how you will incorporate multi-
sensory learning into your study time. 

1. Use maps, flow charts, or webs to organize materials

2. Write out and use flash cards for review of material
3. Read material aloud
4. Use some form of body movement while reciting material to be learned.
5. Trace words and diagrams on paper

Excerpted from: Leonard, Enid. College Success Simplified, 2005.

______________________________________ 

Academic Success Services 

TEACHING AND LEARNING CENTER 

7688 | tlc@puc.edu 

- 4 - 
 COURSE: UED 102

STEP 1: Tentative Goal Statement

Graduate on time, and achieve GPA 3.5 above every semester

STEP 2: List of STEP 3: List of

Obstacles Resources
1. Getting used to 1. Rewrite notes
university every time revising
environment 2. Library books as
2. Distraction such as reference
social media 3. Educational
3. Trouble with youtube videos
lectures 4. Be prepared before
4. Slow pick up on lecture
study 5. Practice solving
5. Procrastination skills
6. Homesickness 6. Ask motivation
7. Lack of motivation from family and
8. Get sidetracked close friends
when attending
classes

STEP 4: Revised Goal Statement

I will not repeat semester and Graduate on time.

STEP 5: Polished Goal Statement

I will give my best to get 3.5 and above GPA every semester
 Fixed-Commitment Calendar
Monday Tuesday  Wednesda Thursda Friday  Saturday  Sunday
y  y 

6 a.m. Wake up  Wake up Wake up  Wake up  Wake up  Wake up  Wake up
(subuh ( subuh (subuh (subuh ( subuh ( subuh (subuh
prayer) prayer) prayer) prayer) prayer) prayer ) prayer)

7 a.m. Shower, Shower, Shower, Sleep Shower, Sleep Sleep

make make make coffee make
coffee coffee and and prepare coffee
and prepare for for class and
prepare class prepare
for class for class
online

8 a.m. Class Class Class Sleep Class Sleep Sleep

9 a.m. Class Class Class  Shower Class Sleep  Sleep 

10 a.m. Class Class Class Shower, Class Shower  Shower

Revision

11 a.m. Online Class Study Revision Class Watch Watch

Class Shows Shows

Noon Online Class  Study Rest Class Rest Rest

Class

1 p.m. Zuhur Zuhur Back to Buy Buy Zuhur Zuhur

prayer, prayer  college and lunch, Lunch, prayer   prayer  
Lunch Zuhur Zuhur Zuhur Lunch Lunch
prayer Prayer prayer

2 p.m. Class Rest Rest Online Lunch Assignmen revision

Class  t 

3 p.m. Class Sleep Online Online Online Study  revision

Class Class Class

4 p.m. Class Sleep Online Online Online Study Laundry

Class Class Class

5 p.m. Asar Asar Asar prayer, Online Online Asar Asar

prayer prayer  Class Kor Class Class prayer  prayer 

6 p.m. revision Read Class Kor Rest  Rest, Clean Do my own

Surah Al- Asar room activities
Waqiah prayer 

7 p.m. Shower Shower Class Kor, Shower Shower Shower shower and
and and back to and and and Maghrib
 Maghrib Maghrib college and Maghrib Maghrib Maghrib prayer 
prayer  prayer  Maghrib prayer  prayer  prayer 
prayer

8 p.m. Do Free time Shower  Free time Study Assignme Assignme

assignme nt nt 
nt, Isya’
prayer

9 p.m. Read Isya’ Isya’ prayer Isya’ Isya’ Isya’  Isya’

surah Al- prayer and and read al prayer prayer prayer and prayer and
Mulk  read surah quran and read and read read al do
Al-Mulk surah al surah quran assignment 
kahfi  Yassin

10 p.m. Watch Assignme Assignmen Study  assignme Call Study

Youtube nt t nt parents 

11 p.m. Rest Assignme Rest assignme assignme Study and Playing

nt nt  nt revision  games

Midnig Sleep Rest  Rest Watch assignme Watch Sleep

ht Youtube nt Drama

1 a.m. Study Study Study Study Study  Sleep Sleep 

2 a.m. Sleep  Sleep Sleep  Sleep  Sleep  Sleep  Sleep 

3 a.m. Sleep  Sleep  Sleep  Sleep  Sleep  Sleep  Sleep 

4 a.m. Sleep  Sleep  Sleep  Sleep  Sleep  Sleep  Sleep 

Hours available for study __10__ Hours needed for study _12___
JOB TASK ANALYSIS 
IMPORTANCE SCALE  FREQUENCY SCALE
0 – NOT PERFORMED  0 – NOT PERFORMED

1 – NOT IMPORTANT  1 – EVERY FEW MONTHS TO YEARLY

2 – SOMEWHAT IMPORTANT  2 – EVERY FEW WEEKS TO MONTHLY

3 – IMPORTANT  3 – EVERY FEW DAYS TO WEEKLY

4 – VERY IMPORTANT  4 – EVERY FEW HOURS TO DAILY

5 – EXTREMELY IMPORTANT  5 – HOURLY TO MANY TIMES EACH HOUR

TASK DESCRIPTION  IMPORTANCE  FREQUENCY

Praying 5 5
Do assignment 5 5

Room Cleaning 3 3

Study 5 4

Laundry 4 4

Read Quran 4 4

Sport time 3 2

PRIORITIZED TASK LIST 

HIGH PRIORITY TASKS DATE DUE

☐ submit my UED porfolio  Week 4

☐ Assignment UED Video Assessment Week 5

☐ Start MGT 162 Group Assignment Week 5

☐ MAT 112 quiz Week 5

☐ Midterm Exam After Midsem

break

☐ Yassin 1-20 Week 14

☐ TMC 101 group assignment video Week 7

MEDIUM PRIORITY TASKS DATE DUE

☐ study and revision  Every week 

☐ spend time with friends Everyday 

☐ Call parents Every week

LOW PRIORITY TASKS DATE DUE

☐ Clean the room  Everyday 

☐ exercise  2 - 3 times week 

☐ Do Laundry  1- 2 times a week 

ADDITIONAL TASKS DUE DATE

☐ Watching Shows and Movies  Free Time

☐ Catching up with old friends  4 times a month

 ☐ Creative time Depend

After I finished all the time management list, I realized how it helps me see the full picture of
my tasks and what I need to prioritize.

Based on the result of activity 4.1, my score is 6 out of 10 only. This low score which
I got indicates that I need to improve my memory strategies. My weakness is
memorizing especially text. I will apply the spaced practice method which is a very
recommended strategy to remember important information. Memorize things little by
little is better for me because I cannot remember tons of information in one seating.
Reading the information repeatedly will help me to remember more.

Salt, pen, sad, flour, happy, ruler, cinnamon, glue, angry, rice, calender, printer, pencil, 

sugar, book, proud, computer, plate, love.

Please do the same activity:

Feelings Food Objects

               
Happy Angry Salt Rice Pencil Book
Sad Flour Pen Computer
Proud Cinnamon Glue Plate
Love Sugar Printer
Date Study Task Concentration Cause Strategy
Problem

27/10 MGT 162 GROUP Not fully Complex work Ask lecturer
ASSIGNMENT understand the for guidance
assignment

17/10 ACC 112 Understanding the Having no Watch

subject basic account youtube video
knowledge and ask for
help

3/11 MAT 112 study for Hard time to Low Revision and
quiz answer the mathematic study group
question skill

20/10 TMC 101 Hanyu Hard time to First time Revision and
pinyin remember the learning practice
correct Chinese
pronunciations

Concertation Chart
The Roles Managers Play
What are the roles that managers play in organizations?
In Mintzberg’s seminal study of managers and their jobs, he found the majority of
them clustered around three core management roles. Interpersonal roles. Managers
are required to interact with a substantial number of people in the course of a
workweek. They host receptions; take clients and customers to dinner; meet with
business prospects and partners; conduct hiring and performance interviews; and
form alliances, friendships, and personal relationships with many others. Numerous
studies have shown that such relationships are the richest source of information for
managers because of their immediate and personal nature.

Three of a manager’s roles arise directly from formal authority and involve basic
interpersonal relationships. First is the figurehead role. As the head of an
organizational unit, every manager must perform some ceremonial duties. In
Mintzberg’s study, chief executives spent 12% of their contact time on ceremonial
duties; 17% of their incoming mail dealt with acknowledgments and requests related
to their status. One example is a company president who requested free
merchandise for a handicapped schoolchild.

Managers are also responsible for the work of the people in their unit, and their
actions in this regard are directly related to their role as a leader. The influence of
managers is most clearly seen, according to Mintzberg, in the leader role. Formal
authority vests them with great potential power. Leadership determines, in large
part, how much power they will realize.16 Does the leader’s role matter? Ask the
employees of Chrysler Corporation (now DaimlerChrysler). When Lee Iacocca took
over the company in the 1980s, the once-great auto manufacturer was in
bankruptcy, teetering on the verge of extinction. He formed new relationships with
the United Auto Workers, reorganized the senior management of the company,
and—perhaps most importantly—convinced the U.S. federal government to
guarantee a series of bank loans that would make the company solvent again. The
loan guarantees, the union response, and the reaction of the marketplace were due
in large measure to Iacocca’s leadership style and personal charisma. More recent
examples include the return of Starbucks founder Howard Schultz to re energize and
steer his company, and Amazon CEO Jeff Bezos and his ability to innovate during a
downturn in

1. What do managers do to help organizations achieve top performance?

This role, in which managers establish and maintain contacts outside the vertical
chain of command, becomes especially important in view of the finding of virtually
every study of managerial work that managers spend as much time with peers and
other people outside of their units as they do with their own subordinates.
Surprisingly, they spend little time with their own superiors. In Rosemary Stewart’s
study, 160 British middle and top managers spent 47% of their time with peers, 41%
of their time with people inside their unit, and only 12% of their time with superiors.
Guest’s (1956) study of U.S. manufacturing supervisors revealed similar findings.

Informational roles. Managers are required to gather, collate, analyze, store, and
disseminate many kinds of information. In doing so, they become information
resource centers, often storing huge amounts of information in their own heads,
moving quickly from the role of gatherer to the role of disseminator in minutes.
Although many business organizations install large, expensive management
information systems to perform many of those functions, nothing can match the
speed and intuitive power of a well-trained manager’s brain for information
processing. Not surprisingly, most managers prefer it that way. As monitors,
managers are constantly scanning the environment for information, talking with
liaison contacts and subordinates, and receiving unsolicited information, much of it
as a result of their network of personal contacts. A good portion of this information
arrives in verbal form, often as gossip, hearsay, and speculation. In the disseminator
role, managers pass privileged information directly to subordinates, who might
otherwise have no access to it. Managers must not only decide who should receive
such information, but how much of it, how often, and in what form. Increasingly,
managers are being asked to decide whether subordinates, peers, customers,
business partners, and others should have direct access to information 24 hours a
day without having to contact the manager directly. In the spokesperson role,
managers send information to people outside of their organizations: an executive
makes a speech to lobby for an organizational cause, or a supervisor suggests a
product modification to a supplier. Increasingly, managers are also being asked to

deal with representatives of the news media providing both factual and opinion-
based responses that will be printed or broadcast to vast unseen audiences, often

directly or with little editing. The risks in such circumstances are enormous, but so
too are the potential rewards in terms of brand recognition, public image, and
organizational visibility. Decisional roles. Ultimately, managers are charged with the
responsibility of making decisions on behalf of both the organization and the
stakeholders with an interest in it. Such decisions are often made under
circumstances of high ambiguity and with inadequate information. Often, the other
two managerial roles—interpersonal and informational—will assist a manager in
making difficult decisions in which outcomes are not clear and interests are often

conflicting. In the role of entrepreneur, managers seek to improve their businesses,

adapt to changing market conditions, and react to opportunities as they present
themselves. Managers who take a longer-term view of their responsibilities are
among the first to realize that they will need to reinvent themselves, their product
and service lines, their marketing strategies, and their ways of doing business as
older methods become obsolete, and competitors gain advantage. While the
entrepreneur role describes managers who initiate change, the disturbance or crisis
handler role depicts managers who must involuntarily react to conditions. Crises can
arise because bad managers let circumstances deteriorate or spin out of control, but
just as often good managers find themselves in the midst of a crisis that they could
not have anticipated but must react to just the same. The third decisional role of
resource allocator involves managers making decisions about who gets what, how
much, when, and why. Resources, including funding, equipment, human labor, office
or production space, and even the boss’s time are all limited, and demand inevitably
outstrips supply. Managers must make sensible decisions about such matters while
still retaining, motivating, and developing the best of their employees.

Survey: Do you need to read this text?

(SKIM THE TEXT AND FIND THE MAIN IDEAS)

Manager roles, Mintzberg seminal study, Interpersonal relationships, Informational roles,

Three managers roles, Responsible.
Query: What do you expect to cover?
- What are the manager roles?
- What are informational roles?
- What do managers do to help organizations achieve top performance?
- Explain interpersonal relationships for manager roles
- What did the Mintzberg seminal study show?

Recall: Can you identify which sections help you?

The second paragraph where the text explains the basic interpersonal relationships. Next,
the text always give example after explaining the managers role.

Review: Take the notes you can remember helpful

information and where you found it.
-Informational roles. Managers are required to gather, collate, analyse, store, and
disseminate many kinds of information.
-Managers are also responsible for the work of the people in their unit, and their
actions in this regard are directly related to their role as a leader.
-Three of a manager’s roles arise directly from formal authority and involve basic
interpersonal relationships.

NOTE TAKING STRATEGIES

Based on the activity 5.1, I got seven points out of ten points. From this analysis, I realized
that my note-taking strategies are decent. As a student I must find solutions to up my note-
taking skills to have more effective and efficient studies.
Write notes:

Mapping method
Smallest unit with the Water, carbon
dioxide and oxygen enter and leave
The cell freely

 A capacity for metabolism

 Controlled responses to the environment,
growth and reproduction
 Cell differ in size, shape and activities

1. Thin, cuter membrane separates

Plasma membrane metabolic activities
2. Water, carbon dioxide and oxygen enter
and leave freely

DNA Occupied by nucleus

Membrane-bound

Internal sac
Prokaryotic cells
Occupies a nucleoid

 Plasma membrane and the region of

Cytoplasm DNA
 Holds many ribosmes
1. Calculate your GPA target for first semester.

Subject  Gred
1.
INTEGRATED LANGUANGE A
SKILL ( ELC121 )

FOUNDATION MANDARIN A-
( TMC101 )

STUDY SKILLS ( UED102 ) PASS

FUNDAMENTAL OF ISLAM A-
( CTU101 )

FUNDAMENTAL OF A-
MANAGEMENT ( MGT162 )

BUSINESS MATHEMATICS A-
( MAT112 )

INTRODUCTION TO A-
ACCOUNTING ( ACC117 )

NATIONAL KESATRIA PASS

( HBU111 )

1. Calculation:- GPA = The total credit values registered and attempted in the
assessment of a semester
The total credit units acquired in the same semester

- Total number of credit : 3 + 2 + 0 + 2 + 3 + 3 + 3 + 1 = 17

- Total point earned : 3 ( 4.00 ) + 2 ( 3.67 ) + 0 + 2 ( 3.67 ) + 3 ( 3.67) +
3 ( 3.67 ) + 3 ( 3.67 ) + 1 ( 0 ) =

59.71 = 3.51
17
Calculate your GPA target for second semester.

Subject Grade

How is your CGPA target for first and second semester?

_____________________________________________________