Learn How to Learn

          When do you think learning begins? When you start school in Kindergarten or preschool? When you are a toddler at home, learning to walk and talk and beginning to explore your world more independently? Maybe even at birth, as you learn your parents’ faces and what your fingers and toes are all about? Some researchers say that we begin learning even before we are born, while we are in our mothers’ wombs. And an unproven yet widely held theory holds that human beings actually inherit learning from our ancestors, that certain memories (and learning is all about memory) are present in our DNA!

          Learning is a process, then, that begins in the womb, at least, and continues throughout our lifespans…and perhaps beyond. Merriam-Webster’s Collegiate Dictionary (11^th edition) defines the verb to learn as “…to gain knowledge or understanding of or skill in [a topic] by study, instruction, or experience.” Harold D. Stolovitch and Erica J. Keeps, authors of Telling Ain’t Training, define learning as simply adaptation and change. To them, learning is transformational. We are different after we emerge from a learning experience. We know or understand more or differently than we did before the experience, and perhaps we are able to do something that we weren’t able to do before. Learning changes us.

          We can choose two different perspectives on how we approach a learning situation. If our locus of control is external, then we hold others responsible for our learning. If we learn something well, then it’s because we had a good teacher. If we don’t, then it’s the instructor’s fault. However, if our locus of control is internal, then we take responsibility for our own learning. We can learn something well both because of and in spite of the aptitude of our instructor, because we are in control of our learning. Of course, learning is a shared responsibility. The subject matter experts—those who possess the knowledge, understanding, or skill to be learned—are responsible for providing true, accurate, up-to-date knowledge and skills to the best of their abilities, while the learners—we who desire to be changed by the learning experience—are responsible for receiving what the subject matter expert has to offer and accommodating that into our learning framework, or schema, to the best of our abilities.

          As a partner in this teaching-learning process, we students can improve our performance by becoming aware of our own styles and preferences. First, it’s important that we have a good understanding of our innate personality types and preferences. The Myers-Briggs Type Indicator, or MBTI, is a descriptive system for identifying how individuals perceive the world and make decisions. The MBTI utilizes four dichotomies:

• Extraversion (a preference to act, then reflect, then act again) and Introversion (a preference to reflect, then act, then reflect again);
• Sensing (gathering information using the five senses) and Intuiting (gathering information intuitively based on prior learning or on holistic analysis, or how something fits into the “big picture”);
• Thinking (using logic and reason to make decisions; using one’s “head”) and Feeling (making decisions based on how it makes oneself or others feel; using one’s “gut”); and
• Judging (logical, empathetic, like to bring matters to a close) and Perceiving (concrete, abstract, keeping matters open-ended).

        Another assessment often used to help individuals describe their personality preferences is the Strong Interest Inventory, widely used in career counseling to help individuals create a career path that best suits their preferences in the workplace. The types used in the SII are based on the six personality codes developed by psychologist John Holland:

• Realistic types prefer the world of things and processes more than ideas or people.
• Investigative types are often intellectual and introspective, preferring to solve problems or conduct research.
• Artistic types are creative and expressive, often preferring unstructured environments where they can freely express their feelings and use their imaginations.
• Social types enjoy working with people and helping others in some way.
• Enterprising types are often outgoing, adventurous, and readily take risks, preferring to lead, persuade, and compete.
• Conventional types tend to be conservative, organized, and practical, paying close attention to detail and going by the rules.

         Second, a good understanding of our intelligence will indicate what we may be naturally good at learning, and where we might need some additional support when learning. A currently popular theory of intelligence is Howard Gardner’s theory of multiple intelligences. Gardner proposes that there are eight basic abilities where intelligence is displayed, and that all people have a strength in at least one of these areas, and can gain intelligence in any area with proper support and opportunity. These eight abilities are:

• Musical: sensitivity to sounds, rhythms, tones, and other aspects of music.
• Visual-spatial: ability to visualize, or picture things in one’s mind, and relate well to spaces and the things in them.
• Verbal-linguistic: aptitude for words and languages.
• Logical-mathematical: talent for using numbers and data to perform tasks requiring critical thinking and analysis, often identifying cause-effect relationships.
• Bodily-kinesthetic: controlling one’s body and manipulating objects well.
• Interpersonal: ability to sense others’ moods and feelings and work well in a group.
• Intrapersonal: knowing oneself well; introspective and reflective.
• Natural: sensitivity to the natural world of plants, animals, the environment, and nature.

        Many proponents of Gardner’s theory promote the existence of a ninth mode of intelligence, existential, which is a sensitivity to religious and spiritual experiences.

        Finally, knowing one’s learning style preferences can be helpful when receiving new information and knowledge. Many educators subscribe to the VARK theory of learning preferences:

• Visual learners prefer to take in new information through the eyes, by watching demonstrations and videos, and by reading literature with many illustrations.
• Auditory learners prefer to hear the new knowledge or information, taking it in through the ears.
• Reading/writing learners prefer the written word for receiving new knowledge and information.
• Kinesthetic learners like to move and manipulate things, using their hands and bodies while learning.

        Some learning experts discount this theory, claiming that there is no solid research to prove that individuals have one style preference over another. The fact is that human beings learn in all of these ways to some degree, and some learning experiences might require one mode more than the others. You, the learner, can decide for yourself what your preferences are and adjust your learning habits accordingly. A multimodal approach is probably best for all involved in the teaching-learning experience.

        Once you are familiar with your personality, intelligences, and learning style preferences, you can better adapt yourself in order to make the most of your learning experiences. For example, if you are an Extraverted and Social type with Interpersonal intelligence, you might learn best in groups. You could form or join a study group and look for classes that provide lots of opportunities to discuss the material to be learned and/or work in groups. On the other hand, if you are more Intraverted and Investigative with a Logical-Mathematical intelligence, you might prefer learning experiences that are more individualized, tasks that require analysis and problem-solving, and classes that provide opportunities for independent study and learning. In either case, you can capitalize on your learning by understanding what your personal input preferences are and looking for modes of delivery that match those preferences. If your instructor doesn’t already provide multimodal opportunities, ask her to direct you to websites and other resources where you might find material that does match your personal preferences.

        If you’d like to learn more about MBTI, Holland Codes, multiple intelligences, and personal learning style preferences (especially VARK), just type in these terms in your favorite Internet search engine. You’ll even find free, online assessments. Be careful, though; some of these assessments have not been scientifically validated, and the websites might actually be “phishing” for your information so that they can send you junk email. It’s better to look for websites that are linked to your school’s or workplace’s own website because those have been vetted by professionals at your school or workplace. For starters, try the California Career Zone [www.cacareerzone.org] for some free online assessments, and the VARK Questionnaire [www.vark-learn.com]. If you’re attending a school, college, or university, see a counselor, academic advisor, or career specialist for more information and guidance on how to be a better learner. If you’re already in the workforce, your human resources office might have learning resources available to you.

        You might believe that you aren’t and never have been a “good” student, but if you’re able to read and understand this blog, you’re able to learn, and that means that you are able to learn how to learn. Remember, you started learning before you were born, and no one knows for sure when you’ll stop learning. No matter how old you are, it’s never too late to learn how to be a better learner.

Sources:

1. Carey, Benedict. (2014). How We Learn. New York: Random House.
2. Holland Codes. (2015, March 16). In Wikipedia, The Free Encyclopedia. Retrieved 21:56, March 16, 2015, from http://en.wikipedia.org/w/index.php?title=Holland_Codes&oldid=651668506
3. Myers–Briggs Type Indicator. (2015, March 16). In Wikipedia, The Free Encyclopedia. Retrieved 21:55, March 16, 2015, from http://en.wikipedia.org/w/index.php?title=Myers%E2%80%93Briggs_Type_Indicator&oldid=651626380
4. Stolovitch, Harold D. and Erica J. Keeps (2011). Telling Ain’t Training. The American Society for Training and Development.
5. Theory of multiple intelligences. (2015, March 16). In Wikipedia, The Free Encyclopedia. Retrieved 21:57, March 16, 2015, from http://en.wikipedia.org/w/index.php?title=Theory_of_multiple_intelligences&oldid=651668282

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