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

A note from Wikipedia.org about citing their articles:

        "Most educators and professionals do not consider it appropriate to use tertiary sources such as encyclopedias as a sole source for any information—citing an encyclopedia as an important reference in footnotes or bibliographies may result in censure or a failing grade. Wikipedia articles should be used for background information, as a reference for correct terminology and search terms, and as a starting point for further research. As with any community-built reference, there is a possibility for error in Wikipedia's content—please check your facts against multiple sources and read our disclaimers for more information."

Personality, Intelligence, and Learning Style

“The only journey is the one within.” – Rainer Maria Rilke

            I have long been a fan of personality inventories and typology. Maybe it’s because I’m a people-person and fascinated by how incredibly different we all are. Or perhaps it’s due to my own natural personality inclinations. I don’t know when exactly I first discovered personality assessments, but I’m guessing it was sometime after my undergraduate years. Probably it was when I returned to college to earn my teaching certificate and took an educational psychology class. Whenever it was, since then I’ve been hooked, so I thought I would share a few of the personality, learning style, and intelligence inventories that I like.

            Probably one of the most well-known personality inventories is the Myers-Briggs Type Indicator, or MBTI. Devised by Katherine Cook Briggs and her daughter, Isabel Briggs-Myers in 1962, the assessment is based on the psychological theories created by Carl Jung. Since then, it has been tested and validated worldwide and has grown to become one of the most widely used personality inventories in schools, workplaces, and therapist offices. In short, the assessment identifies where in a dichotomous spectrum one’s personality lies in four areas: Introverted-Extraverted, Intuitive- Sensing, Feeling-Thinking, and Perceiving-Judging. I won’t go into detail here, but if you’re interested in learning more, visit the website of the Myers & Briggs Foundation at http://www.myersbriggs.org/. There are also lots of free, informal assessments based on the MBTI available online. While not scientifically validated, something like that would be a good way to introduce you to the concept, and later when you can take the official assessment, you can compare results. I’ve taken the official assessment at least twice, and many informal assessments, and I always show the same results: Extraverted (meaning I get my energy by being with other people), Intuitive (meaning I gather information more on a gut level than with my five senses), Feeling (which describes the way I process the information I gather), and Perceiving (think “go with the flow,” and “open-ended;” those words describe a Perceiver). The most balanced people are those who score about midway in each dichotomy, but there’s nothing wrong with being strongly one way or the other. For example, I have some Introverted and Judging tendencies, but I am almost off the charts when it comes to being Intuitive and Feeling.

            Another typology I like is the one developed by John L. Holland, who researched the fit between a person’s personality type and her career choice (to sum up, people who choose careers that are a good fit with their personality types are the happiest with their work…Duh!). I would never recommend a Wikipedia article to a student doing research for a paper, but for general information, it’s a good go-to website, so check out the article on Holland Types there: http://en.wikipedia.org/wiki/Holland_codes. Most assessments based on Holland types will show the respondent’s top two or three dominant types. My top two are Artistic (the Creators) and Social (the Helpers). I’m expressing both in this blog post, using my artistic side to write, and my social side to teach readers about something I believe is useful and interesting. Teaching is a good profession for me because it engages both my Artistic and Social traits. My tertiary type is Investigative, which means I enjoy finding out things.

            In 1983 American psychologist Howard Gardner proposed that human beings actually have a spectrum of intelligences in different areas, and that everyone is intelligent in at least one area. While many psychologists have criticized Gardner’s work for various reasons, many educators have embraced it because it values variety in human thinking and reasoning. In my opinion, perhaps “intelligences” is not the best term to use, but rather “talents.” This gibes with my own spiritual beliefs that each person has at least one natural gift, or talent, which can be identified and developed. According to one assessment, my strongest intelligences are musical, social, and linguistic. Seems to parallel what I have previously described about myself in light of MBTI and Holland types, eh? Oh, and in recent years, some Gardner enthusiasts have suggested that existential, or spiritual, intelligence be added to the spectrum. I agree with them that there are some folks who are just naturally predisposed to pondering the big questions of life and connecting with the more ethereal realities of our universe. Don’t be alarmed, though; Gardner posited that all people have some degree of each intelligence. For example, my lowest intelligence is logic/mathematical. That doesn’t mean I can’t do math; it just means it’s harder and less relevant for me than it is for someone who is naturally predisposed toward it. So don’t accuse me of claiming that some people will be lost for all eternity because they haven’t been gifted with existential intelligence. It just might require more work for them to process and experience the concepts of God and Holy Spirit or whatever other cosmological philosophy they ascribe to. If you’re interested in knowing your own intelligence types, visit www.literacyworks.org and take their free online assessment on multiple intelligences, which is based on Gardner’s work.

            Finally, for anyone interested in learning (as we all should be, no matter what stage of life we’re in), it’s helpful to know about one’s learning style preferences. One common learning style model used in education is VARK, which stands for Visual, Aural, Reading/writing, and Kinesthetic. There are various free online assessments available to help you find out your own VARK preferences. Here’s one: http://www.vark-learn.com/english/page.asp?p=questionnaire. I myself learn best with reading/writing and visual cues. For example, if you’re giving me directions, what works best for me is a turn-by-turn list (reading/writing) and a simple map (visual). Most US education environments emphasize learning through aural and reading/writing means, but educators and trainers are learning how to engage various learning styles when they facilitate learning opportunities for their students. As an educator, I’m challenged by helping kinesthetic learners engage the content of lessons. It’s not too difficult in a small class or workshop, but in a room full of seventy-five people or more, it can be a challenge. One trick is to offer to let learners hold something that they can manipulate quietly while they learn, e.g. a ball of modeling clay or a squishy toy. Even doodling is a way kinesthetic learners can “move” while they learn.

            To understand ourselves better is to understand others better, and understanding others connects us and helps us build bridges instead of barriers. Knowing oneself isn’t all that hard, but it does require work, and that work, I believe, is worth the time and energy put into it. I like how Jennifer Aniston puts it: “Once you figure out who you are and what you love about yourself, I think it all kinda falls into place.”