Reflections

I came into teaching some years back from a very technical background and having a degree in education did not matter so much since the course was very technical. I always considered this a handicap and as such, I would read anything that would help me fill that gap so that I could be one of the best for the benefit of my students. After reading quite a number of books, I was quite certain that students typically came with their own learning style and the teacher was responsible for creating opportunities for such students to engage with learning.

 

Learning about the different learning theories, multiple intelligences and learning styles cleared a major misconception I had. In my mind, I had always questioned such “definites” as having a purely auditory learner or kinesthetic learner or any other of such. I was pleased to find out about the way people learn and very comfortable with the fact that active learning cannot be attributed to only one learning style or intelligence (Gardner, 2003, p. 9).

 

Not only did I now fully appreciate the nature of the learner and “the nature of specific learners and the fact that different people approach learning tasks in somewhat different ways” (Omrod, 2012), but I now fully appreciated the way I learn with regard to how I store and retrieve information, ways in which I learn different things, how I learn from a learning community and the role of technology. What this awareness has done for me as an individual is that I am now able to capitalize on my strengths while giving myself the opportunity to discover new ways of learning and doing things.

 

I know better how learning theories, learning styles, educational technology, and motivation are all interconnected. How they complement each other by playing a unique role in the learning experience. For example understanding how individuals learn will and should influence instructional design so in an online learning environment the application of educational technology such as discussion boards and mobile devices makes it possible for students to have an all engaging and rich learning experience. Once learners also feel like they are apply to apply their learning when required and obtain feedback to help consolidate their learn, they will then be satisfied learners (Omrod, 2012, Keller, 1999, p. 39).

 

Still on my journey to being an effective and efficient instructional designer, I can see how my new learning will influence greatly how I design instruction by taking in my learners needs, applying what I know about how people learn and designing instruction that meets those needs. In this age of technology and particularly in an online environment, it will be useful for the learner to access learning opportunities via technology. I also understand that learners, particularly adult learners, are more intrinsically motivated and thus I understand the need for such opportunities to be available to students.

 

References:

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

 

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

 

Ormrod, Jeanne, narr. Learning Styles and Strategies. Walden University, 2012. Web. 28 July 2011

 

Ormrod, Jeanne (2012), narr. Motivation in Learning. Walden University, 2009. Web. 13 August 2012.

Fitting the Pieces Together

Everyone needs to have some insight into learning theories, styles and multiple intelligences to fully appreciate the dynamics involved in how they learn. At least even if the instructor does not vary instructional methods, the learner can pursue other avenues to facilitate learning. As a high school teacher, I have previously participated in professional development workshops that consistently conveyed how individual students had different learning styles. I have come to see how much this is a misconception; particularly in the way learning styles have been presented can lead to “paralyzing experiences” for students inadvertently neglecting the nurturing and the development of seemingly “weak” intelligences (Armstrong, 2009, p 27).

The last few weeks have been particularly enjoyable for me in my Learning Theories and Instruction Course as each week helped me see that the various theories of –isms, styles, and multiple intelligences apply to me in ways I have not fully considered. In week 1 of the course, I was convinced that some key factors raised in the theories of cognitivism, behaviorism and constructivism are evident in the way I learn and where one fell short it seems the other compensated quite easily. For instance being presented with pre-reading text provides some stimulus which gives me some background knowledge yet is not certain that I will think about what I am reading. A combination of comprehension monitoring techniques, writing about what I have read and relying on my network of classmates and other resources consolidates my learning experience. I would not say that my view on the way I learn has changed so much but rather that I have a better understanding of how I learn.

Gardner (2003, p. 9) posits, “It is fundamentally misleading to think about a single mind, a single intelligence, single problem-solving capacity” with the argument that “the mind/brain consists of many modules/organs/intelligences, each of which operates according to its own rules in relative autonomy from the others”. This stands out to me out of my many readings for the simple fact that it really encapsulates all my learning over the past weeks. It emphasizes for me that strategies employed in any given situation which present me with visuals, give me something to do with what I am learning such as blogging and talking about it promotes learning for me.

Learning which involves technology is not only enjoyable for me but also actually easier since I spend a good part of my day behind one device or another. In my learning, I find myself using technology to identify and locate resources for learning, to store backups of my work, to complete assignments whether it is a blog, a discussion post or a multimedia assignment. The information overload is definitely something to contend with but the benefits for me as an individual far outweigh the challenges.

 

References:

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development

 

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf