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