My Indicators of Learning

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How do I know if I have learned well?

1. Explaining concepts and ideas in my own words (and other medium of communication)

If I can explain a concept without copying every word in the material, then I can say that I have learned well.

2. Creating my own unique personal examples

If I can come up with my own personal examples that are very different from the example provided in the material, then I can say I have learned well.

3. Metaphors and Analogies

If I can connect a complex idea or topic to simpler events, situations or phenomena which are not actually related to the lesson, but are very helpful for me to understand it easier, then I can say I have learned well.

4. Concept map or outline

If I can create an outline or concept map about all the important concepts and ideas on a certain topic, and discuss them without looking at my reading materials or notes, then I can say I have learned well.

5. Teaching, Explaining, Sharing and Discussing with others

As Albert Einstein say, ‘If you can’t explain it to a six year old, you don’t understand it yourself.’ If I can explain a certain topic to other people, especially those who are new to the concept or have no previous idea about the topic I am explaining, and make them understand the things I learned, then I can say I have learned well.

6. Practical Applications

If I can apply what I learn to practical situations and use it in and real-life challenges or tasks when it is very useful, then I can say I have learned well.

My Learning Strategies

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Strategies I Use To Learn:

1. Note Taking

Writing down important definitions, ideas and concepts using my own words (as much as possible, usually in bullet and outline form) helps me understand a lesson and organize my thoughts about it. I am not only limited to jotting down ideas provided in the book or lessons. I can also take down questions, examples, or ideas that come to mind while reading a specific part of a textbook or reading material. I write them down so I will not forget and be able to get back to it once I come across the answer after reading and understanding the materials. I also write examples, experiences and situations related to the lesson.

2. Outlining and concept mapping

Creating an outline helps me summarize all important concepts, theories, ideas, as well as their connections and relations of each other. It helps me organize my thoughts about the lesson and not miss a topic. Concept maps not only help me take note of important concepts. It also helps me organize ideas and realize connections between theories and topics discussed in a certain lesson. It also serves as a guide when reviewing previous lessons. I may not be able to remember every word in our module and reading materials, but it is important to remember the significant topics and ideas in it.

3. Finding or creating tables, graphs, illustrations, models, examples and practical applications that support a concept

As a visual learner, tables, graphs and illustrations help me understand an idea or concept discussed in a given lesson.  It took me days to finish reading and understanding all the theories on motivation in Module 3. However, it just took me minutes to grasp the concept of FLOW because of the supporting graph (or model) provided that explains how FLOW works. Given examples and practical applications help me a lot in comprehending a theoretical concept. Examples make me visualize and comprehend explanations written in words. If I cannot make my own examples, I look for a good one.

4. Thinking and Active Procrastination

Planning and thinking takes most of my time while studying. This might also be the reason why I procrastinate. At times, I am consciously putting off an activity because I need more time to understand and process it deeply, or because I am currently in the process of thinking and deeply processing other ideas. This doesn’t mean that I am avoiding them but rather, I am prioritizing and taking time to successfully complete and fully understand them. I do not subscribe to the idea of multitasking. I let the ideas sink in my brain one at a time. I am in control of my learning and taking appropriate time to understand and process concepts and ideas in my brain helps me improve my organizational skills. It keeps me focused, patient and disciplined. I may or may not finish on time, but I will not feel like I completed an activity just because I was required to do it.

I think I can dance (and more…)

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Understanding Gardner’s Multiple Intelligences makes me realize that each individual excel in different fields. Most importantly, it makes me understand myself better. It gave me the opportunity to assess and evaluate my strengths and weaknesses, and think of ways to accept them and improve them if necessary.

Coming across Fritzie‘s So you think you can dance? entry made me realize that I have a different set of talents and skills. Except for being a good dancer, we are very different (and opposite, at some extent) in other skills and abilities she mentioned in her entry.

Everyone in the family is a born dancer, from my grandparents down to my youngest nephew. Simply put, it runs in the family. It is the talent that each family member enjoys as it becomes part of our quality time together. Personally, it is a passion.

I also love music and singing. It is one of the talents unique to me among my siblings. I, together with my parents, am part of the music ministry in our church. While I am not an expert, I can also play piano.

I am an introvert. I think that explains why most of the time, I enjoy alone moments, don’t talk too much and why I am frequently misunderstood as being shy and not a “people-person”.

I prefer interpreting graphs, maps, charts and illustrations over reading books, newspapers and other reading materials and any long prose. It would take me days, or even weeks, to finish our modules in this course. On the other hand, I can interpret illustrations and three-dimensional models with ease and enjoy designing them using scientific laws and theories. This might be the reason why I studied civil engineering for five years.

I consider reading novels and writing essays my weakest abilities. I am definitely not a wide reader. While most readers say that novels are more accurate and are always better than their movie adaptations, I would rather watch them in cinemas.

A lot of friends insist that I can write and encourage me to develop and improve my writing skills. However, as I always say, I would rather answer hundreds of Math exercises rather than write a one-page essay. I’ve been teaching Math and continuously learning and designing instructional materials for almost a decade now. Needless to say, Math is the subject I enjoy the most.

These differences don’t mean that I am better or more intelligent than other people.  Instead, this shows that each and every individual is unique. As teachers, educators and instructional designers, it is very important for us to identify and understand these differences among our students. This will help us come up with different approaches, techniques and strategies so we can teach and transfer learning effectively.

Introverted Learner and Teacher

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Not just once did someone told me that I cannot become an effective teacher because I am introvert or if I stay being introvert. The problem is, introverts are always misunderstood.

So here are a few common misconceptions about Introverts (not taken directly from the book, but based on life experiences):

Myth #1 – Introverts don’t like to talk.

This is not true. Introverts just don’t talk unless they have something to say. They hate small talk. Get an introvert talking about something they are interested in, and they won’t shut up for days.

Myth #2 – Introverts are shy.

Shyness has nothing to do with being an Introvert. Introverts are not necessarily afraid of people. What they need is a reason to interact. They don’t interact for the sake of interacting. If you want to talk to an Introvert, just start talking. Don’t worry about being polite.

Myth #3 – Introverts are rude.

Introverts often don’t see a reason for beating around the bush with social pleasantries. They want everyone to just be real and honest. Unfortunately, this is not acceptable in most settings, so Introverts can feel a lot of pressure to fit in, which they find exhausting.

Myth #4 – Introverts don’t like people.

On the contrary, Introverts intensely value the few friends they have. They can count their close friends on one hand. If you are lucky enough for an introvert to consider you a friend, you probably have a loyal ally for life. Once you have earned their respect as being a person of substance, you’re in.

Myth #5 – Introverts don’t like to go out in public.

Nonsense. Introverts just don’t like to go out in public FOR AS LONG. They also like to avoid the complications that are involved in public activities. They take in data and experiences very quickly, and as a result, don’t need to be there for long to “get it.” They’re ready to go home, recharge, and process it all. In fact, recharging is absolutely crucial for Introverts.

Myth #6 – Introverts always want to be alone.

Introverts are perfectly comfortable with their own thoughts. They think a lot. They daydream. They like to have problems to work on, puzzles to solve. But they can also get incredibly lonely if they don’t have anyone to share their discoveries with. They crave an authentic and sincere connection with ONE PERSON at a time.

Myth #7 – Introverts are weird.

Introverts are often individualists. They don’t follow the crowd. They’d prefer to be valued for their novel ways of living. They think for themselves and because of that, they often challenge the norm. They don’t make most decisions based on what is popular or trendy.

Myth #8 – Introverts are aloof nerds.

Introverts are people who primarily look inward, paying close attention to their thoughts and emotions. It’s not that they are incapable of paying attention to what is going on around them; it’s just that their inner world is much more stimulating and rewarding to them.

Myth #9 – Introverts don’t know how to relax and have fun.

Introverts typically relax at home or in nature, not in busy public places. Introverts are not thrill seekers and adrenaline junkies. If there is too much talking and noise going on, they shut down. Their brains are too sensitive to the neurotransmitter called Dopamine. Introverts and Extroverts have different dominant neuro-pathways. Just look it up.

Myth #10 – Introverts can fix themselves and become Extroverts.

A world without Introverts would be a world with few scientists, musicians, artists, poets, filmmakers, doctors, mathematicians, writers, and philosophers. That being said, there are still plenty of techniques an Extrovert can learn in order to interact with Introverts. (Yes, I reversed these two terms on purpose to show you how biased our society is.) Introverts cannot “fix themselves” and deserve respect for their natural temperament and contributions to the human race. In fact, one study showed that the percentage of Introverts increases with IQ.

“Our culture made a virtue of living only as extroverts. We discouraged the inner journey, the quest for a center. So we lost our center and have to find it again.”

― Anaïs Nin

Source: 10 Myths About Introverts (by Carl King)

Multiple Intelligences

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“It’s not how smart you are, it’s how you are smart.”

― Howard Gardner

GARDNER’S MULTIPLE INTELLIGENCES

The 9 Multiple Intelligences (Howard Gardner) owelbutin (c) 2014

The 9 Multiple Intelligences
(Howard Gardner)
owelbutin (c) 2014

mi chart examples

Source: Freshman Monroe Scholars
http://freshmanmonroe.blogs.wm.edu/

Can intelligence really be measured?

Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will spend its whole life thinking its stupid.

― Albert Einstein

EXPERIENCE: Best Teacher, Worst Motivator

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While it is true that “experience is the best teacher”, it is also my worst motivator, especially in learning this course. Not just once did I get demotivated while going through our modules and reading materials. More often than not, I become very anxious, worried and confused as to whether I can finish all the readings and accomplish all the required tasks or not.

At times, I doubt if I can complete all the assigned readings and activities given to us. There are so many things to do and accomplish, yet so little time! I have to juggle school, work and social life all at the same time.

Why am I doing this? Can I really do this? Do I really have to read all of these so I can learn about teaching and learning? Is it really worth the effort and time?

I’ve been teaching for almost a decade now. Relatively, I have more than enough experience and gained more knowledge in teaching than these reading materials. Positive results from my students as well as positive feedback from their parents can prove that. Why do I have to punish and torture myself by going through all these stuff that would only stress me out, knowing that reading and writing are actually not my strongest learning styles?

The problem with the voice of experience? It never shuts up! The experienced teacher in me is always arguing and battling with the knowledge-hungry learner in me whenever I am faced with relatively difficult challenges. And most of the time, unfortunately, the “experienced” one wins.

What I am missing out during these moments is the fact that learning is an experience itself. That through continuous learning, I will be able to gain more knowledge and experience which will improve my teaching skills.

For me to become the best teacher that I want to be, I have to be the best learner that I can be. Realizing this will get me back on track. I will be motivated again. I know that by experiencing these learning processes, I will be able to relate and connect to my students more effectively.

Letting the knowledge-hungry learner in me rule over the experienced teacher in me, allowing it take charge in gaining more experience at times when I feel demotivated while facing difficult tasks and challenges, will keep me grounded and motivated to improve my learning and teaching skills. This will keep me inspired, in control, “in the zone” and in the flow of my learning experience.

Concept Map on Motivation

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Concept Map on Motivation and Learning owelbutin (c) 2014 Click image to view larger

Concept Map on Motivation and Learning
owelbutin (c) 2014
Click image to view larger

[PostScipt] I don’t know if it’s just me but I think this module on motivation is the longest we have so far which really tested my patience and perseverance in finishing (at least in this course). The visual learner in me made me do this so I can organize my thoughts and assess/evaluate my learning.

The FLOW Model

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FLOW is a concept developed by Mihály Csíkszentmihályi referring to the holistic experience that people feel when they act with total involvement (Csíkszentmihályi, 2013). It is the state in which people are so involved in an activity that nothing else seems to matter, the experience itself is so enjoyable that people will do it even at greater cost, for the sheer sake of doing it” .

flow model

Csíkszentmihályi’s FLOW Model
Source: http://en.wikipedia.org/wiki/Flow_(psychology)
(Click image to view larger)

This model shows that a person is likely to go through the following experiences at certain levels of skills and challenges:

Low Skill + Low Challenge = APATHY

Low Skill + Medium Challenge = WORRY

Low Skill + High Challenge = ANXIETY

Medium Skill + Low Challenge = BOREDOM

Medium Skill + High Challenge = AROUSAL

High Skill + Low Challenge = RELAXATION

High Skill + Medium Challenge = CONTROL

High Skill + High Challenge = FLOW

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Flow also happens when a person’s skills are fully involved in overcoming a challenge that is just about manageable, so it acts as a magnet for learning new skills and increasing challenges,” Csíkszentmihályi explains. “If challenges are too low, one gets back to flow by increasing them. If challenges are too great, one can return to the flow state by learning new skills.

BENEFITS OF FLOW

  • Flow can lead to improved performance. Researchers have found that flow can enhance performance in a wide variety of areas including teaching, learning, athletics and artistic creativity.
  • Flow can also lead to further learning and skill development. Because the act of achieving flow indicates a strong mastery of a certain skill, the individual must continually seek new challenges and information in order to maintain this state.
  • Flow can make activities more enjoyable.

Sources:

The Solitary Learner in Me

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“What I find interesting in the description about solitary learners is that they “prefer to learn alone using self-study“. Ever since a kid I was not the type who would ask the teacher about different things. I would only do that if I did not understand something. I’m still like that today. My classmates might have wondered why I rarely approached our teacher to consult him/her…”

“The descriptors for this learning style are all “agree” in my case. It says:

  1. Spends time on self-analysis – Agree!
  2. Likes to spend time alone – Agree!
  3. Feels that you know yourself – Agree!
  4. Prefers to work on problems by retreating to somewhere quiet – Agree!
  5. Like to make plans and set goals – Agree!”

(Excerpts from Winrich Beltran‘s Learning the Solitary Way)

While I couldn’t agree more with this, I still took this Learning Style Inventory, just to be sure.

Here’s the result:

solitary learner