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

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:

My Learning Style

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“Knowing your learning style will help you develop coping strategies to compensate for your weaknesses and capitalize on your strengths.” (Sprenger, 2003 in LDPride.net).

I took Perceptual Modality Preference Survey (PMPS) on Learning Styles. This survey will help you identify and rank your seven perceptual learning styles. The results of this survey can help you plan your future learning experiences.)

Learning style refers to the uniqueness of each learner. The seven perceptual learning styles are print, aural, interactive, visual, haptic, kinesthetic, and olfactory.

Click image to view larger Source: http://www.learningstyles.org/PMPS.html

Click image to view larger
Source: http://www.learningstyles.org/PMPS.html

My Preferred Learning Style:

VISUAL MODALITY – A VISUAL LEARNER

  • Learns by seeing and by watching demonstrations
  • Likes visual stimuli such as pictures, slides, graphs, demonstrations, etc.
  • Conjures up the image of a form by seeing it in the “mind’s eye”
  • Often has a vivid imagination
  • Often stares
  • Needs something to watch
  • Is often quiet and does not talk at length
  • Becomes impatient or drifts away when extensive listening is required
  • Prefers the visual arts and media

Other Learning Style Surveys you may want to try:

Learning Style Theories

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Learning Styles

  • overall patterns that provide direction to learning and teaching
  • a set of factors, behaviors, and attitudes that facilitate learning for an individual in a given situation

Each learner has distinct and consistent preferred ways of perception, organization and retention.

Learning styles theories address individual differences, which “might include personality, mental processing, confidence, attitude, sensory intake processes or some complex combination of these and other differences”.

Learners experience more pleasure, are more engaged, and acquire new skills with much less effort when the experience matches their individual preferences.

LEARNING STYLE THORIES

Theory:  Experiential Learning Theory

Proponent: David Kolb

  • Experience determines learning.
  • Grasping experience + Transforming experience = Knowledge

GRASPING EXPERIENCE

TRANSFORMING EXPERIENCE

Feeling

(Concrete Experience)

Doing

(Active Experimentation)

Thinking

(Abstract Conceptualization)

Watching

(Reflective Observation)

Learning styles

  1. Feeling + Doing = Accommodating
  2. Feeling + Watching = Diverging
  3. Thinking + Watching = Assimilating
  4. Thinking + Doing = Converging
kolbmodel

Click image to view larger
Source: http://nonprofit.davenport.edu/

Theory: MBTI (Myers-Briggs Types Indicator)

Proponent: Carl Jung

  • Introversion (I) vs. Extroversion (E)
  • Intuition (N) vs. Sensing (S)
  • Thinking (T) vs. Feeling (F)
  • Judging (J) vs. Perceiving (P)
MBTIPreferences

Click image to view larger
Source: http://www.talkingabout.com.au/

MyersBriggsTypes

Click image to view larger
Source: http://upload.wikimedia.org/

personality types chart with arrow

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Source: http://thearticulateceo.typepad.com/

personality types matrix colored

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Source: http://www.sheilaglazov.com/

Theory: Learning Style Model

Proponent: Dunn & Dunn

  • Learning style is the way in which each learner begins to concentrate on, process, use and retain new and difficult information
dunn and dunn

Click image to view larger
Source: http://www.ilsa-learning-styles.com/

Theory:  Multiple Intelligence (MI)

Proponent: Howard Gardner

multiple-intelligences-learning-styles

Click image to view larger
Source: http://www.connectionsacademy.com/

Nine Intelligences:

  1. Verbal-Linguistic – using words effectively
  2. Mathematical-logical – reasoning, calculating; think conceptually, abstractly, see and explore patterns and relationships
  3. Musical – show sensitivity to rhythm and sound
  4. Visual-Spatial – think in terms of physical space, as do architects and sailors
  5. Bodily-Kinesthetic – use the body effectively, like a dancer or a surgeon
  6. Interpersonal – understanding, interacting with others
  7. Intrapersonal – understanding one’s own interests, goals
  8. Naturalistic – recognize and categorize plants, animals and other objects in nature
  9. Existential – sensitivity and capacity to tackle deep questions about human existence

Effective teaching usually combines several approaches, or multi-sensory instruction, so the child uses more than one sense at a time while learning.  Multi-sensory approaches work well because of the way our brain is organized.

Learning and Teaching Redefined

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(Because learning is not just knowing and teaching is more than just sharing/transfer of knowledge…)

LEARNING

“Learning is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience.” (Schunk, 2012)

What constitutes learning?

  • Change
  • Endurance over time
  • Consequence of experience

Learning can be defined as the relatively permanent change in an individual’s behavior or behavior potential (or capability) as a result of experience or practice (i.e., an internal change inferred from overt behavior).

TEACHING

“Teaching is not giving knowledge or skills to students; teaching is the process of providing guided opportunities for students to produce relatively permanent change through the engagement in experiences provided by the teacher.” (Huitt, 2011)