Let Me Learn®…Unlocking the
Learner Within
Understanding how we learn to reach
our students
Licinia Barrueco Kaliher
Complex Coordinator
University of Delaware
Outline of Program
Introduction of program objectives
Learning Reflection
What is Let Me Learn?
Learning Connection Inventory
4 learning processes
Strategy building
Cue words
Connecting learning to supervision/
advisement work
Team Work – Working with our patterns
Questions and Reflection
Program Learning Objectives
Each participant will reflect on their own
learning processes and how it impacts
their daily interactions.
Each participant will identify methods of
implementing aspects of Let Me Learn
into their daily lives.
Learning Reflection
Write down one time you remember as a
learner you were successful.
Write down one time you remember as a
learner you struggled.
Why do you think these moments
occurred?
Why is it important to understand
how we learn?
Improve our academic skills
Manage emotions in a different
manner
Improve our communication
methods
Adjust interaction to create winwin situations
Different Learning Theories
Some Examples are:
Strengths Finder
Constructivism
Multiple Intelligences
Learning Styles
Brain-based Learning
Piaget Developmental theory
What is the Let Me Learn
- an advanced Learning System
Helps you understand how you learn
Help you develop strategies specific to the
individuals to use the best learning processes
Self-directed (or intentional) learning to
achieve success with any task
Johnston, Christine. (2004). Let Me Learn. California: Corwin Press.
Johnston, Christine. (1996). Unlocking the Will to Learn. California: Corwin Press.
The Learning Process
Incoming stimuli
Brain
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Mind
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Patterns
(filters)
The Components of the Brain
The Thinking Self
The Feeling Self
I Know
I feel
Cognition
Affectation
Intelligences
Sense of self
Abstraction
Will to Learn
Experiences
Feelings
Values
The Doing Self
I act
Conation
Natural Skills
Pace
Autonomy
Interactive Learning Model
LML System Steps
ake the LCI
T
Understand the patterns
Analyze data
Review and strategize
Apply in different domains
What is the LCI?
Learning Connection inventory
provides you with specific
information to enable you to use
your metacognition (internal selftalk of learning) to take
responsibility for making
learning work for you
Analyzing the Data
Use First Patterns – scores between 25
and 35
Use as Needed Pattern – scores
between 17 and 25
Avoid Pattern – scores between 7 and
17
Sequential Pattern
Use First
I want clear directions
Prefer step-by-step directions
I want time to do my work neatly
I like to do my work from beginning to end
I want to know if I am meeting expectations
Avoid
I do not value directions, plan or live by a
schedule
I find directions confusing and sometimes
frustrating
Precise Pattern
Use First
I ask lots of questions
I like to answer questions
I need to be accurate and correct
I want complete and through explanations
I like a lot of details
Avoid
I rarely read for pleasure and don’t attend to
details
Memorizing is tedious and a waste of time
Much of the conversation going on around me
simply sounds like “blah, blah, blah”
Technical Pattern
Use First
I don’t like to write things down
I need to see the purpose of what I am doing
I like to work by myself
I like to figure things out
I don’t like to use a lot of words
Avoid
I don’t like to take things apart; I hire others for
building and repairs
I problem solve with others, not by myself.
Confluent Pattern
Use First
I don’t like doing the same thing over and over
I see situations very differently than others do
I like to do things my own way
I don’t like following the rules
Avoid
I think taking risks seems foolish and wasteful
I like to be very careful and cautious in making
life decisions.
Type of Learner
Bridger
Scores between 19 and 24 in three/all patterns
Versatile, facilitator, translator, optimum team
member
Strong-willed
Scores 25 or above in three patterns
Own committee, will attempt to take control
Dynamic
Majority of population
1 or two patterns uses First
Steps to developing strategies
Know your patterns
See what pattern is being used or asked of you in
assignments/work
Word chart – Cues to look for in assignments/
conversations
Determine how you will use your patterns to
complete the task - FIT
Forge
Intensify
When I am required to use a pattern that I avoid
Using a pattern with a greater awareness
Tether
Holding back a Use First Pattern
Develop the strategies to complete the task
The Story of a Technical Learner
Lulu : S21, P16, T34, C32
Utilizing LML in work with students and
supervision
Review outlines of staff meetings
Information delivery adjusted to learners
Ed.D. courses: able to translate how the
instructor is teaching and be creative and
SUCCESSFUL in the classroom without
emotion attachments
Team work: Working with our patterns
40
35
30
Lulu Kaliher
25
Casey Collier
Andrew Bruno
Diniece Barren
20
Melissa lagera
Rachel McCulley
Jasmine Roberts
15
Keith Abramson
Alise Pitt
Sarah Weslowski
10
5
0
1
2
3
4
Another Way of looking at our patterns
Name
Sequence Precise Technical Confluent
Lulu Kaliher
20
16
34
31
Casey Collier
25
20
27
22
Andrew Bruno
16
25
30
20
Diniece Barren
26
22
25
22
Melissa lagera
25
21
30
26
Rachel McCulley
34
28
24
18
Jasmine Roberts
28
23
19
26
Keith Abramson
28
19
28
23
Alise Pitt
28
20
15
27
Sarah Weslowski
27
23
18
18
Karen Lacomy
Angela Goldman
Break into hall teams
Review your patterns as a team
Each person – Identify ONE thing you
can bring to the time
Each person- Identify one thing you
NEED from the team
What problems do you see emerging?
What strategies can you as a team use?
Team Reports
Applying this to what we do
To our residents
To each other (staff dynamics)
Supervision
Classroom setting
Education implementation
Additional Resources (for those
Strong-willed learners)
LML website: http://www.letmelearn.org/
Who’s uses LML?
Rowan University, Foothill College, The
University of Malta, University of South Florida,
Utah Valley State College, Cumberland County
College, NJ school districts
How is it being used?
Advisement, FYE seminars, counseling,
classroom group work, faculty-student
interaction
Questions/Reflections