Chapter 7
Adopting Lifelong Learning
I learn something valuable from every
experience I have.
As a creator, I take personal
responsibility for learning all of the
information, skills, and life lessons
necessary to achieve my goals and
dreams
The Fish Story
p. 177
• Read aloud
• What lessons would you have learned if you
had been in this biology lab?
• Who did the instructor make responsible for
learning?
• What is the difference between that Biology
class and COL 105 or any other relegated
discipline?
How does the human brain learn?
• If you want learning to stick, you need to create
networks of neurons that fire together.
• The neurons send out electrical impulses that
create a learning pattern. The learning pattern
must be repeated over and over for the
information to be stored in long term memory.
• Learning changes the structure of the brain.
• Graduate students had 40% more neural
connections than that of high school dropouts.
• To excel as a learner, create as many neural
connections in your brain as possible.
3 keys to deep lasting learning
• 1. Prior learning (knowledge)
• 2. Quality of Processing
• 3. Quantity of Processing
Prior Learning
• Past successes help us to build confidence that we will be
able to complete the task at hand both effectively and
efficiently. Thus, motivation stays high.
• When you are able to connect what you are learning to
some previous learned info. Then you learn the skill faster
and more deeply.
• If you have a shaky background in a subject then you may
have difficulty with learning new information which
involves your prior knowledge. You do not have a strong
neural pathway from which to retrieve information, utilize,
and attach it.
• Be sure to use different learning strategies so that you can
create the neural networks needed for deep learning.
Quality of Processing
• Deep learning or elaborative rehearsal
• Examples are graphic organizers, generating
questions, summarizing information in your own
words.
• Varied deep processing strategies means that the
more different ways you deep process new
learning, the stronger your neural networks will
become.
• See pg. 181 for additional active learning
strategies.
Quantity of Processing
• Distributed practice is when the brain works best when learning efforts
are distributed over time.
• Do successful athletes wait until the day or night before an event to begin
practicing?
• Then why do you think that an all night cram session will be effective?
• Summer amnesia is when you forget some of what you learned in the Fall
and Spring semesters because you did not develop adequate neural
networks. So therefore, you learning was not deep learning.
• Consider the length of time that you study Time on task is essential to
building strong neural networks.
• 2:1 ratio
• Motivation drops when you do not see your “efforts” rewarded with good
grades. What can you do to break that pattern?
• What if you are studying and still struggling? Look at your study
techniques and try new ones. Use more distributed practice and limit
distractions. Be sure to employee deep learning strategies
Learning Styles
• The way you prefer to receive information and
create meaning
• Learning styles help you to maximize learning.
• Thinkers, doers, feelers, and inventors
Thinking Learners
•
•
Energized by “what” questions.
Gather information by pondering and reflecting on facts and theories. Learn well from visual aides such as PowerPoint, problem solving,
textbook readings, ind. library research, activities that employ logical skills-debates.
•
Process information using logical argument supported by documented facts and data. Do not depend on emotion. Personal considerations, or
limitations. They prefer to analyze, dissect, figure-out, and use logic to arrive at reasonable answers. They like to bring order to complex info.
By creating outlines or charts.
•
What to do when an instructor doesn’t teach to your learning style: You can:
1.
Construct what questions and look for the answers.
2.
Construct other types of questions and search for answers- how?, why?, who?, what if?.
3.
Read assignments carefully and create well-organized notes that identify key points.
4.
Do not get upset if your instructor asks you to work in groups or to even includes student directed teaching.
5.
Organize notes using either outlines or comparison charts
6.
Study with others and ask how they adapt to the instructors teaching style
You can ask your instructor:
1.
To answer your important “what” questions
2.
List important facts and points on the blackboard
3.
Provide handouts of lecture notes or PowerPoint presentations
4.
Allow students to answer questions in writing before they are answered allowed
5.
Suggest additional readings or assignments by recognized authorities in the field
6.
Provide examples of past tests
7.
Step by step instructions
8.
Provide data to support
Doing Learners
•
•
Energized by questions that begin with “how”
They prefer to gather info. By taking action. They like instructors who present factual info. and practical skills in a step by step manner
who then present models, examples, or allow students to do hands on work. They like to dive right in.
•
Doers process info. By testing an objective or theory. They do not like abstract theories, emotions, personal considerations, or intuition.
They excel at being unbiased, taking action, observing outcomes, following procedures, and using confirmed facts to arise at answers.
They prefer well organized and documented info. That brings order to complex info. In the form of charts, flow charts, or models.
•
If your instructor does not teach to your preferred learning style you can do the following:
1.
Construct “how” questions and search for answers
2.
Construct who?, what?, when?, where? questions
3.
Practice using the info outside of class
4.
Shadow someone who uses the skills being taught for a day or appropriate length of time
5.
Resist being upset if the instructor uses theory based learning and application
6.
Organize lecture and reading notes in a step by step fashion using outlines and study charts
7.
Study with classmates who have a different learning style and ask how they study and learn new info.
Ask your instructor to:
1.
Answer “how” questions in class or in a conference
2.
Explain the theories in a practical application
3.
Provide a visual model
4.
List important steps on the blackboard or in handouts
5.
Demonstrate the info. In a step by step manner
6.
Invite guest speakers who offer real world application in their daily work
7.
Observe and offer correct feedback
Feeling Learners
•
•
Energized by questions that begin with “why” or “how”
Prefer to gather info by personal connections and an emotionally supportive environment. Learn well from instructors who are warm, caring, value
feelings, as well as thoughts. Instructors who create a safe, accepting classroom atmosphere and include group work, role playing, and sharing of
experiences. They benefit from opportunities to relate personally with their instructors or classmates.
•
They process info by honoring their emotions and seeking answers that are personally meaningful. They are uncomfortable with answers that are
abstract or dispassionate facts and data. They excel relating to their emotions in a group, making decisions, using empathy and gut feelings to arrive
at personally relevant answers.
When your instructor doesn’t teach to your preferred style you can:
1.
Construct “why” and “how” questions and seek the answers
2.
Construct what? How? What if? Questions
3.
Discover the personal value of the subject matter
4.
Use concept maps to construct notes and study material
5.
Resist feeling upset if your instructor seems distant or aloof
6.
Use new info with other people in your life
7.
Organize a study buddy or team
8.
Record class sessions and listen to them during free time ( with permission)
9.
Teach your info to someone else
Ask your instructor to do the following:
1.
Answer important “why” and “how” questions in class or conference
2.
Explain how you can make the material personal
3.
Meet outside of class to create a personal relationship to ease any tensions and make class a relaxed atmosphere
4.
Offer small group activities in the classroom
5.
Tell stories about how they personally used the info presented
6.
Do some course assignments with a partner or in a group
7.
Discuss info in pairs and present it to the class
Innovating Learners
•
•
What if? Or what else? Questions energize them
They prefer to gather info by seeking new possibilities and imagining unseen futures. Like for their instructors to allow them
to discover and invent new applications. They like instructors who offer innovative and independent projects, flexible rules
and deadlines, a menu of optional assignments, metaphors, art projects, and visual aids. They need to be allowed to use
their imaginations freely and work independently.
•
They prefer to process info by honoring personal imagination and intuition. They are uncomfortable with answers based on
abstract theories, cold facts, hard data, emotion, or personal considerations. They trust their inner vision.
If your instructor doesn’t teach to your preferred learning style you can:
1. Construct what if and what else? Questions and seek the answers
2. Construct and answer What? How? Who? Why? Questions
3. Do not get upset if people do not immediately see things from your perspective
4. Organize notes and study materials using concept maps and personally meaningful symbols or pictures.
5. Think about the content creatively and metaphorically ( what is like this)
6. Study with individuals that have a different learning style than yours
Ask your instructor to do the following:
1. Answer your What if or what else? Questions in class
2. Allow you to design some of your own assignments
3. Use visual aids to explain concepts in class
4. Recommend a book for you to read by the most innovative and rebellious thinker in the field
5. Evaluate your learning from essays or projects rather than tests
How do you make course corrections?
•
1.
2.
3.
4.
Using your Scripts and learning style you can
solve a problem by distinguishing between:
What are you thinking?
What are you feeling?
What are you doing?
What are your unconscious core beliefs?
What are you thinking?
• Do you think this is great, I love intellectual
challenges, or I was never any good at puzzles,
or this is impossible, I already know the
answer, Who cares?
What are you feeling?
• Do you feel excited by the challenge, or
overwhelmed by the difficulty, irritated by the
request, bored, disinterested, or depressed?
What are you doing?
• Do you immediately begin drawing lines to
seek a solution, sit back and reflect for a
solution, turn the page and look for the
answer, ask someone else, keep reading
without attempting to understand?
What are your unconscious core
beliefs?
• Most people have unconscious beliefs that
prevent them from seeing the answer.
Why or how to change?
• If you currently have bad habits and beliefs
that prevent you form solving the
problem/puzzle, you need to try a new
approach.
• You will need to try the approach that
employs doing, thinking, feeling, or believing.
Change requires self-awareness and
courage along with life long learning
• In order to change you must realize you are off course. Pay
attention to the signs and do not just ignore them. Creators
change and take a leap of faith. Victims just stay the same
course unwilling to walk into the unknown.
• Change presents the opportunity for life long learning.
University of Life or The School of Hard Knocks keep you
constantly reevaluating whether or not you are on course.
Tests come in the form of trials with no correct answers
offered. The answers come in the forms of problems,
obstacles, mistakes, failures, and catastrophes.
• These answers are like an airline pilot and how they must
constantly readjust in order to reach their destination. These
readjustments are the lessons you need to develop and reach
your full potential.
Life Long Learning
•
•
•
•
•
•
Once you graduate from college your life long learning comes in the form of on the
job training.
This instruction comes in the form of hard skills and some offer soft skills too.
Remember, hard skills get you the job, and soft skills can contribute to you losing
the job.
If you learn from your mistakes you will probably rebound well and land on your
feet; however, if you just continue the same patterns you will continue to end up
in the same place you began originally.
If you decide you need to make a change the following are resources that you may
find beneficial.
Computer tests such as DISCOVER, SIGI PLUS, CHOICES, CIS, Dictionary of
Occupational Titles, The Guide for Occupational Exploration, Occupational Outlook
Handbook. These resources offer information you may not be familiar with such
as nature of the work, places of employment, training and qualifications required,
earnings, working conditions, and employment outlook.
Try to find a part time job in the area to be sure that it is what you want to do for
the rest of your life.
continued
• During job interviews employers are looking for individuals
that can learn new skills quickly and easily, as well as continue
to learn new skills.
• Be ready to answer questions like “How do you keep up with
advancement in your field?”, “What type of workshops and
seminars have/do you attend?”, and “What do you read.”
• You should be prepared to ask questions too. Be sure to make
it clear that you are looking for a company that values you
wanting to keep up with and stay ahead of market trends.
Also remember to ask them about their mission statement
and how they have demonstrated or lived up to it in the past.
Self Respect
• The core belief that you are an admirable
person, and how you go about completing a
task.
• Two core beliefs are:
1. Do I live with integrity?
2. Do I keep my commitments?
Integrity
•
•
•
•
•
•
•
•
•
Integrity= personal value system
The root integer means one or whole so integrity is created by choosing words and
deeds that are one with our value system
Examples of value system=love, respect, excellence, security, honesty, wisdom, and
compassion.
This student says he values his education. Do you agree? He turns in incomplete
assignments, comes to class late or leaves early on a regular basis, talks on his cell
phone during class if he is not sleeping, does less than his best work.
These actions are a direct contradiction to the statement that he values his
education, thus his integrity is compromised and self respect is torn down.
To stay on track ask yourself these questions1. What qualities do I admire in others?
2. Do I ever allow myself to be less than what I admire?
You cannot abandon what is sacred to you and retain your self respect.
Keep Commitments
•
•
1.
2.
3.
4.
•
Do you tell someone that you are going to do something and then back out? Do
you do this over and over? If so, you are making withdrawals from your self
respect.
To make a deposit in your self respect account you must keep your commitments,
and especially those you have made to yourself by doing the following:
Make your agreements consciously- be able to say no
Use Creator Language
Make your agreement important
Renegotiate instead of breaking the agreement
What do you make more important than keeping a commitment to yourself?
Journal 13
Your Choice
• Only you have the control not to let others
steer you off path.
• Only you have the choice to always do your
best.
• Either way, you have control. If you choose to
let others interfere or not do your best always,
you’re a making another withdrawal from
your self respect.