Revisited
Level III Tutor Training
Learning Outcomes
1. Use a common vocabulary to describe how your
mind works when you approach new tasks and
everyday challenges.
2. Articulate how your learning profile facilitates, and
sometimes interferes with your success in
accomplishing tasks and working together.
3. Observe and reflect on the interaction of your
learning profile in a group setting.
4. Utilize this system to consider different strategies
that can lead to a more “intentional” approach for
you and your colleagues.
Metacognition and Learning
Learning is…
Taking in the world around you, making sense of it and
being able to respond appropriately
Metacognition is…
Listening to the internal chatter of your mind
The Let Me Learn Process…
Helps us make sense of the chatter in our minds in order
to become more self-aware and intentional
The Let Me Learn Process®
An advanced learning system
Begins with the:
Sequential
Precise
Technical
Confluence
Learning Connections
Inventory (LCI)
Developed by:
Christine Johnston
and
Gary Dainton
Rowan University of New Jersey
What does the LCI measure?
Sequence
• Structure, planning & organizing
Precision
• Accuracy, detail, perfection of information
Technical Reasoning
• Problem solving, relevance & autonomy
Confluence
• Ideas, uniqueness, intuition, outside the box
An interactive profile of all 4!
How is LML different from
Other “style” instruments?
 Affective
• EQ
• Myers Briggs
• Considers the 5 senses
• Jungian
and the brain/mind
connection
• Focus is on learning
• Provides tools for
intentional change on
the part of the learner
 Physiological
• Perceptual
• Noise tolerance
• Time-of-day rhythms
What does the LCI measure?
Thoughts
(cognition)
Actions
(conation)
Feelings
(Affectation)
ACTIONS
Conation
-I use my own learning tools
-I work at my own pace
-I work alone or with others
I Think
I Do
Learning focus
THOUGHTS
Will
to
Learn
Directed energy
Cognition
-I know this
-I understand this
-I’ve done this before
-I can think this through
FEELINGS
Affectation
I Feel
Attitude
of efficacy
reflective effort
-I have feelings about
myself as a learner
-I have feelings about
school or work
-I have feelings about
How others
respond to me as a learner
I
I
I
take
think
think
I action
I
have
I
I
take
feelings
have
think
I
action
feelings I
take
I
think
action
have
I
feelings
have
feelings
I
take
action
Pattern Chatter is the result of cognition, conation, and
affectation talking within and across each of the four Learning
Patterns.
An interactive profile…
Thoughts
Actions
Feelings
Thoughts
Actions
Feelings
Thoughts
Actions
Feelings
Thoughts
Actions
Feelings
The Brain & Mind Connection
Role of Patterns
Role of the Patterns
Order,
Accuracy,
Planning &
Detail &
Organization Information
Problem
Ideas,
Solving,
Uniqueness &
Relevance &
Expression
Autonomy
Our Operational Pattern Profile forms the screen
or filter through which the stimulus is
communicated to the mind when we are learning
and . . . back through which we respond.
Why does this help us learn?
 Patterns can be observed, identified and differentiated
 Patterns are predictable
 Patterns are repeatable
Once we know our patterns,
we can observe and improve
our ability to use them with intention
Build and validate your profile
1. Review the characteristics on
the chart
2. Check off or highlight items
that most clearly represent
your natural tendencies
Use-First Sequence
Scores: 25-35
35
•
•
30
25
•
•
•
20
15
10
•
•
5
0
Sequence
I want clear, step-by-step directions
I want time to work neatly and
methodically, from beginning to end
I break tasks down into steps
I mentally organize information and data
I want to know if I am meeting my
supervisor’s expectations
I like to see a sample before starting
I make lists; I organize; I plan first, then
act
Things I might say
 What’s the goal for this task?
 What’s the first step?
 A place for everything and everything in its place!
 Nothing feels better than crossing an item off my to-do




list!
I thrive on a well ordered life.
I think with clarity not clutter.
I feel secure when I have the steps laid out
I organize my life by keeping a tight schedule
Avoid Sequence
Scores: 7-17
35
•
•
•
•
30
25
20
15
10
5
0
Sequence
I do not tend to read directions
I don’t plan or live by a schedule
I rarely double check my work
I find directions confusing – maybe even
frustrating
Things I might say
Who cares how I do this as long as it gets done?
I did this before! Why repeat it?
Why must I wait for directions?
I read as little of the directions as possible.
I feel frustrated and bored when I am forced to repeat
a task.
• I don’t feel bound by the requirements of the task.
• I don’t practice or rehearse.
• These directions are too wordy and too lengthy!
•
•
•
•
•
Stop and Reflect
Think of a specific example of how you use the sequential
part of your mind when it is called upon.
Your level will determine whether you use it naturally
without thinking, whether you choose it when needed or
whether it is frustrating for you to use it.
Use-First Precision
Scores: 25-35
•
35
30
•
•
•
•
25
20
15
•
•
•
10
5
0
Precise
I want complete and through
explanations
I am a relentless seeker of information
I ask a lot of questions
I eagerly share my knowledge of facts
I am often told I am a walking
encyclopedia
I need to be accurate
I thrive on knowledge of details
I feel frustrated when information is
incorrect
Things I might say
 Before I decide, I need more information.
 Where did you get that information?
 I think knowing facts means I am smart.
 Knowledge is power!
 I feel frustrated when incorrect information is accepted
as valid.
 I feel the need to correct people’s mistakes.
 I document everything.
 I leave no piece of information unspoken.
Avoid Precision
Scores: 7-17
35
I rarely read for pleasure
I don’t attend to details
Details are bothersome and boring
Memorizing is tedious and a waste of
time
• Wordy conversations sound like blah,
blah, blah to me
•
•
•
•
30
25
20
15
10
5
0
Precise
Things I might say
•
•
•
•
•
•
•
•
•
•
How am I supposed to remember all this stuff?
You want me to read HOW many pages?
I skim instead of read details.
I take few, if any, notes.
I feel stupid if I don’t have the one expected answer.
Pages of information make me feel like I am drowning
in words.
Stop asking me so many questions!
Don’t expect me to remember names and dates!
Can I watch the movie instead of reading the book?
If only I could remember the punchline to that joke…
Stop and Reflect
Think of a specific example of how you use the precise
part of your mind when it is called upon.
Your level will determine whether you use it naturally
without thinking, whether you choose it when needed or
whether it is frustrating for you to use it.
Use-First Technical
Scores: 25-35
•
35
30
•
•
25
20
•
15
•
10
•
•
5
0
Technical
I want information that is concise,
relevant and to the point
I think in functional, operational terms
I need to see the purpose in what I am
doing
I enjoy working with tools, gadgets, or
technical instruments
I like to work by myself, figuring things
out
I enjoy a physical or mental challenge
I enjoy knowing how things work
Things I might say
•
•
•
•
•
•
•
•
•
•
•
What value does this have in the real world?
I figure things out without using words.
I don’t want to read about it, I want to DO it!
I charge in and solve REAL problems.
I work in my head, then with my hands.
I tinker, tackle tough jobs, and get things done!
I feel frustrated when the task has no real world relevance.
I compete to see who can solve the problem first.
I need the right tool to get this done!
I don’t need to talk about it. I already have it figured out.
I can’t wait to get my hands on this!!
Avoid Technical
Scores: 7-17
35
•
•
•
•
•
30
25
20
15
10
5
0
Technical
I don’t get involved in taking things apart
I’m not interested in how things work
I hire others to build and repair
I don’t venture into the tool aisle
I problem solve with others, not alone
Things I might say
•
•
•
•
•
•
•
•
•
•
Why should I care how this works?
Help me figure this out!
Why do I have to MAKE something?
I talk about it instead of doing it.
I rely on reading the directions in order to assemble a
project.
I feel inept when asked to build something.
I don’t care how it runs; I just want it to run!
I’m an educated person, I should be able to solve this!
Why can I just talk or write about it?
I can’t conceptualize the functions.
Stop and Reflect
Think of a specific example of how you use the technical
part of your mind when it is called upon.
Your level will determine whether you use it naturally
without thinking, whether you choose it when needed or
whether it is frustrating for you to use it.
Use-First Confluence
Scores: 25-35
•
35
30
•
•
•
•
25
20
15
•
•
•
10
5
0
Confluence
I rely on my intuition – I can make unique
connections that others do not see
I don’t like following the rules
I like to do things my own way
I learn by making mistakes
I don’t like doing the same things over
and over
I start a task first, then ask directions
I enjoy brainstorming
I prefer to perform or demonstrate my
knowledge
Things I might say
•
•
•
•
•
•
•
•
•
•
•
To risk is to learn!
I think outside the box!
I connect things that are seemingly unrelated.
I take risks and push boundaries.
I brainstorm and read between the lines.
I’m not afraid to fail!
Possibilities percolate my senses!
I revel in connecting the dots.
Nothing ventured, nothing gained!
I have an idea. No wait! I have an even better idea!
Think big picture!
Avoid Confluence
Scores: 7-17
35
I think taking risks is foolish and wasteful
• I would rather NOT make mistakes
• I am more cautious in how I go about making
decisions
• I do not like changes or surprises
•
30
25
20
15
10
5
0
Confluence
Things I might say
•
•
•
•
•
•
•
•
•
•
Has this been well thought out?
I hate brainstorming!
Where is this heading?
I don’t take risks without a plan.
I’m not good at improvising.
I feel left out because I can’t come up with ideas fast
enough.
This is out of control! No more changes or surprises!
Let’s not lose sight of the plan. Stay focused!
Where did that crazy idea come from?
Get a grip! Let’s deal with realities, not fantasies.
Stop and Reflect
Think of a specific example of how you use the confluent
part of your mind when it is called upon.
Your level will determine whether you use it naturally
without thinking, whether you choose it when needed or
whether it is frustrating for you to use it.
Use – As – Needed
Scores: 18-24
Can be used when called upon
No great urgency to use them, especially if they are in the 18-21
range
• Tend to lay “dormant” until called upon
• Can “wake them up” when needed
•
•
Bridge Learner
All patterns are “use as needed”
Bridge learners feel like a “jack of all trades and a master
of none.” They tend to blend in, pitch in, and make
things happen as a contributing member of the group.
They weigh things in the balance before they act. Lead
from the middle by encouraging others rather than
taking charge of the situation. LAID BACK
Strong-Willed Learner
3+ use-first patterns
SWL’s are their own team. They prefer to work alone so
that they can control the plan, the ideas, the talk, the
decisions, the process, and the outcomes. Sometimes
others find it hard to follow their lead. INTENSE.
LCI Scores are your learning tools
GOAL:
Sequence
Technical
Figure out
which tool is
the right one
for the task
and respond
appropriately.
Precision
Confluence
How do the patterns
work together?
 Which pattern is pulling in which direction?
 At which times do some patterns “tug” at my
mind more than others?
A word about
emotions . . .
Patterns and Emotions
I have a bad feeling about this!!!!