Personality Types and Learning Styles

Personality Types and Learning

Introduction to Learning Styles

  • Statements to consider:
    • "Learning for me is easy; I don't have to think about it."
    • "I have a preferred learning style."
    • "If I can't learn something right away, I have difficulty staying with it."
    • "I think my teachers are the most significant aspect of my learning."
  • Recognizing that different people learn in different ways is important.
  • Avoid comparing your learning style to others.

Chapter Focus

  • Discovering your learning types and learning practices.
  • Making informed, effective decisions regarding personal learning, engagement, and motivation.
  • Understanding what works best for you personally.
  • Discussing the growth mindset.
  • Evaluating and making informed decisions about learning styles and skills.
  • Recognizing how personality types influence learning styles and using this to improve learning skills.
  • Identifying the impact of outside circumstances on personal learning.
  • Developing strategies to compensate for outside experiences.
  • Navigating the hidden curriculum as an ongoing theme.

Considerations for Section 2.1

  • What happens to me when I'm learning?
  • Am I aware of the different types of learning?
  • Do I approach studying or practicing differently depending on the desired outcome?
  • Knowing how we take in information, acquire knowledge, and ensure what we learn is correct.

Concepts Influencing Learning

  • Attitude and motivation about learning.
  • Different types of learning.
  • Different methods of learning.
  • The delivery of learning can impact how you learn.
  • Personal preferences in learning.

Human Fascination with Learning

  • Humans are fascinated with learning and the world around them, leading to the development of various theories.
  • Learning can change what is considered factual as new understandings emerge.
  • Examples:
    • The shape of the Earth: Once widely accepted as flat, now known to be round through learning and theory development.
    • The theory of gravity: Developed due to human curiosity, explaining why we are anchored to the floor.

Learning and the Brain

  • Learning is work that alters neurons, physically changing the brain.
  • New neural pathways are created each time something new is learned.
  • Continuing to acquire knowledge keeps the brain working and developing pathways.
  • Capitalizing on how we learn as individuals is important.
  • Not all learning is the same; there are different levels of learning.

Bloom's Taxonomy

  • Different levels of learning, adapted from Bloom's Taxonomy:
    • Create: Producing new, original work.
      • Example: composing music or writing a paper with a new conclusion about a historical figure (Charles).
    • Evaluate: Justifying or supporting an idea or decision.
      • Example: Making critical decisions about notes in music composition or making arguments supporting the idea that Charles was a good ruler.
    • Analyze: Drawing connections.
      • Example: Playing specific notes found in the key of A or comparing and contrasting historical differences between rulers (Charles and Charlemagne).
    • Apply: Using information in new ways.
      • Example: Using knowledge about notes to play notes that sound good together or writing an account of the reign of Charles.
    • Understand: Explaining ideas or concepts.
      • Example: Understanding the relationship between music notes and how to play them on instruments or explaining the historical events that enabled Charles to become emperor.
    • Remember: Recalling facts and basic concepts.
      • Example: Memorizing notes to play an instrument or recalling historical facts about Charles the Bald.

Being a Motivated Learner (Section 2.2)

  • Questions to consider:
    • How do different types of motivation affect your learning?
    • What is resilience and grit?
    • How can I apply the uses and gratification theory to make decisions about my learning?
    • How do I prevent negative bias from hindering my learning?

Resilience and Grit

  • Grit: Perseverance toward a task or goal, driven by relentless motivation until success is achieved.
  • Personal grit is a better indicator of success in college than talent or a high IQ.
  • Vision boards and affirmations can help maintain focus on goals.
  • Example of turning a setback into a win: Being unable to apply to a master's program one year due to a missing unit, using the year to gain internships and pad the resume.
  • Being flexible and moving past setbacks is important.

GRIT Acronym

  • Growth: Propensity to seek new ideas, alternatives, and perspectives. Being open to criticism.
  • Resilience: Capability to respond to constructive adversity. Taking constructive action in response to setbacks.
  • Instinct: Gut-level capability to pursue goals smartly. Listening to yourself and avoiding burnout. Adjusting course load if necessary.
  • Tenacity: Degree of persistence and commitment. Sticking to goals despite challenges or intentionally changing course.

Tenacity Example

  • Personal experience in a master's program with a difficult advisor.
  • Despite numerous red flags (poor mentorship, discriminatory behavior), persisting in the program due to dedication and financial investment.
  • Complaining to the dean and ultimately finishing the program, demonstrating tenacity.

Surrounding Yourself with Like-Minded Individuals

  • The importance of being around supportive people, even if you're not easily peer-pressured.