Jeffery Massey Week 2 Learning Style Show 4 with anime

Through he use of online or downloadable questionnaires that prompt you to respond if you are not or very much like the questioned descriptions given, you tally what your learning style strengths are or not. There are 7 basic categories ranging for visual to auditory. My score shows that having received marks in the 14-18 range on all categories I fall into the well-rounded learning affinity group. However, it is noted that the slight scoring variations do indicate a certain predilection for artistically-oriented visual hands-on styles. As you will later see, the survey does offer comparative graphical representations that allow the tested to see how he stacks up to all others who have taken the test or to specific demographic groups. The nature of the questions themselves show a preference for determining if you prefer or employ certain specific forms of learning environments and methods. Much of the questions nature lay in my ability to self-evaluate honestly and how I may rationally apply my subjective insights to my preferences. After all is said & done, the site offers to guide and advise you, for a fee, via purchase of its manual or procurement of it’s consultants services. Apparently the advice offered will allegedly increases and enhance my ability to benefit from a heightened awareness and focus upon particular plans of learning application methods they prescribe. I have explored for the purposes of this presentation, two or three kearning tools. They are the Memletic Method & the Kolb Assessment.
The Learning Styles Online website lists a description for what it calls Memletics approach to enhancing learning style assets. The site’s creator’s stated that “The manual describes Memletics in detail. The first chapter provides an overview of Memletics, and includes a detailed listing of many activities in which you can apply Memletics. The second chapter describes how to get yourself in Memletic State - the optimum state for learning. The third chapter explains the Memletic Process - the steps you take to learn any topic. The forth chapter contains the Memletic Techniques - grouped into associate, visualize, verbalize, simulate, perform and repeat techniques. The fifth chapter, on Memletic Styles, helps you find your stronger and secondary learning styles, and describes how to make the most of those styles. The sixth chapter, Memletic Approach, provides a way to plan and track your learning activities. The last chapter helps you resolve common learning challenges such as motivation, fear and nervousness, mistakes, pressure and assumptions.” Memletics, Retrieved June 2010, http://www.learning-styles-online.com/inventory/Memletics-Learning-Styles-Inventory.xls) Be aware that you must pay after the testing is done in order to see officail evauations of your resluts.
Here we have a divergent approach to learning styles. Kolb has formulated his categories with great emphasis on character & personality. He focuses on the nature of reasoning processes and how that translates into one’s choices of methods used in stylistic preference for problem solving and knowledge acquisition. For example he describes the learning style of assimilating (AC/RO) as being for “…a concise logical approach. Ideas & concepts are more important than people. These people require good, clear explanation rather than practical opportunity.” His approach differs from the Memletic one, in my opinion, because Kolb concentrates his focus on the interpersonal communication exchanges between people and the Memletic style has primary focus on the subjective perception the tested person has for given learning events or opportunities.
With the help of the illustrated flow chart, I can surmise what processes and psychologically-based dynamic systems are at work during a given knowledge acquisition opportunity. As you can see, the behavioral manifestations of active learning events are deeply rooted in the Jungian related behavior modification stimulus approach. In other words, feelings & attitudes fuel beliefs, justifications and activities and behaviors within a normative psycho-social event. The learned behavior or knowledge, in my case would be primarily governed not only by my hierarchy of needs but also by my expectations for just how likely I believe I can utilize my own style and preference to assimilate the desired information. The diagram shows this as a dynamic process of experience, experimentation, observation & conceptualization. In the end, I think that my own personality which is both genetically determined and experientially influenced by both external & internal processes becomes the key factor in my success or failure to employ good learning techniques appropriate to given style options.
Here we have yet another approach to the exploration of learning styles and their measurement. What is proposed is the experiential theory. It is described and defined in contrast to conventional training which employs the traditionally structured knowledge transfer, training & facilitation models we all see everyday. It relies primarily upon lectures, focus groups & reading exams. With the experiential model however, practice skills return demonstrations and a kind of trial by fire, learn as you go [i.e.on the job training] philosophy exists. While I have always been exposed to the traditional model and have at times excelled in it, I am aware that I have definite preference for the experiential mode. During most of my years in medicine, nursing and mental health, I have found that what I learn in the actual execution of skill sets often gives me a greater intuitive knowledge base. It in fact actually increases my ability to perform and comprehend both what I have to do and how I need to do it in ways that I may not be able to articulate verbally or in written formats. Another such example would be learning how to hit a curve ball in my little league days or when I joined the service and needed to be able to apply combat knowledge training techniques in real-time armed forces crises situations.
Lastly, what I have seen of various learning styles makes be contemplate whether or not I have learned anything of value at all. I am aware that all communication theory must include subjective and objective assumptions, observations and methods which addresses the fact that the perception of the knowledge facilitator-giver tempers how successfully the knowledge seeker is in his own subjectively-driven, personality influenced style approach to learning-events. The process of valuation, validity and integrity of what, who & how lessons are learned are very critical to me. This is especially true when I try and discern whether or not to trust the messenger who delivers this gift of knowledge. As well, it is imperative that I understand how my own belief system and that of the knowledge facilitator can impact and even detract form my conscious choice of learning styles to accept, modify or reject. I will always realize that for every learning style there is also a teaching style that must be compatible in order to maximize my chances of absorbing what I need to know. I believe that much of what is learned in all human communications is never articulated but always inherent to our intuitive database. The greatest teacher I have ever known spoke of one such learning event. And it was ‘He’ who conveyed that, on the most spiritual level, aside from all else, what we must learn about the experience of pure love exists in a plane of reality that there are no words for; only faith. That I think is the greatest learning style of all. Humility, love and gratitude...

Jeffery Massey Week 2 Learning Style Show 4 with anime

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