This document introduces the Let Me Learn process, which uses research on brain-mind connections to understand individual learning patterns. It discusses the Interactive Learning Model and how cognition, conation, and affectation interact in learning. Participants take the Learning Connections Inventory to identify their patterns in four areas: sequence, precision, technical, and confluence. Understanding one's own patterns helps one understand how they learn and teach. The document aims to help educators gain insight into students' diverse learning needs and styles.

1. Let Me Learn
Making a difference…
Judith Bronston
Lawrence Township Public Schools
Staff Development 2012
jbronston@ltps.org

2. LET ME LEARN
 Diversity in learning is both the
largest and the most invisible
source of diversity we interact with
on a daily basis.
Bonnie Dawkins,2010

3. Today you will…
 Find out how you learn
 Become aware of your learning
and how it affects your teaching

4. The Let Me Learn Process®
 Is an advanced learning system that
uses the most current research on the brain-mind
connection
 Is validated both nationally and internationally
 Enables appreciation and acceptance
of all learners
 Empowers the learner to achieve in and
out of school

5. Let Me Learn
Cognition
The Let Me Learn Process®
is based on the Interactive Conation
Learning Model (Johnston,
Affectation
1996). This depicts learning
as a function of the
brain/mind connection.

6. The Interactive Learning Model
Cognition Affective
Thinking Feeling
Intelligences Sense of Self
Abstraction Values
Experiences Will to Feelings
Learn
Conation
Doing
Natural skills
Pace
Copyright, 1994
Autonomy C. Johnson

7. Your Personal Learning Team
Four operational patterns interact to define how you learn
Precision
Order, Accuracy,
Planning & Detail &
Organization Information
Sequence
Problem
Ideas, Confluence
Solving,
Uniqueness &
Relevance &
Expression
Technical Autonomy

8. Let Me Learn ®
“How we take in the world
around us and make sense of
it, and then respond
appropriately.”- Christine Johnston

9. By understanding learning patterns you will
understand yourself. Are you the one…
Who wants to do
the research?
Who’s wants to Who insists on a
get his/her plan?
hands dirty?
Who wants to
work alone? Who is playing a
different tune?
Who is organizing
everything?

10. Learning Connections Inventory
 The tool used to capture our mental
processes is the Learning
Connections Inventory (LCI).

11. Learning Combination Inventory
Adult Education Form
www.LCRinfo.com
 Group Code: LTFAC
 On the homepage enter your case sensitive Group Code
and click ‘enter’
 Create a Profile (employee id and phone numbers not
needed)
 Read and accept Consent page (you will not be given
access if you decline)
 Once on the Welcome page, you can click “Take LCI” on
the bottom right of the screen under “New Surveys” to
access the LCI.
 Print results

12. Learning Connections Inventory Scores
What do the scores mean?
25 – 35 Use First
18 – 24 Use As Needed
7 – 17 Avoid

13. Let Me Learn
What are your patterns?

14. Sequence
I want:
 Clear, step-by-step directions
 To go over and over directions
 To see a sample
 Time to develop a plan

15. What you see…
 Lists
 Bullets, checks, asterisks
 Clarity of directions
 Looking to someone for
feedback
 Neat copy or work product
 Symmetry

16. What you hear…
 “What am I supposed to
do?”
 “What do I do next?”
 “Could I see an example?”
 “Wait a minute! Don’t go
to the next one yet.”

17. I’ve been thinking about a couple of things that we might do while you are
here and I wanted to run them by you all to see what you think! I also don’t
want to plan you to death, so let me know if you all want to do is sleep in
and be beach bums all week – I can do that too:
Option #1 – A trip to Waterside Park, (It’s only a 5 minute ride, but I
thought the girls might like to get out on the water and plus it is only 50
cents!) Once we get to Portsmouth, we can walk to the Children’s Museum
– a hand-on, non-stuffy museum with a cool dinosaur exhibit there now. I
thought then we could have lunch at Portside – an outside eating place with
tons of choices, and then take the ferry back to Norfolk.
Option #2 – A day at Mount Trashmore- feeding ducks, flying kites, playing
in the playground…a neat place built by local school kids. I thought a picnic
there might be fun too.
Option #3 – A day (maybe two?) at the beach. If the girls are scared of the
waves, we could go to the bay side instead. If you have an umbrella or
beach chairs, bring them along. We only have two chairs and one small
umbrella to cover us.

19. Precision
I want:
 A lot of detailed information
 Time to see that my work is correct
 To look up additional information
 To ask a lot of questions

20. What you see…
 Labels
 Non-fiction books or magazines
 A lot of specific words
 Use of new or more complex
vocabulary
 Correcting others
 Quotation marks or underlining
words

21. What you hear…
 “Isthis right?
 What’s the answer?”
 “Where can I find the
answer?”
 “Well, actually…”
 “Wait a minute. I’m still
writing.”

24. Technical
I want:
 To be left alone while working
 To build things to show my skills
 To learn from real world
experiences
 To do projects instead of paper and
pencil assignments

25. What you see…
 Basic drawings in black and
white
 Working alone
 Mulling
 Manipulating objects
 Taking objects apart
 Illustrations in place of words

26. What you hear…
 “When am I ever going to use
this?”
 “I can do this myself!”
 “Its my work? I’ll do it on my
own time.”
 No words, just actions

29. Confluence
I want:
 to get started and ask for directions
later.
 to do assignments in a unique way.
 encouragement for new ideas.
 to take risks with new ideas.

30. What you see…
 Excitement of sharing an idea or
story
 Doodling
 Use of different voices when reading
 Wide range of color on illustrations
 Fiction books or magazines
 Various interpretations of the
directions

31. What you hear…
 “Who will care if I do it
differently?”
 “I’ve got another idea!”
 “I have lots of things started
but not much finished!”
 “I love the word, ‘imagine!’”
 This is fun!

34. Personal Learning Profile
Use As Needed Avoid
First
Sequence 34
Precision 28
Technical 10
Reasoning
Confluence 19
Sequence
I am a person who loves directions. I want to know what is expected. I thrive on
doing things in order. I seek organization, although sometimes it looks like a mess.
I like consistency and dependability. I plan then act.
Precision
I use this as needed. I like trivia. I challenge statements that I doubt. I like people
to share information with me. I read to have information to develop my plan.
Technical
I do not like to work by myself. I do not care about how things work. I avoid using
instruments or tools. I rely on directions to lead me to the solution. I get frustrated
because I can not figure things out.
Confluence
I will take calculated risks. I connect things. I can see the big picture. I do not like
surprises or changes that are unexpected. I have ideas.

35. What do your patterns look like?

36. By Understanding Learning Patterns
the Teacher Gets a Picture of The
Learner
Who wants to do
the research?
Who’s wants to Who insists on a
get his/her plan?
hands dirty?
Who wants to
work alone? Who is playing a
different tune?
Who is organizing
everything?

37. How do your patterns affect you as a
teacher?

38. Let Me Learn
For more information:
www.letmelearn.org
www.lcrinfo.com
jbronston@ltps.org