Adapting to R-Directed Thinking

The above figure provides the results of my personal learning style assessment.

The teaching methods used in the classroom differ from one teacher to the next. Each of us, as students, learn in a slightly different way, but the ways by which we learn can be grouped into some combination of Felder and Soloman’s (n.d.) 8 learning styles: active, reflective, sensing, intuitive, visual, verbal, sequential and global learning. A learning style assessment can provide insight into our personal learning style, which can then be applied to help us learn or to even adapt to R-Directed thinking for the purpose of creating a 21st Century learning environment for students (Pink's Empathy).

On the active/reflective learning scale, I scored a three towards the reflective direction, meaning that I am fairly well balanced between these two learning styles. Active learners learn best by doing, as the name suggests. Reflective learners, on the other hand, understand information best when they have the opportunity to mentally review the information (Felder & Soloman, n.d., par. 1). Though we are all active at times and reflective during others, it seems I have a mild preference for reflective learning. While reading a book, listening to a video clip or teaching new material, I like to periodically stop for brief interludes to reflect upon the information that has been presented thus far and focus on the details. I have also found that I personally enjoy actively performing experiments, creating models or practicing techniques, all of which allow me to have a better grasp on concepts and ideas. I do however need to be careful that I do not spend too much time on reflecting (Function) and not enough time on performing the task at hand (Pink's Design).

My love for laboratory work and attention to details also means I am more partial to sensing learning than intuitive learning. On the sensing and intuitive learning scale, I scored a seven towards the sensing direction, meaning I have a strong preference for sensing learning over intuitive learning. Sensing learners often prefer to learn details, facts, and real-world connections, while intuitive learners get more enjoyment out of discovering possibilities and relationships. Intuitive learners are more comfortable working with abstractions and mathematical formulations than sensing learners such as me (Felder & Soloman, n.d., par. 5). After learning more about the intuitive learner, I am eager to make more connections in class that link the various concepts and ideas, which may help any of my students who are intuitive learners. True to my sensing nature, I find memorizing facts easy and spend a considerable amount of time focusing on details and applying concepts to the real world, both in my own learning and in the courses I teach (Pink's Meaning). In addition, I give my students the opportunity to perform several experiments as both an individual and group effort. Laboratory work allows me to see and do something with the new information I am learning.

It comes as no surprise that I scored a seven on the visual end of the visual/verbal learning scale, indicating that I have moderate preference for visual learning over verbal learning. This coincides with the hands-on learning, which I also lean towards. For me, doing lab work is like seeing a live diagram. While verbal learners prefer written and spoken explanations, visual learners like me often remember best what they can see (Felder & Soloman, n.d., par. 9). Sometime in early childhood, I discovered my fascination with drawing pictures and creating charts to help myself organize information. I still make organized charts and draw sketches of things that are especially important for me to remember. In the courses I teach, I always review the necessary concepts and ideas in a Pre-Lab as well as writing notes on the board and distributing hand-outs, which is probably most useful to my students that are verbal learners. Pictures, diagrams, flow charts, films and demonstrations are tools I have used as a teacher to reinforce concepts, review the bigger picture, and synthesize new information (Pink's Symphony).

Regardless of whether or not a sequential learner fully understands the material, they can often make logical connections with what pieces of knowledge they have and make use of it, while global learners, on the other hand, may experience difficulties until they are able to see such overall connections. I scored a seven on the global end, indicating a preference for global learning over sequential learning. While sequential learners can build onto their understanding by logically adding on new bits of information to previous knowledge, global learners tends to learn in a somewhat “all-or-nothing fashion” (Felder & Soloman, n.d., par. 9-10). Being a bit more of a global learner, I often know the answer to a mathematical problem without having to go through all of the steps in between. When I know I am going to review a highly mathematical problem in class, I prepare by first writing down the steps involved and have one of my colleagues review it to see if I am missing any steps that may lead to confusion for some of my students, particularly those who are sequential learners. Seeing the big picture before getting into all of the little details really helps me make connections that lead to my eventual understanding. As a teacher, I attempt to create my lesson plans in a similar fashion, and by doing so, I help my fellow global learners gain an understanding of the material.

A good teacher is capable of changing the lesson plan to meet the needs of his/her students and incorporates a balance of teaching methods that incorporates all learning styles. When teachers fail to address the needs of a student’s particular learning type or special needs or engage the student (Pink's Play), the student may become bored and frustrated. Taking the learning styles assessment has given me insight into the different learning styles and has allowed me the opportunity to assess my own teaching and begin planning for improvements (Pink's Empathy). When students are provided with the learning tools they need, they are freed to pursue personal interests (Pink's Meaning).