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Throughout my life, I have been engaged in various formal methods of learning. Raised in South East London, I attended different primary and secondary schools before transitioning to private education for my sixth form. Eventually, I pursued higher education at Exeter University, where I obtained a degree in English and Information Technology. This academic journey, spanning 24 years, has allowed me to observe and experience a myriad of learning approaches. In this essay, I will delve into the evolution of my learning patterns, analyze my experiences through the lens of various learning theories, and explore the andragogy/pedagogy debate.
By examining my own learning journey, I hope to gain insights that will inform my future role as a teacher.
My earliest learning experiences can be characterized as observational learning, a natural process through which children acquire essential skills such as walking, talking, and expressing emotions by imitating the behavior of adults and peers around them. These foundational years, preceding formal education, align with the principles of experiential learning.
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During this phase, I primarily learned through trial and error, reflecting on my own experiences and observing those of my peers.
For instance, I distinctly remember the process of learning to tie my shoelaces as a young child. This experience aligns with Kolb's Four Stage Model of Learning:
This learning experience not only illustrates Kolb's model but also highlights the idea that shared experiences can be understood concretely and abstractly, as learning is a social and collaborative process.
Kolb's model of learning remains relevant throughout my adult learning journey, including my university courses and teaching experiences.
For example, in a recent teaching scenario, I reflected on a successful lesson plan for teaching Charts and Graphs in Excel to a group of 16-18-year-olds. Building upon this success, I adapted the lesson plan to other Information Technology Key Skills subjects, considering the active input and feedback of the students. This iterative process aligns with Kolb's learning cycle and reinforces the idea that engaging students in their own learning enhances the educational experience.
Furthermore, I observed that students in the post-compulsory sector I teach in respond more effectively when they are actively involved in their learning, demonstrating a preference for self-direction over teacher-centered approaches. This observation resonates with Knowles' andragogy principles, which emphasize adult learners' autonomy and self-directed learning.
Kolb's model of learning has been expanded upon by Honey and Mumford, who identify four distinct learning styles: Activist, Reflector, Theorist, and Pragmatist. These styles can shed light on an individual's preferred approach to the learning process. According to this framework, I find that I engage equally in all four stages of the learning cycle.
While my preferences may lean toward the Activist or Theorist styles, I recognize the importance of flexibility in adapting to different learning situations. Kolb himself emphasizes that individuals adapt their learning styles based on specific tasks and challenges, viewing learning styles as adaptive states rather than fixed personality traits. In essence, effective learners should possess the versatility to excel in each of the four stages.
A traditional method for identifying learning styles involves the use of a learning styles questionnaire, developed by Peter Honey and commonly administered in Western civilization. My responses to this questionnaire indicate a strong preference for the Theorist stage, with moderate preferences for the other three stages. According to Honey and Mumford's analysis, Theorists are characterized by logic, a penchant for questioning, attention to detail, and strong research skills.
However, Theorists may also exhibit traits such as detachment, inflexibility, and difficulty with team interaction. While I resonate with many Theorist attributes, my experiences as a lecturer in a post-16 college have led me to adapt and embrace elements of the Activist model. In this role, I prioritize engaging students, fostering discussions, and facilitating active participation in the learning process.
Furthermore, I recognize the importance of reflection, a trait associated with the Reflector model, both in my personal relationships and within my professional work environment. Additionally, aspects of the Pragmatist model, such as a positive attitude and a business-like approach to projects, also find a place in my teaching methodology.
It is essential to acknowledge that most individuals, like myself, possess elements of each learning style, and these styles may vary depending on the context and personal disposition. Learning styles, much like star signs, can be adaptable and influenced by one's mood and recent experiences.
During my compulsory schooling years, extrinsic motivators played a pivotal role in driving my academic performance. I diligently worked to achieve high grades, motivated by the prospect of receiving praise from both teachers and family members. This mode of motivation aligns with behaviorism, a learning theory that emphasizes conditioning and rewards.
Rogers aptly points out that behaviorist theories often portray the student as passive, with the teacher taking on an active role. In retrospect, much of my compulsory education followed this pattern, with teachers imparting knowledge, and students expected to absorb and reproduce that knowledge. This dichotomy between right and wrong answers was especially evident in subjects like science and mathematics, where there existed a definitive answer sought by the teacher.
As a student, I learned to conform to the marking criteria, making my path to success relatively straightforward. Assignments and assessments were approached with the clear goal of meeting the established criteria, ensuring favorable grades.
In conclusion, my learning journey has been shaped by a variety of experiences and has evolved in response to changing educational contexts. I have witnessed the applicability of Kolb's learning cycle throughout my life, from my early years to my role as a lecturer. The recognition that individuals may exhibit traits from multiple learning styles highlights the complexity of human learning.
Furthermore, my experiences in compulsory education underscore the role of extrinsic motivators and behaviorism in shaping my early learning experiences. However, as I transitioned to higher education and later became an educator myself, I learned to appreciate the significance of learner autonomy and self-directed learning, aligning with principles of andragogy.
As I embark on my journey as a teacher, I am committed to understanding the diverse ways in which individuals learn and adapting my teaching methods to accommodate various learning styles. Just as my own learning journey has been a dynamic and evolving process, I believe that effective teaching requires a similar adaptability and a genuine appreciation for the multifaceted nature of learning.
Formal Methods of Learning: An Exploration of Learning Styles. (2020, Jun 02). Retrieved from https://studymoose.com/myself-as-a-learner-9133-new-essay
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