RE: Learning Styles

RE: Learning Styles (Full Version)

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Vendaval -> RE: Learning Styles (5/4/2007 2:34:43 AM)
Remember people tend to process by one of 3 methods - 1 visual 2 audio 3 tactile

julietsierra -> RE: Learning Styles (5/4/2007 2:56:00 AM)
quote: ORIGINAL: LuckyAlbatross quote: MadRabbit It seems more and more today, particularly my generation, has a "know it all" stance on things and too good to learn anything. I don't think it's more prevalent now than it has been before. I don't think it's really that prevalent anyway- my friends and I certainly never thought we had it figured out, we were mostly terrified of most grown up things while simultaneously very anxious to start to prove ourselves. I think it's often a backlash reaction to grown ups being condescending and invalidating younger people due solely to age. Oh LA, I sure do wish it was as easy as all that! I can't even BEGIN to tell you what today's classrooms are like except to say that they are NOTHING like what they were when most of us were in school! Yes, I know the knee jerk reaction will be that every generation has said that, but honestly, it's VASTLY different. Spend, not a day, but a month in a high school classroom. You'll be amazed and dismayed. And choose a teacher who generally has his or her classes' respect - not because it's demanded but because it's given and received. You'll still be dismayed. And this is coming from someone who genuinely loves her job, loves the people she works with and the people she works for. There is a LOT of good, but it's the extent of the other side of the coin that is mind-boggling. Example: One teacher I know gave her students an open book, open note, test. It was a simple, fill in the blank test. The questions were worded exactly as she had worded the questions on a previous worksheet. Heck, they WERE the same questions as was on a previous work sheet. She has a class of 25 students. 5... FIVE bothered to finish the test. She had to ask 3 to leave because they were talking. The others that remained argued after the test that since it was so simple, she should just give them all A's. They became beligerant when she said no. Two of those students had to go to the office because they threatened her when she continued to say no. And when all was said and done, 3 people passed with a C or better. Yesterday a young man was asked to retake his ID picture since he'd lost his ID (they're required to wear it at all times). I'm the one teacher he gets along with and that's marginal at best. I convinced him to take the picture. While we were waiting, he decided he'd waited long enough and walked away intending to just roam the halls. When I had him come back to the line - no yelling, just talking the way we usually do, his response was "you better watch out! I'm going where I want and if you try to stop me - you'd better watch out." And this stuff is normal for him. This is what all of his teachers deal with from multiple students on a daily basis. Kicking them out is not the answer. Finding a way to reach these students is, and that's what we do, but I'm telling you, it is NOT just backlash we're talking about here. And it definitely IS more prevalent nowdays than it EVER was before. Columbine and the rest have proven that - in spades. juliet

LuckyAlbatross -> RE: Learning Styles (5/4/2007 7:17:26 AM)
I dunno, it's only been 9 years since I was in public secondary school. And we were the worst school in the worst county of the state of MD (I have stats to back that up as well as all the personal anecdotes you could want) And yes, we had school cameras, were required to wear picture ID badges everyday and had county police officers specifically assigned to our school to patrol the halls during the day. But what you are talking about being more prevalent is a frustration of youth, a lack of goals and future- what I am talking about is the prevalency of feeling like you know everything. The fact is that every generation says the next is going to hell in a handbaskets- and almost always because "those darn kids got no respect." Either we really do just keep degenerating further and further (which I doubt given the great social strides we've made in the past century), or it's just how generations tend to perceive themselves and others. I can't deny that some things are worse than others- if I were in high school right now I'd probably feel even more depressed and frustrated about the future than I did because of the war and lack of progress in the past few years. But that doesn't mean kids think they know it all, I think I could make a great case that kids today feel less than ever that they know and can handle the issues of being an independent adult.

Aswad -> RE: Learning Styles (5/4/2007 6:06:46 PM)
quote: ORIGINAL: Vendaval Remember people tend to process by one of 3 methods - visual, audio, tactile That mostly applies to what kind of input they are most likely to learn from, which is a useful piece of information while trying to teach them something. I learn better by using all three, although I have a weak preference for audio. The methods by which people will learn the most efficiently are somewhat more varied. A common denominator is the need to apply the knowledge somehow, and to learn via feedback, preferrably as direct as possible where safe (e.g. *nothing* will teach you to keep your hands off a 350V capacitor, even when you think it's been discharged, as effectively as touching one once, but that's hardly to be encouraged as a general means of imparting the knowledge that high voltages should be avoided). "Process" isn't the right term, I think, as the two main processes by which people seem to think are verbal (sequential) and visual (parallell-ish). Tactile processing as a dominant method wouldn't make much sense, although it might be an interesting symmetry if it were the case. I'd also submit a third process, which I've mainly identified in people who are (at least) borderline ADD or Aspies, namely topological thinking, wherein cognitive contexts (I call them "nodes") are interlinked in a non-dimensional topological graph, kind of like the Internet. (Yes, I'm sure you could probably find a value for its dimensionality, probably on the order of 5-9 dimensions, but I haven't bothered to try to figure that out.)

Aswad -> RE: Learning Styles (5/4/2007 6:28:04 PM)
quote: ORIGINAL: julietsierra I can't even BEGIN to tell you what today's classrooms are like except to say that they are NOTHING like what they were when most of us were in school! Not sure what it's like over there, but here in Norway, they're still somewhat like what they were back when I was in school, although there is still a definite difference (back when I was 16, me and my friends concluded that there was a generation gap to those younger than ourselves; and we weren't model students). I wonder how much of this comes from the way schools are being managed, because I hear a lot of people in the US talking about how the schools themselves have changed, and I don't hear that up here. quote: And choose a teacher who generally has his or her classes' respect - not because it's demanded but because it's given and received. You'll still be dismayed. That's a large part of the "generation gap" I talked about. Back when I was in school, we'd be class-A assholes with the teachers who didn't respect us, or who were unreasonable (yes, I know the idea of "reasonable" at that age isn't always reasonable, but I'm talking about not even explaining their position, which is pretty universal), but those that related to the students professionally, or offered them respect, were well liked and we tried to behave more like responsible adults. However, with the current generation, I see a deterioration in that. Basically, those teachers that we respected aren't getting any respect from a lot of students. I'm curious as to the cause, and would posit a combination of recently emerging stressors (not only adults can get overload from modern society), parental neglect (in the worst cases), and nutritional issues (particularly refined sugars and caffeine), as being plausible causes for a lot of it. Although, as I said, I think the reason it's worse in the US than here is the increased authority-profile of the schools, more draconian security measures, and so forth, as well as the distance etc derived from this. quote: Columbine and the rest have proven that - in spades. Actually, if you disregard the theory of SSRI-induced akathisia and emotional memory reframing, Columbine is more a symptom that the students are worse off. I mean, come on, there's not likely to be more people genetically predisposed to multiple homicide now than before, it pretty much has to be environmental. I know I wasn't the only one to think about pulling a Columbine back in school, though I never did. Which is a good thing, not just for me (in that I've become a decent person), but also for them, as the death tolls would be a different order of magnitude. I'd say Cho was pretty much the first case of anyone having a serious go at it, and he could've taken down a lot more people if he didn't go for guns as his only weapon; it seems likely that the spree itself was pretty much triggered by the realization that his life was over anyway after killing the first two victims, rather than being entirely premeditated (in the sense of planned). Most of the responses I've seen to the school shootings so far are of the exact kind that would have been most suited to provoking me and about half the people I knew who had similar thoughts (most of which have turned out well, as kids are apt to do) into acting on those thoughts. If I were a teacher in the US, I'd wear a light bulletproof shirt to work, and start campaigning to reverse some of these measures. Besides, the money would be better spent on stuff like traffic safety measures (where more kids are killed in any week than on such a massacre).

Vendaval -> RE: Learning Styles (5/4/2007 6:54:05 PM)
quote: ORIGINAL: Aswad quote: ORIGINAL: Vendaval Remember people tend to process by one of 3 methods - visual, audio, tactile That mostly applies to what kind of input they are most likely to learn from, which is a useful piece of information while trying to teach them something. I learn better by using all three, although I have a weak preference for audio. I do prefer audio myself. The methods by which people will learn the most efficiently are somewhat more varied. A common denominator is the need to apply the knowledge somehow, and to learn via feedback, preferrably as direct as possible where safe (e.g. *nothing* will teach you to keep your hands off a 350V capacitor, even when you think it's been discharged, as effectively as touching one once, but that's hardly to be encouraged as a general means of imparting the knowledge that high voltages should be avoided). You mean like sticking one's hand in the fire or running with scissors? [;)] "Process" isn't the right term, I think, as the two main processes by which people seem to think are verbal (sequential) and visual (parallell-ish). Tactile processing as a dominant method wouldn't make much sense, although it might be an interesting symmetry if it were the case. I'd also submit a third process, which I've mainly identified in people who are (at least) borderline ADD or Aspies, namely topological thinking, wherein cognitive contexts (I call them "nodes") are interlinked in a non-dimensional topological graph, kind of like the Internet. (Yes, I'm sure you could probably find a value for its dimensionality, probably on the order of 5-9 dimensions, but I haven't bothered to try to figure that out.) Aswad, your endless amounts of knowledge never cease to amaze me!

Aswad -> RE: Learning Styles (5/4/2007 8:05:08 PM)
quote: ORIGINAL: Vendaval I do prefer audio myself. A kindred spirit! [:D] You wouldn't happen to enjoy music in a very different way from the "rest" of the world too, would you? Just about everyone I know looked at me as if I'd gone mad when I spent about USD 2000 or so on a set of headphones, 'cept my dad, who got the same brand (Stax) when he was younger. quote: You mean like sticking one's hand in the fire or running with scissors? [;)] That certainly qualifies as "direct feedback", yes, although I did point out that it isn't necessarily advisable in all cases, fire and scissors being good examples of inadvisable, just like putting your hands on a 350 volt cap. I'm not sure I'd trade away the bits I've gotten from inadvisable application of direct feedback, though. As a general rule, if your kids are running around with scissors, tripping them probably isn't the best way to teach them. If they are teasing the cat, however, a few scratches won't hurt if they've had their shots, and eating a cactus is just so a problem that fully contains its own solution. [:D] quote: Aswad, your endless amounts of knowledge never cease to amaze me! Bah. I admit it: I don't have a life, and I soak up trivia like a sponge. Now if only there was any practical use for it. [:D] Seriously, though, it's kind of what a previous poster said ... some of us start reading in one end, and follow the trail of attention, then apply more discipline to successive approximations if we actually need to know it more fully. Starting off with studying stuff about how to learn and how to organize information is helpful to some of us, as well. Speed reading helps; though you shouldn't waste your money on a course, just read faster. If you put aside any thoughts that "I can't do that", you'll see that you can, as everyone can do it. The only problem is that reading comprehension starts dropping above 400wpm or so, along with retention, which is why I use the time "saved" to go back and reread things several times over, then pore over any fuzzy details. I think a rate of about 1000-2000wpm should be achievable for anyone, with a little bit of getting used to. Retention is mostly a matter of organizing what you are exposed to, and that comes down to spending a bit of time reflecting on how you think, occasionally "freezing" your own thought processes and examining them to see how you tick. Then you can use this knowledge systematically to play to your strengths and circumvent your weaknesses. It has worked for the people I've tried to teach it to. Formal intelligence, in the sense of IQ, is largely heredetary, but that too can be raised somewhat (about 1-2 standard deviations, IIRC) by training, although I'm not up to date on the "how" of this. I'm in the 99th percentile or so, hence it wasn't a priority for me, although I have done a bit of work on this with others. If you're interested, I can probably look it up, or talk to someone who's looked into it. Reminding me via PM would probably be good, as I presently have the memory of a goldfish. Also, bear in mind that our retention is maximized when we do not study a topic for consecutive days, at least for book learning, although I think it also goes for muscle memory, but possibly not for applied semantic knowledge (e.g. fixing an engine). That is to say that if you have a week to learn something, you should study it on days 1, 3, 5 and 7, not the days in between. I don't know why this is so, probably something to do with reorganizing and consolidating memories. It's probably okay to speedread through the material once as a recap on the days in between, but I haven't tested this. When I work or study, I usually try to take on at least two longer-term tasks, and then space them in this manner. It also improves (by feedback) your ability to leave notes and work in a state that makes sense when coming in with a blank slate, which is a good thing in a business context, as it reduces the "line 13" factor (a.k.a. "What will you do if employee X gets hit by a bus tomorrow?"). A simple way of picking up a lot of interesting information, although somewhat time-consuming and prone to inaccuracies (I check with other sources, usually) is to open up Wikipedia on a topic that interests you, using the Firefox or Opera browsers (I hear IE7 also has tabs, now) and opening whatever links seem to be of secondary interest in background tabs while reading the text. When you're done reading it, you'll usually have a handful to a dozen new tabs ready to read. Repeat until boredom, nausea or Real Life(tm) sets in. My preferred means of picking up information is talking to people who know about stuff, probably because it's interactive (which offers better learning) and because it's auditory (my preferred input modality). For instance, with regard to psychiatry, I talk to doctors, psychiatrists and professors in the field, while for IT/ICT-related topics, I talk to colleagues, and for BDSM-related topics, I talk to a few friends who share the interest or I come here. [:D] The only thing special about it is that I did it, not that I could do it. Almost anyone can.

gwendolyn -> RE: Learning Styles (5/5/2007 10:20:19 AM)
quote: ORIGINAL: Vendaval Remember people tend to process by one of 3 methods - 1 visual 2 audio 3 tactile I'm actually curious as to how these styles of learning can/are applied to D/s or M/s. Master and I were talking about this and how it relates it us in our relationship. I don't know if the fact that I consider myself a slave will make a difference in my observations here or not. I learn best through auditory methods. As I see it, this equates to verbal instruction, sometimes followed by questions of my own, to which he usually graciously answers. That doesn't necessarily change the course of the order, persay. It does, however help me to understand what I'm doing and learn from it. For instance, when I find myself in trouble, I fret endlessly when he falls into silence. I've often wondered why this bothers me so. And I realize now that it's because I have no defined negative, and therefore no feeling that I can atone or correct my behavior. It's a great feeling of relief when he simply tells me what I've done and corrects my actions. I MUCH prefer some form of punishment to 'the silent treatment'. I'm wondering what others' experiences have been in this respect. I hope I didn't stray off topic, but being that this is CM, it naturally occured to me to pose this question. Gwen

Aswad -> RE: Learning Styles (5/7/2007 3:58:53 PM)
quote: ORIGINAL: gwendolyn I'm actually curious as to how these styles of learning can/are applied to D/s or M/s. Master and I were talking about this and how it relates it us in our relationship. I don't know if the fact that I consider myself a slave will make a difference in my observations here or not. Depends on what you want to achieve. Instructions are best given in a form that the sub/slave relates well to, for instance. Learning skills to serve better is best done in a way that one is suited to learning from. Behavioural conditioning requires other bits of information. quote: And I realize now that it's because I have no defined negative, and therefore no feeling that I can atone or correct my behavior. When there is no outlet for distress/dissonance, it tends to hurt a lot more, and for a lot longer. He may be using this consciously, rather than escalating other aspects of his response, for instance. quote: It's a great feeling of relief when he simply tells me what I've done and corrects my actions. The really interesting question is whether it sticks. [:D] quote: I MUCH prefer some form of punishment to 'the silent treatment'. Most people do, in my experience. Being ignored is something few people respond well to. quote: I'm wondering what others' experiences have been in this respect. I hope I didn't stray off topic, but being that this is CM, it naturally occured to me to pose this question. Doesn't seem that off-topic to me, and the thread has been silent for a little while, so I'm giving a cautious reply.

soulfulkitten -> RE: Learning Styles (5/7/2007 4:02:15 PM)
Hmmm... Well I agree that learning styles are important. Some times submissive types have been known to be stubborn, thusly knowing their learning style would be most beneficial in their training. my .02

szobras -> RE: Learning Styles (5/7/2007 11:40:15 PM)
I'm actually curious as to how these styles of learning can/are applied to D/s or M/s. I believe they are applied the same as with any other relationship of instruction to learning . D/s and M/s are just the environment. Master and I were talking about this and how it relates it us in our relationship. I don't know if the fact that I consider myself a slave will make a difference in my observations here or not. This I think only you can answere this for yourself. It believe the way we observe is a from a personal and individual perspective.

bowandserve -> RE: Learning Styles (5/9/2007 2:57:58 PM)
quote: ORIGINAL: MistressSassy66 I also echo LA's response. And add that some submissives get so worked up/hung up over the word "training". Learning is a much better word that at least to Myself doesnt have that feeling of being pressured to always be the best. Oh I like that very much. I think a bell just went off in my head as I've had subs tell me they were intimidated and wanted to be perfect and in doing so just shut down and did nothing. Thank you MistressSassy66!!!

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