WEBVTT 00:00:16.749 --> 00:00:19.329 Oh, my God. What's up, guys? What's up? What's 00:00:19.329 --> 00:00:21.829 up? Welcome back. This is food for thought. Thoughts 00:00:21.829 --> 00:00:24.589 of it were you. I'm your host, Neogentrics. We've 00:00:24.589 --> 00:00:31.179 just learned and had the ability to now do. Video 00:00:31.179 --> 00:00:33.500 podcast, so you not just get to hear my lovely 00:00:33.500 --> 00:00:35.820 voice, but you can see me now, too, if that's 00:00:35.820 --> 00:00:38.880 something that you're into. Wearing one of the 00:00:38.880 --> 00:00:42.460 weirdest shirts possible, and I'm, you know, 00:00:42.539 --> 00:00:51.020 trying to make the best of a very weird situation. 00:00:51.240 --> 00:00:56.399 Just trying to make the best of it. Life goes 00:00:56.399 --> 00:00:58.700 on. It's another day here in Houston. It's supposed 00:00:58.700 --> 00:01:00.899 to rain today. We'll see how that works out. 00:01:01.119 --> 00:01:04.719 It's 3 a .m. as usual, like I used to do with 00:01:04.719 --> 00:01:06.760 my podcast. I'll be recording every morning at 00:01:06.760 --> 00:01:10.959 3 a .m. When they go live, we'll just be determined 00:01:10.959 --> 00:01:13.260 by the platform that you're watching it on. So 00:01:13.260 --> 00:01:16.159 while the YouTube one may go live during the 00:01:16.159 --> 00:01:18.799 day, the audio version will be available early 00:01:18.799 --> 00:01:23.819 morning after the recordings, usually. So we're 00:01:23.819 --> 00:01:27.379 going to go ahead and get started. And, yeah, 00:01:28.879 --> 00:01:32.340 we'll look into the beginning of what we got 00:01:32.340 --> 00:01:35.980 going on. All right, then. Let's get started, 00:01:36.040 --> 00:02:18.159 shall we? Powered by Riverside FM. Alright then. 00:02:20.199 --> 00:02:25.580 Well then, let's get started, shall we? Alright. 00:02:26.280 --> 00:02:30.020 Thank you, thank you, thank you, thank you. Alright, 00:02:30.120 --> 00:02:35.349 so apparently Riverside FM is sponsoring... This 00:02:35.349 --> 00:02:38.349 whole thing, they're allowing me to do the podcast 00:02:38.349 --> 00:02:42.949 from here. So we're going to get started. Learning 00:02:42.949 --> 00:02:49.590 styles. We have different types of learning styles, 00:02:49.689 --> 00:02:53.389 as I've mentioned before. And the whole idea 00:02:53.389 --> 00:03:02.169 of learning styles is that we all have a way. 00:03:02.810 --> 00:03:08.590 in which we prefer to learn, okay? And it's how 00:03:08.590 --> 00:03:13.110 we get on and do things and how we go about it. 00:03:13.169 --> 00:03:19.650 For example, some people like to, so what I'm 00:03:19.650 --> 00:03:21.490 looking for here, well, it looks like I cut myself. 00:03:23.949 --> 00:03:26.710 Some people like to sit down and read about a 00:03:26.710 --> 00:03:28.889 subject while others prefer to just get on with 00:03:28.889 --> 00:03:31.819 it and get started and, you know. fiddle with 00:03:31.819 --> 00:03:35.340 whatever the device is that they're working with 00:03:35.340 --> 00:03:40.719 or working on. However, it's not unusual. Well, 00:03:40.900 --> 00:03:48.560 it's not usually quite as clear cut in this regard 00:03:48.560 --> 00:03:52.139 since purposes can change over time. And you're 00:03:52.139 --> 00:03:54.620 required to do different things at work or in 00:03:54.620 --> 00:03:57.159 life more generally, and it doesn't allow this 00:03:57.159 --> 00:03:59.340 to be a possibility of a thing that's normal. 00:04:01.000 --> 00:04:03.979 So I guess what I'm saying is an understanding 00:04:03.979 --> 00:04:06.280 of your preferred learning style may help you 00:04:06.280 --> 00:04:08.460 to find new ways of studying and better improve 00:04:08.460 --> 00:04:10.379 your work and help you to move on with your life 00:04:10.379 --> 00:04:12.780 in a way that's more positive. Everybody has 00:04:12.780 --> 00:04:14.879 a way that they learn. Everyone has a way that 00:04:14.879 --> 00:04:19.699 they go about doing everything. And some people 00:04:19.699 --> 00:04:23.560 have a habit of sticking to the one main thing. 00:04:24.720 --> 00:04:28.459 You can't do that. Not everybody can stick to 00:04:28.459 --> 00:04:33.620 the same exact rhythm over and over and over 00:04:33.620 --> 00:04:35.180 and over and over again. If you can do that, 00:04:35.199 --> 00:04:37.519 that's great. That's fine. That's dandy. Congratulations. 00:04:39.360 --> 00:04:41.920 But some people need to be able to mix things 00:04:41.920 --> 00:04:45.980 up and cycle through all the different abilities 00:04:45.980 --> 00:04:47.459 and stuff that they have because it's the only 00:04:47.459 --> 00:04:48.660 way they're going to be able to move forward 00:04:48.660 --> 00:04:52.579 in life and do what they have to do. Before we 00:04:52.579 --> 00:04:55.480 mentioned Kolb's experimental learning circle, 00:04:55.639 --> 00:04:59.100 that was a thing. And let me think here for a 00:04:59.100 --> 00:05:09.259 second. Let me see. The learning cycle, if I 00:05:09.259 --> 00:05:10.939 remember correctly, because it's been a while, 00:05:11.019 --> 00:05:14.000 the learning cycle proposes that we all learn 00:05:14.000 --> 00:05:22.709 from our experiences in the cylindrical, circular 00:05:22.709 --> 00:05:27.189 in a circular way. I had to think for a minute. 00:05:27.649 --> 00:05:30.310 Um, the only thing in front of me is my keyboard. 00:05:30.649 --> 00:05:34.110 I'm staring at my keyboard. The lights are changing, 00:05:34.189 --> 00:05:37.970 but people often some, uh, observe sometimes 00:05:37.970 --> 00:05:41.189 the way people observe sometimes happens in a 00:05:41.189 --> 00:05:42.870 way where they can reflect on their observations 00:05:42.870 --> 00:05:47.269 and think about what's going on. Uh, let me see 00:05:47.269 --> 00:05:51.310 here. Yeah, so they stop, they think about what 00:05:51.310 --> 00:05:57.350 they're doing, they try to make it happen. These 00:05:57.350 --> 00:06:01.129 experiences, this experience and reflection is 00:06:01.129 --> 00:06:02.850 then incorporated into the theoretical knowledge 00:06:02.850 --> 00:06:05.769 that the person already possesses or is supported 00:06:05.769 --> 00:06:10.430 by reading and training, building up a framework 00:06:10.430 --> 00:06:13.670 in which to fit their experiences as a whole 00:06:13.670 --> 00:06:17.079 into the same unit. And, you know, in order to 00:06:17.079 --> 00:06:20.819 complete that cycle, people then need to be able 00:06:20.819 --> 00:06:23.079 to practice the new skills that they have learned. 00:06:23.199 --> 00:06:26.899 And it's not always that simple. And like I said, 00:06:27.100 --> 00:06:37.740 Kobe proposed a cycle of four different learning 00:06:37.740 --> 00:06:41.759 styles. Okay, it's based off of that spectrum 00:06:41.759 --> 00:06:44.360 I mentioned before, the circle that is round, 00:06:44.420 --> 00:06:48.180 split into four, where the main one was concrete 00:06:48.180 --> 00:06:51.279 experience, engaging in an activity or experience, 00:06:51.680 --> 00:06:58.180 reflective observation, reflecting on the activity 00:06:58.180 --> 00:07:00.339 or experience, and then active experimentation 00:07:00.339 --> 00:07:04.360 on the left, trying out and testing the new skills 00:07:04.360 --> 00:07:06.319 and abilities, and then on the right, abstract 00:07:06.319 --> 00:07:10.660 conceptualizationism. conceptualizing, gaining 00:07:10.660 --> 00:07:15.740 knowledge or skills from that experience. Okay. 00:07:15.779 --> 00:07:18.699 So there are four different learning styles. 00:07:18.959 --> 00:07:21.439 Cole proposed this as a cycle, but there's no 00:07:21.439 --> 00:07:25.079 question that while we go through the cycle, 00:07:25.180 --> 00:07:28.500 when we learn something, we will also prefer 00:07:28.500 --> 00:07:31.279 to start in different places and to spend more 00:07:31.279 --> 00:07:35.519 time on some aspects than others. And if I remember 00:07:35.519 --> 00:07:38.139 correctly, From what I read, there are two men, 00:07:38.240 --> 00:07:41.699 one's called Peter Honey and the other one's 00:07:41.699 --> 00:07:49.500 Alan Mumford. Mumford. Sorry. They noticed this 00:07:49.500 --> 00:07:51.279 and they built on his theory and proposed the 00:07:51.279 --> 00:07:53.180 learning styles that I'm about to give you that 00:07:53.180 --> 00:07:55.180 make a little, that are, I guess, pretty more, 00:07:55.240 --> 00:08:03.519 they're more straightforward in a way. I guess 00:08:03.519 --> 00:08:09.810 that's one way to put it. Nope. That's not what 00:08:09.810 --> 00:08:16.329 I wanted to do. There it goes. So, yeah, this 00:08:16.329 --> 00:08:23.069 thing is still, it's still new. So I'm not, I'm 00:08:23.069 --> 00:08:24.569 going to ask my producer to stop messing with 00:08:24.569 --> 00:08:29.350 it. I think he's trying to. All right. So anyway, 00:08:29.529 --> 00:08:35.820 the four styles were activists. pragmatist, reflector, 00:08:35.860 --> 00:08:40.320 and theorist, okay? Activists learn by doing, 00:08:40.360 --> 00:08:42.759 and they don't want to hear what they should 00:08:42.759 --> 00:08:46.379 be doing. They want to just dive in headfirst 00:08:46.379 --> 00:08:49.360 and have a go at it. They most likely say things 00:08:49.360 --> 00:08:51.440 like, let's give it a go and see what happens, 00:08:51.519 --> 00:08:54.480 or can I try it out first, please? You know, 00:08:54.539 --> 00:08:58.279 they want to do something first to see what fails 00:08:58.279 --> 00:09:02.139 or what works. Whereas pragmatists, they care 00:09:02.139 --> 00:09:06.100 about what works in the real world. Real world 00:09:06.100 --> 00:09:11.480 conceptualization, they aren't interested in 00:09:11.480 --> 00:09:15.059 abstract concepts. They just want to know if 00:09:15.059 --> 00:09:17.240 it works. So more than likely, they're going 00:09:17.240 --> 00:09:19.659 to be egging on the activists to do something 00:09:19.659 --> 00:09:21.620 so they can write down what doesn't work, what 00:09:21.620 --> 00:09:26.059 does work, making note of all that. You're more 00:09:26.059 --> 00:09:28.450 likely to hear these types of people say, okay, 00:09:28.730 --> 00:09:31.370 how will this work in practice? Or I just don't 00:09:31.370 --> 00:09:35.269 see how this is even relevant. I tend to do that 00:09:35.269 --> 00:09:39.269 every now and then, but I fall into all four 00:09:39.269 --> 00:09:40.769 of these categories for this very reason because 00:09:40.769 --> 00:09:43.809 I tend to do a little bit of each. Reflectors, 00:09:43.929 --> 00:09:45.850 they like to think about what they're learning. 00:09:45.970 --> 00:09:48.750 They want to understand things thoroughly before 00:09:48.750 --> 00:09:59.360 they try them out. Consider every possible thought 00:09:59.360 --> 00:10:04.519 and action. These reflectors are more likely 00:10:04.519 --> 00:10:07.480 to say things like, let me think about this for 00:10:07.480 --> 00:10:12.019 a minute. Or, hey, hey, hey, dude, let's not 00:10:12.019 --> 00:10:13.860 rush into anything just quite yet. Let's just 00:10:13.860 --> 00:10:17.120 think it out a little bit more. Let's have a 00:10:17.120 --> 00:10:19.659 plan. Of course, most people, especially the 00:10:19.659 --> 00:10:22.899 headstrong people, they don't. They don't want 00:10:22.899 --> 00:10:26.799 to hear that. They don't want to do that. That's 00:10:26.799 --> 00:10:34.539 an issue. They are more likely to work with people 00:10:34.539 --> 00:10:39.559 who are a little bit slightly pragmatic, but 00:10:39.559 --> 00:10:42.779 mostly the theorists. And the theorists specifically. 00:10:44.139 --> 00:10:47.460 These like to understand how the new things fit 00:10:47.460 --> 00:10:50.120 into their framework and into previous theories 00:10:50.120 --> 00:10:52.620 and how they work well with other things as such. 00:10:52.740 --> 00:10:55.620 They're likely to be uncomfortable with things 00:10:55.620 --> 00:11:00.779 that don't fit or with things that don't fit 00:11:00.779 --> 00:11:02.980 in or go along with things they already know 00:11:02.980 --> 00:11:06.759 don't work. They're not likely to go and work 00:11:06.759 --> 00:11:10.490 with someone who's... who's active or pragmatic, 00:11:10.549 --> 00:11:12.529 but they will use the information that they've 00:11:12.529 --> 00:11:19.429 gained from them to, in a word, gain more additional 00:11:19.429 --> 00:11:22.429 knowledge. You're likely to hear guys like this 00:11:22.429 --> 00:11:24.809 or women like this say, okay, but how does this 00:11:24.809 --> 00:11:27.090 fit with such and such? How does this fit in 00:11:27.090 --> 00:11:30.049 here? Or I'd just like to understand the principles 00:11:30.049 --> 00:11:32.529 behind this a little bit more before I do something. 00:11:32.850 --> 00:11:35.309 They want to make sure it's effective. And in 00:11:35.309 --> 00:11:37.509 order to learn effectively, like I said earlier, 00:11:37.789 --> 00:11:40.889 it's important to be able to use not one, not 00:11:40.889 --> 00:11:44.169 two, but all four styles. Most people have a 00:11:44.169 --> 00:11:46.169 preference of at least one or two, and that's 00:11:46.169 --> 00:11:48.990 fine. But they're usually in the common mixtures 00:11:48.990 --> 00:11:52.669 of like activist, pragmatic, like I said before, 00:11:52.789 --> 00:11:55.289 and reflector and theorist. These are the categories 00:11:55.289 --> 00:11:58.190 that tend to go together instead of working together 00:11:58.190 --> 00:12:01.049 and utilizing all four. But I can honestly see 00:12:01.049 --> 00:12:04.889 how. activists, pragmatists could get on the 00:12:04.889 --> 00:12:09.450 other two's nerves and such and so forth. As 00:12:09.450 --> 00:12:12.870 it is possible to learn and develop other styles 00:12:12.870 --> 00:12:16.269 and learning styles, preferences as they change 00:12:16.269 --> 00:12:19.370 over time, unlike other psychological assessments, 00:12:20.230 --> 00:12:24.429 the Myers -Briggs type indicators, they tend 00:12:24.429 --> 00:12:27.190 to stay remarkably consistent over time. And 00:12:27.190 --> 00:12:30.169 they're a good way to judge whether or not you 00:12:30.169 --> 00:12:34.370 have certain skill sets or certain styles or 00:12:34.370 --> 00:12:41.269 which ones you prefer over the others. But I 00:12:41.269 --> 00:12:42.669 will say this, when it comes down to learning 00:12:42.669 --> 00:12:46.850 styles, people often notice that their learning 00:12:46.850 --> 00:12:50.750 style has changed in response to different job 00:12:50.750 --> 00:12:54.409 demands or changes in their lifestyle when necessary. 00:12:54.710 --> 00:12:57.750 So a lot of times they're not always all here. 00:13:00.080 --> 00:13:13.039 That's a thing. Right. So the next thing I want 00:13:13.039 --> 00:13:15.820 to go ahead and talk about is VAC model of learning. 00:13:18.440 --> 00:13:26.440 Let's see here. All right. The VAC model of learning, 00:13:26.600 --> 00:13:29.279 one of the most common models of learning styles. 00:13:29.980 --> 00:13:32.980 is taught to teachers and therefore familiar 00:13:32.980 --> 00:13:40.820 to many children in, but it's based on the, something 00:13:40.820 --> 00:13:45.139 called the NLP, the neuro -linguistic programming. 00:13:45.519 --> 00:13:49.399 It's a thing that, in a way, I guess you could 00:13:49.399 --> 00:13:54.740 say it, well, we'll cover that in a later episode. 00:13:55.080 --> 00:14:00.259 Let me see here. It basically provides practical 00:14:00.259 --> 00:14:03.320 ways in which you can change the way you think 00:14:03.320 --> 00:14:06.200 or view past events. It's definitely something 00:14:06.200 --> 00:14:10.720 I'd like to cover moving back into personal skills 00:14:10.720 --> 00:14:16.419 when I cover memory skills. But, again, topic 00:14:16.419 --> 00:14:24.639 for a later date. So, anyway, VAK, the VAC model. 00:14:24.860 --> 00:14:29.250 VAK stands for visual. auditory, and kinesthetic, 00:14:29.389 --> 00:14:32.789 and describes how you prefer to take in the information 00:14:32.789 --> 00:14:36.629 around you. Visual learners prefer to take in 00:14:36.629 --> 00:14:38.990 information by seeing and often processing it 00:14:38.990 --> 00:14:42.129 in pictorial form. This means that they will 00:14:42.129 --> 00:14:47.409 often think, remember in pictures, and like to 00:14:47.409 --> 00:14:52.200 read, see graphs, and use symbols. Auditory learners, 00:14:52.480 --> 00:14:55.559 they prefer to listen and take in the information 00:14:55.559 --> 00:14:59.259 a little over time, but consistently, and learn 00:14:59.259 --> 00:15:02.539 it by what they hear. They favor lectures, discussions 00:15:02.539 --> 00:15:05.879 over actually reading something. And then the 00:15:05.879 --> 00:15:12.519 last one. It refers to learners that learn by 00:15:12.519 --> 00:15:16.220 experience and practical applications by tactile 00:15:16.220 --> 00:15:18.539 exploration of the world and things around them. 00:15:18.639 --> 00:15:20.980 They prefer to learn by experimenting with this, 00:15:20.980 --> 00:15:23.399 that, and the other. You know, like, this is 00:15:23.399 --> 00:15:25.519 a pretty cool pen. How does this work? Oh, I 00:15:25.519 --> 00:15:28.080 could take this off. Let's see here. If I unscrew 00:15:28.080 --> 00:15:31.419 this, you know, how do I get the ink out? Oh, 00:15:31.539 --> 00:15:34.500 wait. When I unscrew this, there's an ink cartridge 00:15:34.500 --> 00:15:36.580 in here. You know, well, there's supposed to 00:15:36.580 --> 00:15:40.769 be. And, you know, the ink comes out through 00:15:40.769 --> 00:15:43.570 the bottom of the cartridge. It pours out into 00:15:43.570 --> 00:15:46.470 the lid of this. You put the lid on this back. 00:15:47.370 --> 00:15:52.029 Screw it on. You know, get a piece of paper. 00:15:52.809 --> 00:15:57.149 Write something down on it. Close up the pen, 00:15:57.230 --> 00:16:01.110 put it away. And, you know, oh, I dropped, I 00:16:01.110 --> 00:16:04.330 leaked some oil on my ink on myself. But, you 00:16:04.330 --> 00:16:09.210 know, it helps you write. So that's the thing. 00:16:10.990 --> 00:16:13.470 Most parents will testify. It's not unreasonable 00:16:13.470 --> 00:16:16.649 to describe very young children as kinesthetic. 00:16:16.809 --> 00:16:18.970 That's usually how they start. They're always 00:16:18.970 --> 00:16:20.950 wanting to feel something, touch something, put 00:16:20.950 --> 00:16:24.769 their mouths on something. That's usually how 00:16:24.769 --> 00:16:27.309 you start out. Again, not everybody's the same. 00:16:27.370 --> 00:16:31.169 And it just differs from person to person. The 00:16:31.169 --> 00:16:33.230 use of language, identifying the way that someone 00:16:33.230 --> 00:16:37.210 thinks, is usually related to various factors, 00:16:37.350 --> 00:16:40.350 to be fair. You can get clues whether someone 00:16:40.350 --> 00:16:43.009 is visual, auditorial, or kinesthetic from the 00:16:43.009 --> 00:16:46.409 kind of language that they use. And one of the 00:16:46.409 --> 00:16:47.970 things I want to go ahead and point out is that 00:16:47.970 --> 00:16:50.309 for visual thinkers, you'll usually hear the 00:16:50.309 --> 00:16:52.980 phrase like... I don't see what you mean, or 00:16:52.980 --> 00:16:54.919 let me get the picture straight in my mind for 00:16:54.919 --> 00:16:56.659 what you're talking about. Because they're trying 00:16:56.659 --> 00:16:58.620 to picture what you're telling them. They want 00:16:58.620 --> 00:17:00.159 to understand it. I have a cousin who's that 00:17:00.159 --> 00:17:02.460 way. He can draw, he can create amazing artwork, 00:17:02.559 --> 00:17:04.460 but if he can't visualize what you're trying 00:17:04.460 --> 00:17:06.519 to tell him to do, it's harder for him to come 00:17:06.519 --> 00:17:09.220 up with it. An auditorial thinker is someone 00:17:09.220 --> 00:17:13.160 who is more likely to say along the lines, I 00:17:13.160 --> 00:17:16.619 hear what you're saying, and I understand. I 00:17:16.619 --> 00:17:19.759 think I got it. Because you can explain it to 00:17:19.759 --> 00:17:21.240 them and they can hear what you're saying and 00:17:21.240 --> 00:17:23.660 come up with that picture from just the words. 00:17:24.980 --> 00:17:27.160 A kinesthetic learner is a person, on the other 00:17:27.160 --> 00:17:30.079 hand, where it's like you tell them something 00:17:30.079 --> 00:17:33.920 sad or awful. It's usually akin to people being 00:17:33.920 --> 00:17:36.980 sympathetic. They're like, oh, wow, I feel your 00:17:36.980 --> 00:17:42.440 pain. I'm so sorry. Let me give you a hug. And 00:17:42.440 --> 00:17:45.619 they just give you a hug because they can feel. 00:17:46.190 --> 00:17:48.369 what's going on. They can understand the emotion 00:17:48.369 --> 00:17:54.150 and everything going on around it. So that's 00:17:54.150 --> 00:18:00.069 a thing right there. Let's see here. Now, there 00:18:00.069 --> 00:18:04.509 are practical implications of learning styles. 00:18:05.289 --> 00:18:08.069 There's no question that each of us has particular 00:18:08.069 --> 00:18:13.289 preferences for how we learn. And this is equally 00:18:13.289 --> 00:18:16.839 with little... A little doubt that we all have 00:18:16.839 --> 00:18:19.400 slightly different things that we are good at, 00:18:19.440 --> 00:18:23.460 which may or may not be related to our learning 00:18:23.460 --> 00:18:27.019 styles. The original theory suggests that we 00:18:27.019 --> 00:18:30.619 should tailor learning experiences to fit our 00:18:30.619 --> 00:18:33.819 preferred learning style. Unfortunately, there 00:18:33.819 --> 00:18:36.039 are a huge number of theories of learning styles 00:18:36.039 --> 00:18:40.039 out there and very little evidence that teaching 00:18:40.039 --> 00:18:42.519 in a particular style is beneficial for a particular 00:18:42.519 --> 00:18:47.119 type of learning. Okay, so even though a major 00:18:47.119 --> 00:18:49.059 study looking into the VAC model of learning 00:18:49.059 --> 00:18:52.119 style has been made and suggested that in order 00:18:52.119 --> 00:18:55.740 to prove that it was useful in teaching, you 00:18:55.740 --> 00:18:57.420 would need to have studies that group students 00:18:57.420 --> 00:19:01.059 by learning style and then taught each group 00:19:01.059 --> 00:19:05.160 in different ways. They would need to be teaching 00:19:05.160 --> 00:19:08.160 methods that work best for every single style 00:19:08.160 --> 00:19:16.420 and type of learner. And that didn't work for 00:19:16.420 --> 00:19:20.000 any of the others whatsoever. And the review 00:19:20.000 --> 00:19:24.880 authors concluded that there had almost been 00:19:24.880 --> 00:19:27.440 no study that did this. No one's ever tried this. 00:19:28.900 --> 00:19:30.940 It's been thought of, it's been considered, but 00:19:30.940 --> 00:19:33.039 no one's actually attempted to pull this off. 00:19:33.259 --> 00:19:37.680 So the jury therefore... It's still out there 00:19:37.680 --> 00:19:39.640 on whether teaching should be tailored to learning 00:19:39.640 --> 00:19:42.400 styles. However, just because there's no evidence 00:19:42.400 --> 00:19:45.160 from the formal study does not mean that considering 00:19:45.160 --> 00:19:47.920 your learning style is not worthwhile. As long 00:19:47.920 --> 00:19:51.460 as you understand where you need to be and how 00:19:51.460 --> 00:19:55.640 you learn, that's all that really matters. Knowledge 00:19:55.640 --> 00:19:59.299 of learning styles may help you identify the 00:19:59.299 --> 00:20:01.619 different ways of learning that might be enjoyable 00:20:01.619 --> 00:20:07.670 or better for you. For example. Activists. Okay. 00:20:08.049 --> 00:20:10.269 Activist ways of learning include brainstorming, 00:20:10.269 --> 00:20:13.369 practical experimentation, role plays, group 00:20:13.369 --> 00:20:15.769 discussions, problem solving. I'm not that major 00:20:15.769 --> 00:20:18.569 category. I can use that, but it's not the main 00:20:18.569 --> 00:20:22.829 one that I'm able to use. Pragmatic or pragmatists. 00:20:22.970 --> 00:20:28.829 They study styles. The study style includes case 00:20:28.829 --> 00:20:31.509 studies, time to think, the practical applications 00:20:31.509 --> 00:20:35.349 of what you are learning, being able to apply 00:20:35.349 --> 00:20:42.380 it. Reflector style learning. Includes spending 00:20:42.380 --> 00:20:44.279 time reading around the subject and watching 00:20:44.279 --> 00:20:46.180 others try to figure it out and learning from 00:20:46.180 --> 00:20:48.519 their experiences. Let's tend to how that one 00:20:48.519 --> 00:20:51.859 works. And then theorists. The theorist involves 00:20:51.859 --> 00:20:54.640 models, theories, plenty of background information. 00:20:54.660 --> 00:20:56.259 By the time they're done, you have a full on 00:20:56.259 --> 00:21:00.140 project. Okay. If they're doing that, then that's 00:21:00.140 --> 00:21:03.940 probably the category that they fall in. Understanding 00:21:03.940 --> 00:21:07.160 that there are different ways of learning help 00:21:07.160 --> 00:21:09.579 everybody out in the long run and helps them 00:21:09.579 --> 00:21:18.339 figure out where they need to be. So let me see 00:21:18.339 --> 00:21:19.859 here. I'm going to look up something. Give me 00:21:19.859 --> 00:21:42.039 a sec. Okay. I think I got it. All right. So 00:21:42.039 --> 00:21:50.220 understanding that there are different ways of 00:21:50.220 --> 00:21:53.759 learning, that learning ideally happens in a 00:21:53.759 --> 00:21:57.519 cycle, helps you to vary your learning experiences. 00:21:59.950 --> 00:22:02.369 in itself is likely to improve your ability to 00:22:02.369 --> 00:22:04.430 learn and to retain information. If you find 00:22:04.430 --> 00:22:12.289 that there are particular types of teachings 00:22:12.289 --> 00:22:16.210 or learnings that don't suit you, don't be afraid 00:22:16.210 --> 00:22:18.990 to tailor your experiences a bit. If you're considering 00:22:18.990 --> 00:22:23.049 a course, whether for long -term study, or short 00:22:23.049 --> 00:22:26.509 -term learning, you may want to phone the person 00:22:26.509 --> 00:22:28.430 organizing it and discuss the types of learning 00:22:28.430 --> 00:22:33.230 that they're going to do. Because it may be that 00:22:33.230 --> 00:22:36.190 you could avoid certain aspects of it, or the 00:22:36.190 --> 00:22:38.049 tutor may be able to suggest a more appropriate 00:22:38.049 --> 00:22:40.130 course for you depending on the style of learning 00:22:40.130 --> 00:22:43.750 that you have. However, if you're unable to choose 00:22:43.750 --> 00:22:45.910 your experiences, you can always try to adapt 00:22:45.910 --> 00:22:47.990 and there's a way to do it. For example, if you're 00:22:47.990 --> 00:22:50.700 struggling, What sitting in a lecture, listening 00:22:50.700 --> 00:22:52.599 to someone talk, don't be tempted to abandon 00:22:52.599 --> 00:22:55.000 the experience. Instead, try making it into something 00:22:55.000 --> 00:22:58.940 else. Take notes, draw a picture such as a mind 00:22:58.940 --> 00:23:01.140 map to help you remember it more visually or 00:23:01.140 --> 00:23:03.319 organize discussion sessions afterward over. 00:23:05.380 --> 00:23:07.400 What's that thing that called it? People drink 00:23:07.400 --> 00:23:10.700 in the morning coffee with others to consider 00:23:10.700 --> 00:23:13.720 the way of learning in different ways. If your 00:23:13.720 --> 00:23:16.660 course is exam examination based and you'll need 00:23:16.660 --> 00:23:19.259 to think. about how you're going to revise the 00:23:19.259 --> 00:23:23.759 subject matter. For example, you may like lectures, 00:23:23.819 --> 00:23:26.720 but you want to revise by reading over your notes. 00:23:26.940 --> 00:23:30.900 Maybe you should ask your lecturer if you can 00:23:30.900 --> 00:23:33.259 record the lecture or perhaps read your notes 00:23:33.259 --> 00:23:37.019 onto a digital recorder, play it back for yourself. 00:23:37.200 --> 00:23:40.640 Then you can play out your notes afterward and 00:23:40.640 --> 00:23:43.920 listen to them again and revise them later. So 00:23:43.920 --> 00:23:51.529 that's a possibility. Overall, in conjunction 00:23:51.529 --> 00:23:55.210 with everything I said, to resummarize it, learn 00:23:55.210 --> 00:23:57.809 and adapt. That's the whole point of this, okay? 00:23:59.190 --> 00:24:03.410 The science of learning styles is still a bit 00:24:03.410 --> 00:24:08.930 hazy, okay? And there's the distinct lack of 00:24:08.930 --> 00:24:11.450 evidence about whether teaching and learning 00:24:11.450 --> 00:24:14.809 should be tailored rigidly to suit learning styles. 00:24:15.230 --> 00:24:19.279 However, There is, however, no doubt that varying 00:24:19.279 --> 00:24:22.680 learning experiences helps everyone stay interested. 00:24:23.680 --> 00:24:26.519 Teachers, pupils alike, doesn't matter. Even 00:24:26.519 --> 00:24:30.559 if there are elements of your chosen course which 00:24:30.559 --> 00:24:36.920 do not particularly suit you, just bear with 00:24:36.920 --> 00:24:39.099 it. Different experiences will broaden your ability 00:24:39.099 --> 00:24:40.940 to learn in different ways, which is always going 00:24:40.940 --> 00:24:43.380 to be helpful. I'm not saying don't improve on 00:24:43.380 --> 00:24:45.619 the one that you have. I'm saying... Try to learn 00:24:45.619 --> 00:24:48.160 the other methods and how they work for you and 00:24:48.160 --> 00:24:49.980 how to make them work for you so that you're 00:24:49.980 --> 00:24:51.960 not locked to one learning style and you sit 00:24:51.960 --> 00:24:54.619 there suffering in your classes, okay? That's 00:24:54.619 --> 00:24:56.220 basically the gist of what I've been trying to 00:24:56.220 --> 00:25:00.980 say, I guess, this entire time. But, yeah, that's 00:25:00.980 --> 00:25:06.079 the whole idea. All right. I'm going to go ahead 00:25:06.079 --> 00:25:10.099 and thank you guys for listening in and being 00:25:10.099 --> 00:25:15.420 part of this podcast. Whoops. And being here 00:25:15.420 --> 00:25:16.720 with me today for the first time, I'm trying 00:25:16.720 --> 00:25:18.059 to record this. I know there's a lot of flaws 00:25:18.059 --> 00:25:21.500 and things not working like it should, but we 00:25:21.500 --> 00:25:25.619 should be able to get it going hopefully soon 00:25:25.619 --> 00:25:26.960 and everything should be working like it should. 00:25:27.880 --> 00:25:30.480 All right. I'll talk to you guys later. Enjoy 00:25:30.480 --> 00:25:32.140 the rest of your day. This has been food for 00:25:32.140 --> 00:25:33.900 thought thoughts. If it were you, I'm your host, 00:25:33.920 --> 00:25:52.630 Nia Jen tricks. Have a great day. Thank you.