you're reading...
Learning at its Best, Philosophical Meanderings, School Stories

#HowILearn: a Post Request from @AnseoAMuinteoir

A group of educators, including me, were challenged recently by @AnseoAMuinteoir, aka Hellie Bullock of Ireland, to write a post on #HowILearn for her blog. Asking “how I learn” begins for me with a question of “what is learning?” It’s followed by a question of “why learn?”

Since ground zero of memory, I feel I’ve deciphered learning through a combination of image and symbol. I think we humans are intrigued with the idea of the first memory we can recall. It’s not something we walk about sharing with each other, but occasionally, a question of it will emerge in a conversation, a group discussion, the beginnings of a relationship. What’s the first thing you remember? Running toes deep in a sandy beach? The sharp sound of a first “NO!” Laughing at candles burning in a candelabra near a bright Christmas tree? The purchase of a red toddler-sized, wooden rocking chair?

Why do we remember this first memory for a lifetime? What made that memory a beginning point? How did this memory, a particular point in time, become so sticky inside the millions of neurons unfolding us into the stream of humanity we join as learners that we can say “this, I remember first”?

Three Little Kittens

My own first memories, vivid and dark, come back as the feel of being cradled in arms that rock me to sleep while I listen to a melody of images slipping together. Some days, I can almost reach back to that horizon point of crossing over to understand when that concept of melodic image became word. I remember the book, The Three Little Kittens, and moving my lips as the words were read over and over again to me, until at some magical moment, I understood. Each word on the page matched a word lip-synched from my mouth.

Was I reading? Really reading? I think it was the moment at which sound and symbol came to have a meaning- call it correspondence, a dry word that holds none of the magic, the joy, the amazing sense of “to learn” that emerges when the idea of word, sound, and image come together to become one and the same in the mind of a child. I know this. I became fascinated with the concept of word – writing words, spelling words, learning words, playing with words, drawing pictures and words on the ideapaint-like, white sand of my family’s Low Country farm.

I entered kindergarten as a very early reader and have lived inside print my whole life. I spell by seeing words hovering somewhere above my eyes. Once I read a neuro-biological study in the mid-1980s that indicated that those who win “spelling bees” spell mostly from word image, not from letter-sound. It’s why @irasocol says that if Phonics (Fon-x) worked, it wouldn’t be spelled that way. It’s why I won my unfair share of spelling bees throughout elementary school. When I was in trouble in school or at home, it was usually because I was reading a book when others felt I should be doing something else. My eyes are drawn to print everywhere I exist and whether it’s the piles of books on my life’s every surface or on my 2012 screens, I’ve read my way through life. It can be a handicap.

In most ways, I was the perfect student for America’s imperfect system of learning, one which is grounded in the skills and capabilities of those with a combination of mathematical-analytical and verbal-linguistic intelligence. I “left-shift” to memorize, recall, actually see, facts and numbers suspended in space. But, I also do something else that reflects how I learn. I put images and words together and draw mental and physical maps of disparate ideas, concepts, information that pull together metaphors and analogies as images.

My Metacognitive White Board

It’s almost like having an infographics website inside my head. This is the “right-shift” mode that I use to link through the corpus collosum and sensemake my thinking into insight. Imagery becomes an input-output to words floating around inside my head. Visualizing is a strength of how I learn, remember, and show learning through words and a flow of graphics. However, I don’t hear learning as easily and I don’t see space well at all as a learner (hell on people trying to help me navigate a city map or read a blueprint.)

I also struggle to simply listen and learn. If I am in a meeting, walking around schools, attending a conference workshop or keynote, the urge to write and draw what I hear is overwhelming. I have to process what I am learning through my hands, moving words from the air onto napkin, envelopes, or screen so I can see what I hear. I’ve been in the room with people who can simply listen and walk away with the words inside their head. I envy that capability.

We all fall some place on a range of eidetic memory capabilities. A rare few around us have near perfect sensory memory of the world through which they pass. However, almost all of us do not. We need to remember that how we learn represents who we are at different moments on different days in different situations. We all fall across a range of all the ways in which humans learn best. We all learn through multiple input systems, but some of those systems work better for us than for others. I rely on building an internal system of image-word, creating complex visual/verbal mnemonics often understood only by me as a frame of reference as I learn.

The downside of how I learn, even though a match to the way many teachers have taught and continue to teach, is that it screened out opportunities for me to develop and strengthen learning capabilities as an artist, builder, maker, all of which were and continue to be in short supply as entry points for learning in our schools. My younger brother, a brilliant, artisan period knifemaker, was a disaster in school. Once in elementary school he couldn’t wrap around the concepts of fractions as taught and was consigned by his principal to having me tutor him in math one summer so he wouldn’t fail a grade. He hated me for that, not because of me but because of a system that set him up to fail through its very effort to teach him. Today, when I go to his website and see his detailed, precisely-measured tools, I am saddened that he still thinks of himself as having failed in school. He needed teachers who saw how he learned and who could help him make sense of how to move math from his hands to his head, not from a piece of paper. He’s an artist, a designer, a creator, a builder, and a repairer-of-anything-broken learner. He learns through what he builds. And, he could have been some teacher’s learning success story.

In the1980s and early 1990s in America, teachers seemed to spend far more time in college of education courses and professional development exploring research and concepts of how learners learn than it appears we do today. Neuro-scientists in the 1970s and ‘80s began to publish studies grounded in contemporary technology-driven research about how the brain learns that had the potential to move educators far deeper into understanding how humans learn than the simplistic interpretations used to inform the myriad of today’s how-to programs for teaching to learning styles, left-brains, right-brains, and even what some call whole brain learning. Because we didn’t become a nation of leaders and educators who studied the complexity of learning research, we didn’t adapt and shift twentieth century pedagogy to reflect the deep, contemporary brain research available to us. For example, despite its acceptance in the field of gifted education, Howard Gardner’s research (beginning c1983) about the multiplicity of ways people can be intelligent as they learn never became foundational knowledge for building curricula, assessment, and pedagogy for all learners.

from University of Michigan

Instead, our preoccupation with standardized learning programs and tests led to a lost opportunity in the last century to ignite a learning revolution that could have have changed small wars into victories for millions of children fighting through school every day to make sense of what they’re expected to learn and why it’s important. Children lost in school became adults denied access to professions that could have benefited from their inventive and imaginative thinking. Instead, they were lost often because of the narrow, linear and one-size-fits-all focus on teaching that’s impeded learning over decades. So, what can we do?

A key component, indeed essential component of teaching well, is to understand how people learn, and most importantly to ask “how does this child learn?”, then to figure out how to provide choice-driven opportunities that allow any child to learn what they need to access opportunities they desire in life. Understanding how I learn is not enough. As teachers, we need to study and understand how humans learn both differently and alike. Being open to adapting and shifting pedagogy to situate learning possibilities for each learner as we come to understand them as individuals is key, for all the learners and for learners like my brother – not just ones like me.

So, Hellie, thanks for asking the question.


About pamelamoran

Executive Director of the Virginia School Consortium for Learning: We create paths to contemporary learning by supporting participants from member divisions to engage in critical inquiry to develop curriculum, assessment, and Instruction consistent with a focus on supporting learners to acquire competencies of critical thinking, communication, citizenship, collaboration, and creativity.


4 thoughts on “#HowILearn: a Post Request from @AnseoAMuinteoir

  1. Nice post.
    Yes: not how smart is this child, but how is this child smart?

    Posted by Jan Taylor | October 7, 2012, 6:35 pm
    • Jan,

      Thanks for your comment – I was just chatting last week with master teacher @paulawhite (who also writes here) about how differently kids learn, collaborate, communicate – and that a child’s capacity to learn often is shaped by the teaching s/he experiences. The more we study to better understand how learners learn as individuals and as humans, the more likely we will figure out how to flex our own preferences as to how we teach to meet the needs of those who we support as learners. We used to call this “kidwatching” in the late 80s, an expectation of formatively assessing what children know and can do as a starting point to scaffold their learning. I appreciate your checking in on this post-

      Posted by pamelamoran | October 7, 2012, 6:45 pm
  2. One of the things I love about having preschool age children as part of my school community is witnessing the transparency of some of these learning-style differences. At age 3 or 4, it so clear how some kids are more tactile/kinesthetic, others are drawn to the visual, or the natural worlds, etc. It saddens my, however to realize the extent to which the entire system of schooling (in the mainstream) can be equated to a process of narrowing these many ways of learning until, really, “learning style” is simply limited to a single dichotomy. Your “style” either fits within the schooling paradigm or not: you are a good student or a bad student. If you need to move around and feel your way through your learning, for example, sorry, but for the most part, you’re simply out of luck. The task becomes: how well can you adapt to the favored learning styles and stifle your own natural impulses? The Reggio educators talk about preserving the “hundred languages” of children. But of course, this beautiful and quite popular pedagogical approach grows out of an early childhood model. Can we use the wisdom of a thoughtful approach to parenting and educating the 3 yr old in our elementary and secondary school system? What is the high school equivalent of finger-painting, sandbox time, dress-ups, and explore time? Is it the voc-ed track, which at least in my District has been gradually de-funded to the point of a single “shop” class, while we all “race to the damn top?” Can we de-stigmatize and instead celebrate the pursuit of kinesthetic learning? (as well as all learning styles.)

    Thanks for your beautiful post, I will be thinking about my first memories all week 🙂

    Posted by Paul Freedman | October 8, 2012, 9:27 am
    • Paul,

      I love your comment here- and hear your frustrations about our current state. Your voice is powerful and should be heard on this. Please consider connecting with @AnseoAMuinteoir to share your #howIlearn perspectives – the Reggio educators have understand this is a core focus for their work with young children forever. The concept of the “hundred languages of teachers” is beautiful. Tell us all more …

      Posted by pamelamoran | October 8, 2012, 9:39 am

Join the Conversation

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 4,103 other followers

Comments are subject to moderation.

%d bloggers like this: