In MI Theory and Personal Development (2009) Armstrong states "efore applying any model of learning in a classroom environment, we should first apply it to ourselves as educators and adult learners, for unless we have an experiential understanding of the theory and have personalized its content, we are unlikely to be committed to using it with students"(pp. 20). And I could not agree more. I think as role models, educators, directors and the like, we tend to forget that others may not always understand our intent in the manner in which we are attempting to convey or deliver an instruction, lesson, goal, etc. In order to understand how I can best facilitate learning for other as well as myself, I have to first get over the fear of knowing myself. Although I have already entered such a journey, this week’s assignment solidified my cause.
Of Gardner’s multiple intelligences (Armstrong, 2009; Gardner, 2003), I tend to embody and use six (6) of the eight: spatial, interpersonal, intrapersonal, naturalist, bodily-kinesthetic, logical-mathematical. As an artist at heart, I tend to utilize my artistic skills to convey messages primarily through spatial intelligence, yet each of the other noted intelligences aid me in my quest in delivery or learning. For instance, inter- and intra- personal intelligence is something that remains as a constant for me. Whether it is on the job as a Call Quality Monitor & Training Professional or while I am taking time for self-reflection, I find that such intelligence is pivotal to not only my own growth but others as well. The linguistic intelligence tends to suit well as a substitute to, if not complimentary of, my spatial intelligence. When I am lacking the words to express a concept, notion or idea, I am able to provide an image. Yet at times, I am able to use both effectively to convey a point to ensure comprehension. For example, to understand my learning growth cycle, based upon this week’s readings, attached is my learning tree and the fruits that I tend to grasp for more often to boost my learning health (intelligence).
In regards to the naturalist intelligence, although I am able to adapt well in unfamiliar surroundings, I am in agreement that to be within a familiar and comfortable environment enhances the ability for one to learn as well as teach. From a learning style and strategy perspective, comprehension monitoring allows me to gauge what I must do when I am reading or I will find myself literally lost in translation. However, if I am relating the information to a real life situation, when warranted, such as through elaboration, I am able to comprehend the concepts as well as retain the information for future reference. Although in the Laureate Education, Inc. video program, “Learning Styles and Strategies”, Dr. Ormrod found them as useful learning tools, however I find at times the use of mnemonics may cause more confusion than necessary. With the attempts to abbreviate a vast majority of concepts, phrases and the like, mnemonics rank on the lower portion of the learning decision tree for me much like memorization, rehearsal or recall.
Keeping this in mind, I think that Dr. Ormrod and Gardner brought forth one of the most critical messages to remind us of our course as Instructional Designers and our primary focus: that we must acknowledge that no two people are alike in learning or their approach to learning. Yet Gilbert and Swainer (2008) offer us a deeper perspective or different view as they want us to consider the fluctuation of learning styles within a set course or study. So, I ask how does this equate or coincide with multi-intelligences. Is it possible to fluctuate in intelligences as well as learning styles while attempting to take a course? Is such a shift recognizable, or does it occur in a flash?
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