What’s Your Learning Attitude?
I’m going to look at two ways people learn, or think they learn–what many now commonly refer to as learning styles, but which should probably be called learning attitudes.
Why do some people seem to know so much more than others? Why do some students figure things out while others get stumped and quickly throw in the towel? Why do some employees get better at their craft while others seem to plateau after a few years?
I’d argue, in large part, it has to do with the fact that we’ve confused learning styles with learning attitudes. Pop-ed has led us to believe that we each have a particular cognitive learning style. Despite evidence to the contrary, this pernicious meme has infected many, resulting in attitudes that decrease effort, creativity and learning.
Credit: JustUptown @ flickr
Here’s a common scenario:
Susie, after much testing and expense, is told that her learning style is “visual”. Her self-image becomes one of a “visual learner” as opposed to a “learner”. Meaning–which is what she needs to be acquiring–is now reduced, filtered by a self-image, a learning style. When a new concept is presented through some channel that is not visual (as many will be throughout her life), Susie is served up a ready-made rationalization for tuning out and learning less. “This isn’t being taught visually therefore I’ll have a hard time learning it”, goes the self-fulfilling prophecy. The likelihood she will extend herself, search for alternative modes of meaning, decreases. Convincing someone they have a particular learning style develops a learning attitude of limits, as opposed to possibilities.
In students and colleagues, I’ve noticed another “learning style”, which again, is more attitude than style. No doubt, it has evolved from the cognitive styles movement, so de rigueur in schools. It consists of a stance, an approach to learning–one based on passivity.
It goes like this:
Cam The Teacher has made it known that he only learns how to use instructional technology when it’s presented to him in a formal setting, such as during a professional development day. That’s how he rolls; that’s his learning style. He needs someone up front telling him what to learn, how to learn it, and when to apply it. He needs someone to show him which video tutorials to watch, which sites to use, when to use the help menu… In addition, his style suggests someone watch over him. This way he won’t accidentally delete all of the district’s student records. Cam’s not the pilot of his learning. He’s the passenger. And a frequent flier. In his heart of hearts, Cam believes he has a right to his learning style–school has taught him so. Even as he falls further behind.
Do you know anyone like this? How are they doing now that the rate of change easily surpasses the rate of training? Is your school culture accepting of this “learning style”? What would happen if instead of a style, it was relabeled an attitude? Would it still be acceptable?
