Learning Styles - Coursework Example

?Learning Style Introduction Through educational and psychological research various learning styles were identified and evolved throughout the history. As the capability and experiences of learners are different, different learning styles are applicable and preferred by learners (Routledge and Carmichael, 2007). And Honey and Munford (1992) claimed that awareness of learning styles not only helps the teacher but also makes the learner become more knowledgeable about his own personal learning process so that he can achieve his developmental goals (Beard and Wilson, 2006). However learning styles have been criticized stating that in achieving goals and learner’s motivation, teaching or learning based on learning styles have very little impact and does not play a significant role and might typecast the learners (Coffield et al, 2004). Using the Learning style inventory assessment questionnaire (Honey and Mumford, 1992), I learnt that my preferred way of learning or learning style is reflector. In the present paper a critical reflection of the identified learning style in the context of three personal development goals is analysed along with the critical evaluation of the internal and external factors contributing to the attainment of my personal development goals and at the end learning developmental plan is giving on SMART principles. Critical Analysis of Reflector Learning Style Kolb (1984, p.38) who developed learning cycle defined “Learning as the process whereby knowledge is created through the transformation of experience”. Based on Kolb’s (1984) learning cycle, Honey and Mumford (1992) developed the ‘learning styles inventory’, and according to Honey and Mumford (1992, p.1) “the term learning styles is used as a description of the attitudes and behaviours which determine an individual’s preferred way of learning” and no learning style is superior to that of another. The below figure gives the four learning styles developed by Honey and Mumford (1992), where they said that people either learn through teaching or experience and explained four learning stages and suggested that a person may start learning at any of the stages illustrated below. Figure 1: Honey and Mumford: Typology of Learners (Honey and Mumford, 1992) Honey and Mumford (1992), state that a reflector collects information and evaluates it before coming to a conclusion. Reflectors until and unless are sure about the conclusion does not give their opinion or judgement as they are very cautious and thoughtful. Reflectors favour intellectual activities, situations that are passive, for participative activity need substantial briefing beforehand, preparation time, thorough research, learning situations that are structured and do not favour pressure or time limits. They do not cope up well with lack of adequate information and well laid instructions, spontaneous thinking and time bound activities (UMIST, 2003 and University of Southampton, 2003). My main personal goal is to become a Diplomat and a good martial arts teacher because I am interested in diplomatic service and learning martial arts from a long time and want to impart the knowledge to others and popularize the art form, other than that I want to score good grades in the Business Management course, the below analysis examines whether my learning style helps in achieving these goals. A critical reflection of the identified learning style-Reflector in the context of three personal development goals. Basing on the principles of C-SMART goal setting that stands for the goals that are Challenging, Specific, Measurable, Achievable, Realistic and Timely (Life Rocks, 2007; ECU, 2010; University of Ballarat, 2012) I have set my goals as follows. I want to become a Diplomat and a Capoeira martial arts teacher – an Afro-Brazilian martial art combined with dance but before that I want to secure good grades in the Business management course ending May 2014. I want to secure A+ grade in the course, meanwhile work part time as a Capoeira martial arts teacher in an institute teaching martial arts till I pass the FSO exam and complete my management course by May 2014. If I work hard and study better I can secure A+ grade in the course I have selected, also I have keen interest in the subject and knowledge and have secured good grades in earlier courses as well. For becoming a martial arts teacher I am working hard and practicing it from a long time at a martial arts school, as I was teaching Capoeira 4 times per week for 7 years until 2012 and now just teaching during weekend in workshops in different countries and hope to get a black belt soon. However becoming a diplomat is not so easy and I realize that as usually Diplomats have to pass Foreign Service officer exam (FSO) which is very selective one but through perseverance and hard work I think I can pass it. All these goals are not so easily attainable but are challenging for me that’s how I get inspirational and strive for excellence. However I also realize that it is not so easy at it seems, and as my learning style is reflector it becomes more challenging. A diplomat needs to have certain special characteristics such as truthfulness, patience, calmness, accuracy, good humour, loyalty and modesty (Boritz, 2004). Apart from that passing the IFO exam also requires lot of preparation and research as the exam consists of a written exam, an oral interview and a negotiating exercise (Diplomacy, 2013). My learning style being reflector I can carry out thorough research, collect information and study hard and with ample preparation time and structured learning I can pass this exam. However oral interview and negotiating exercise will be difficult because reflectors are not spontaneous and might not perform well with time bound activities and lack of information (UMIST, 2003). Using interactive on-line learning and collecting information from internet I can make my learning more active than passive (Brockbank, McGill and Beech, 2002). Becoming a martial arts teacher not only requires the arts skill but also teaching skills and training can be acquired by modelling past teachers and teaching lower belts (Rousseau, 2013) which I am doing currently. Being a reflector, through structured learning and past experience can learn this activity and become an expert in the field (University of Southampton). Achieving good grades in my course will also be challenging because of my reflective learning style, every time I might not get enough time for preparation and may get pressurized because of time bound activities and distance learning. Even though it is structured learning it will also require participative activities. But by thorough research, studying hard and preparing beforehand I can strive to get good scores. A critical evaluation of the internal and external factors contributing to the attainment of your personal development goals The internal and external factors that will be contributing to the attainment of my personal goals would be my age, aptitude, personality, learning strategies, cognitive style, motivation and attitude and external factors are environmental and educational context factors such as family, peers, place of learning, and sources of learning (Perales, 2000). Internal Factors My aptitude, personality and age will help me in hard working, perseverance and collecting information, researching and challenging goals will motivate me to achieve my goals. However my reserve and cautious nature might hamper in active participation and spontaneity. My reflective learning style would be to my advantage as the three of my personal goals requires hard work, lot of preparation, collecting information and learning through experience and balancing each of them. I have a positive attitude towards learning as these goals are also my interest areas. Also at present I do not have any internal baggage such as interpersonal conflicts, health problems or negative attitude towards problem solving that might hamper my learning (Mahoney, 1991). Also my actions and thinking are guided by my emotional intelligence and can use the gathered information through social intelligence to problem solving (Mayer and Salovey, 1993). External Factors External factor in environmental context that will contribute to my success are my family, my peers and in educational context it is the University of Sunderland one of the best universities and distance learning will help me continue my present job and martial arts workshop teaching. Also my martial arts workshops in different countries, information technology and my lecturers will further contribute. However as external factors are not under my control and are uncertain they might also cause hurdles in achieving these goals such as my commitment towards my present job as I am working as an Investment promoter in the Brazilian-Portuguese Chamber of Commerce in Lisbon, distance learning, family and social obligations might consume more time than anticipated along with financial restraint and might become external baggage in learning (Mahoney, 1991). I might not be able to give enough time to all the three goals as I am planning to achieve them simultaneously while working as an Investment promoter and distance learning might require more concentration, dedication and research. Yet through personal developmental plan and learning strategies I will try to minimize the negative effect of external factors in achieving my goals. Personal Development plan based on SMART objectives ensures that goals are constructive, tangible and monitored (Pasteur, 2009). Internal and external factors that affect success and achievement of goals need to be proactively managed (Brockbank, McGill and Beech, 2002) to enhance their contribution and minimize the negative effect. Conclusion From the above critical analysis of reflective learning style and its reflection in the context of the three personal development goals it can be concluded that reflective learning style is effective in achieving the set personal goals that are joining diplomatic services, becoming a high level martial arts teacher and securing good grades in Business management course. However external factors might become a baggage in learning but using CSMART principles based personal developmental goals and plan they can be achieved and monitored. Personal Development Plan in the context of BU3815 based on CSMART principles (Pasteur, 2009) Personal Development Plan Column 1 Column 2 Column 3 Column 4 Column 5 Column 6 Column 7 Skill Current Proficiency Target Proficiency Development Opportunity Criteria For Judging Success Time Scale Evidence PRIORITY No 1. Secure good grades in my Business management course Academic Qualifications’ and required aptitude and attitude and experience working as Investment promoter Secured good grades in previous similar courses and good subject knowledge, aptitude In depth research and acquiring more subject knowledge and learning management subjects Will provide me with personal and professional development useful for other personal goals and attain specialization useful for diplomatic services Securing A+ grade in the course Present till May 2014 Scores from the University of Sunderland PRIORITY No 2. Get a part time job in martial arts school teaching martial arts to higher levels Martial arts training and instructing experience Instructor Brown Belt Also improve teaching skills for higher levels and gain expertise in the arts Gain experience in teaching methodologies and interacting with people, useful for other personal goals and keeps fit and healthy Getting a martial art trainer job in top class martial arts school and popularizing the arts Present till May 2014 Job performance feedback and feedback from the students PRIORITY No 3. To join diplomatic service and become a diplomat Possess the required characteristics of being a diplomat and aptitude and positive attitude towards foreign service and foreign culture. I am also good listener, and possess problem solving skills. My martial arts workshops in different countries helped me to get experience of different cultures Proficient in foreign language, good knowledge about diplomatic service. Passing the FSO exam and joining the foreign service institute and used my business and investment specialized skill that can be useful for diplomatic service Applying all the skills acquired so far in the diplomatic service and develop personally and professionally to tactfully handle the difficult situations arising at the job. Passing the FSO exam, completing the training successfully and getting appointed as a diplomat. Get registered for the foreign service test to be held next year in 2014 Passing the test, oral interview, negotiations test, medical test and security clearance Review Date : Dec 2013. References Beard C.M., Wilson J.J.P, (2006), Experiential Learning: A Best practice handbook for Educators and Trainers, Kogan Page Publishers. Brockbank, A., McGill I., and Beech, N. (2002), Reflective Learning in Practice, Gower Publishing Ltd. Coffield, F., Moseley D, Hall E., and Ecclestone K., (2004), Should we be using learning styles? What research has to say to practice, Learning & Skills Research Centre, Available at http://itslifejimbutnotasweknowit.org.uk/files/LSRC_LearningStyles.pdf, Accessed on 9 Feb, 2013. Diplomacy (2013), How Do you become a Diplomat, Discover Diplomacy, Available at http://diplomacy.state.gov/discoverdiplomacy/diplomacy101/people/170366.htm, Accessed on 8 Feb, 2013. ECU, (2010), Management for Performance (MPS), Human Resources Service Centre Managing Performance, ECU – Edith Cowan University, Available at http://www.hr.ecu.edu.au/mps/html/mps-smart.cfm, Accessed on 12 Feb, 2013. Honey, P. And Mumford, A,. (1992), The Manual of Learning Styles, Peter Honey. Kolb, D. A. (1984) Experiential Learning. Englewood Cliffs, New Jersey: Prentice Hall. Life Rocks, (2007), C-SMART Goal-Setting for Life Rocks, Effective Life Style, Available at http://effectivelifestyle.wordpress.com/category/goal-setting-accomplishing-tasks/, Accessed on 10 Feb, 2013. Mayer, J.D. and Salovey, P. (1993), The Intelligence of Emotional Intelligence, Intelligence 17, pg. 433-442, Available at http://www.unh.edu/emotional_intelligence/EI%20Assets/Reprints...EI%20Proper/EI1993%20Editorial%20on%20EI%20in%20Intelligence.pdf, Accessed on 9 Feb, 2013. Mahoney V.L.M., (1991), Adverse Baggage in the Learning Environment, Creating Environments for Effective Adult Learning, Hiemstra R (Ed.), Jossey-Bass Inc. Publisher, Available at http://www-distance.syr.edu/ndacelech6.html, Accessed on 13 Feb, 2013. Mette Boritz (2004), The Hidden Culture of Diplomat Practice: A Study of the Danish Foreign Service, DiPLO, Available at http://textus.diplomacy.edu/portals/ICCExercise/oview.asp, Accessed 2 Feb, 2013. Pasteur, L., (2009), Professional Development-Planning, The University of Nottingham, Available at http://pd.nottingham.ac.uk/eng/Personal-Development/Planning, Accessed on 14 Feb, 2013. Rousseau, R. (2013), Become a Martial Arts Instructor, About.Com, Available at http://martialarts.about.com/od/beinganinstructor/ht/becomeainstruct.htm, Accessed 3 Feb, 2013. Routledge C., and Carmichael, J., (2007), The Process, Part 1, Personal Development and Management Skills, Available at http://www.cipd.co.uk/NR/rdonlyres/60945B14-F5EE-41D7-9172-00D8AC3649C1/0/9781843981480sc.pdf, Accessed on 8 Feb, 2013. UMIST, (2003), Embedding Learning Technologies, Effects Course, UMIST Staff Development, Available at http://www2.plymouth.ac.uk/ed/ELT%20documents/umistlearningstyles.pdf, Accessed on 8 Feb, 2013. University of Ballarat, (2012), Using SMART Objectives, University of Ballarat, Available at http://www.ballarat.edu.au/__data/assets/pdf_file/0011/90569/Using_SMART_Objectives.pdf, Accessed on 8 Feb, 2013. University of Southampton, (2003), Understanding Your Learning Style, University of Southampton, Available at www.studyskills.soton.ac.uk/studyguides/Learning%20Styles.doc, Accessed on 5 Feb, 2013. Read More