Learners Characteristics Quotes

If you're not reaching back to help anyone then you're not building a legacy.

Keep calm and keep learning.

most important characteristics of exceptional learners are their abilities, not their disabilities.

Lasticity is at once an outcome, a process, a goal, a trait, a characteristic, a construct, and an architecture to facilitate and foster breakaway student success. But those descriptors do not do justice to lasticity’s meaning, because it is also a catalyst for culture change.

A humble learner of today becomes a strong leader of tomorrow.

The Importance of Becoming Metacognitively Sophisticated as a Learner Whatever the reasons for our not developing accurate mental models of ourselves as learners, the importance of becoming sophisticated as a learner cannot be overemphasized. Increasingly, coping with the changes that characterize today’s world—technological changes, job and career changes, and changes in how much of formal and informal education happens in the classroom versus at a computer terminal, coupled with the range of information and procedures that need to be acquired—requires that we learn how to learn. Also, because more and more of our learning will be what Whitten, Rabinowitz, and Whitten (2006) have labeled unsupervised learning, we need, in effect, to know how to manage our own learning activities. To become effective in managing one’s own learning requires not only some understanding of the complex and unintuitive processes that underlie one’s encoding, retention, and retrieval of information and skills, but also, in my opinion, avoiding certain attribution errors. In social psychology, the fundamental attribution error (Ross, 1977) refers to the tendency, in explaining the behaviors of others, to overvalue the role of personality characteristics and undervalue the role of situational factors. That is, behaviors tend to be overattributed to a behaving individual’s or group’s characteristics and underattributed to situational constraints and influences. In the case of human metacognitive processes, there is both a parallel error and an error that I see as essentially the opposite. The parallel error is to overattribute the degree to which students and others learn or remember to innate ability. Differences in ability between individuals are overappreciated, whereas differences in effort, encoding activities, and whether the prior learning that is a foundation for the new learning in question has been acquired are underappreciated.

In relation to these learning styles, psychologists have also identified other associated psychological, neurological, and personality characteristics. The students with preferences for the auditory-sequential learning style are more inclined to have extrovert personalities, while the students who prefer the visual-spatial learning style are inclined to possess introvert personalities. Extrovert personalities are more outgoing, engage in discussions, and respond easily, even with relatively unknown people, and they enjoy social activities with a large number of participants. On the contrary, introverts prefer attending to things on their own with less interaction with others, especially with relatively unknown people, and dislike social activities with large attendance. Auditory-sequential learners are good in analysis and pay more attention to specific detail; they approach solving a complex problem by dividing it into smaller parts. On the other hand, visual-spatial learners are good synthesisers, who can relate different perspectives to form an answer and are better at seeing the big picture or are holistic. As we would expect, auditory-sequential learners deal better with the concept of time and are better organised, while visual-spatial learners are relatively less competent with the concept of time. Auditory-sequential learners think in words and are better in rote memorisation; visual-spatial learners think in pictures and need to relate contextual meanings with pictures and, as a result, struggle with rote memorisation. That is, auditory-sequential learners have better auditory short-term memory, while visual-spatial learners have better visual long-term memory. Further, since they think in pictures, visual-spatial learners take a relatively longer time to process and relate information to contexts; once they do that, this contextual information is retained longer in memory.

Within an authentic education framework, learners’ individual psychological and neurological characteristics (akin to social-emotional learning aspects) are given consideration and accepted/honoured as they are, promoting inclusive practices. For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not treated as constraints, maladjustments, or something antisocial; rather, they are considered as enriching a neurodiverse society to operate in a more balanced manner. All learners, including those with high developmental potential, get conducive environments to reach higher levels of development, similar to the self-actualised/self-transcended state. An authentic education system sends learners through a lasting deep learning and/or critical thinking experience, which human brains are capable of under conducive teaching-learning environments; human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems, unlike machines or computers that are good at executing routine steps in reaching specific answers at very high speeds. In effect, in an authentic learning environment, most parts of a human brain (a.k.a. whole brain) including the right hemisphere, are stimulated using appropriate instructions and activities; this contrasts from mainly addressing the left hemisphere in a traditional environment.

Mark Patkowski (1980) studied the relationship between age and the acquisition of features of a second language other than pronunciation. He hypothesized that, even if accent were ignored, only those who had begun learning their second language before the age of 15 could achieve full, native-like mastery of that language. Patkowski studied 67 highly educated immigrants to the United States. They had started to learn English at various ages, but all had lived in the United States for more than five years. He compared them to 15 native-born Americans with a similarly high level of education, whose variety of English could be considered the second language speakers’ target language. The main question in Patkowski’s research was: ‘Will there be a difference between learners who began to learn English before puberty and those who began learning English later?’ However, he also compared learners on the basis of other characteristics and experiences that some people have suggested might be as good as age in predicting or explaining a person’s success in mastering a second language. For example, he looked at the total amount of time a speaker had been in the United States as well as the amount of formal ESL instruction each speaker had had. A lengthy interview with each person was tape-recorded. Because Patkowski wanted to remove the possibility that the results would be affected by accent, he transcribed five-minute samples from the interviews and asked trained native-speaker judges to place each transcript on a scale from 0 (no knowledge of English) to 5 (a level of English expected from an educated native speaker). The findings were quite dramatic. The transcripts of all native speakers and 32 out of 33 second language speakers who had begun learning English before the age of 15 were rated 4+ or 5. The homogeneity of the pre-puberty learners suggests that, for this group, success in learning a second language was almost inevitable. In contrast, 27 of the 32 post-puberty learners were rated between 3 and 4, but a few learners were rated higher (4+ or 5) and one was rated at 2+. The performance of this group looked like the sort of range one would expect if one were measuring success in learning almost any kind of skill or knowledge: some people did extremely well; some did poorly; most were in the middle.

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