Learning
What Does It Really Mean To Learn?
Having spent most of my last 30 years around educators, ‘learning’ is a topic of conversation that has dominated, but I’m realising that for many, they may have not considered the topic whatsoever.
How do we learn? In a previous paper I spoke about neuroplasticity and the brains ability to adapt and reform the neural networks to adapt to new information. But the process of learning does require explanation.
For something to be learned, a particular fact or piece of information such as ‘horses used to be as tall as dogs’, a new neural pathway must not only be fired but it has to be maintained.
Someone may hear the fact, and may even in that moment visualise a small dog-sized horse, however, what then means the learner actually learns this, rather than forgetting? The key is remembering - committing the new concept to memory and making the neural pathway permanent.
Misinformation: I am often asked my thought about VAK Learning Styles - visual, auditory or kinaesthetic learning - usually with the idea that people have one particular style they favour. This is based on flawed science and has been debunked numerous times in a string of studies. Evidence shows people show no preference UNLESS they are told they have one and then will favour this with bias.
Through discussions with peers I have developed a list of criteria I believe need to be met for an individual to learn (in no particular order):
Interest / desire
The best learners share the quality of curiosity. To be interested in a topic will inevitably lead one to more information about it. Choosing a book on dinosaurs, reading about them, discussing them and studying them, will clearly lead one to be more learned about the subject than a novice.
Effort
The interest alone does not lead to learning, there is an amount of effort required for the learner to find and acquire the information, to pay attention, to put time and energy into it.
Preparedness
To learn from books, prior learning has to be in place. Learning to read requires effort so that one is prepared for all of the other information that may come. Preparedness can also be considered as our responsibility to be well-rested and clear headed for lessons. Exercising and eating a healthy fish-rich diet.
It is also crucial to have a growth mindset and see the value in the teacher. Believing one knows everything already is the ego preventing learning. In Kung Fu we say “a student must approach a new teacher with an empty cup” - no prior learning to cloud our ability to learn afresh.
Belief
Harvard Growth mindset studies show that our belief in our ability to learn is fundamental in creating the critical periods required for learning. Only by believing something will we see it. If we don’t believe we can learn something, we will not see it happen. We are less likely to persevere, or succeed - if we even try at all.
Environment
To learn well, we have to be comfortable. Our internal environment needs to be centred, at peace, calm. For that, we need an external environment that reflects this. A good learning space encourages concentration and development by being comfortable with minimal distraction - but the environment can also be considered as the right teacher or peers that motivate and inspire.
Repetition
Committing to memory is best when new information is reviewed or recalled within 24 hours. I would always recommend students try to informally revise learning every evening. Telling a parent what was covered each evening is a great way to review.
It has been shown in studies that we learn information to varying levels depending on the activity. We only learn about 10% of what we read, 20% of what we hear, 30% of what we see, 70% of what we say but 95% of what we teach others. It is thought it is because concepts and information has to be completely internalised to confidently share with others.
Next time - Brain health.
-Gary Fyles
