Learning Styles - Thinking about Thinking

....and Kitchen Jenga!

Before posting something that got really long, and I should probably separate into shorter posts - adult and child educators are taught about different learning styles that people tend to have a preference for. Trying to incorporate something of interest for all the learning styles is encouraged when writing a lesson plan that is ‘well-rounded’ - balanced like good nutrition on a dinner plate.

Sensory details help engage the mind in a more complete memory. Is there a hint of crisp cold weather or a sunny day so warm that lounging with a lemon-scented iced tea sounds ideal?

Kinesthetic Learners have a hands-on, Do-It-Yourself approach to life and learning.

Kinesthetic learners are physically oriented and will do best with a hands-on approach - try making this recipe and taste it for yourself! Go for a walk, pull some weeds or pick up litter or go to a museum to walk around and look at full-sized art in a crowd of art-viewers who are themselves examples of the ‘art’ of nature.

When ADHD is present, the person or child may really NEED to move actively in order to keep their brain activity flowing steadily. Being allowed to walk or stand or spin in place quietly for a few minutes may help them stay ‘present’ in a way that their brain physically needs - accommodating their neurodiversity could mean they need to be allowed more physical activity than standard class-room settings allow.

Auditory Learners - listen and learn by hearing.

Auditory Learners were at the foundation of our journey into the written word. Before there were books, epic legends and ballads were told verbally as a way to share history with younger generations. Children’s rhymes were used to teach good behavior and simple language and written communication as it became a norm. Singing songs or playing an instrument by ear might be natural skills for Auditory Learners. “Perfect Pitch” may occur ‘naturally’ but it also may be learned when a child or adult is exposed to good music or singing or playing musical scales.

The Kinesthetic learner might want to go for a walk on the beach or wade in the river, while the Auditory learner might want to focus on listening to the rhythm of the waves or birdsong and may tend to sing spontaneously when happy or play moody music to help work through emotions.

Visual Learners want to ‘see’ the lesson and like to draw or read or look at art.

Visual Learners like to see what is being discussed and to have organized lists or graphics that group material into a visual pattern that can be remembered more easily as a mental ‘photo’.

My sister (deceased) and I discussed our own memory styles and agreed that we both have a ‘chalkboard’ in our minds on which we can draw or write or visualize whatever we want to imagine. I can replay movies or nature scenes in my mind whenever I want. Creating my coloring page series is me recreating memories from my childhood or creating imagined scenes.

The kinesthetic action of writing notes while listening, helps me and helped my sister to remember something better than only reading the material though. Memories stored within the brain, tend to be visual like a movie that can be rewatched. For an auditory learner what was said or heard might be remembered most clearly while the visuals might be a stronger memory for a visual learner and a kinesthetic learner might remember best how it felt - hot, cold, exhausting or invigorating?

Artificial intelligence in education

AI assisted learning can help provide organized structure, with the completeness available to it (meaning there might be gaps or distortion due to the database it was given as training material or which it is allowed access to. If humans give it wrong information, then it will be presenting wrong information as “the truth”.

I have grown to realize that organizing material in a neat outline format is a weakness for me. The AI is good at summarizing or expanding on text that the user presents. I gave it the opening paragraphs as written above and asked it to help me with the learning types that I forgot. Yes, I could go look it up for myself, but I could also do the dishes and cook some bean soup.

Grok’s summary and expansion of my opening paragraphs - I find a nice list helpful for my own learning needs:

1. Kinesthetic Learners

2. Auditory Learners

3. Visual Learners

4. Reading/Writing Learners (Often Overlooked) - subcategory of Visual Learners

5. Social Learners (Interpersonal)

6. Solitary Learners (Intrapersonal)

7. Logical/Mathematical Learners

• Me: I am working on a blog post about learning styles and don't have all the types yet. In this draft text - which learning styles have I forgotten? please add what I forgot, and would you add any more details to this overview? // [text that this post opens with], *I haven’t edited it as this post is a bit of look at different ways to present information - the narrative of a blog post may be preferred reading material for some readers rather than a ‘boring’ list. (Query)

• People tend to have a mix of learning styles with some preferences. I am a Visual Learner who also loves reading and word play - logic puzzles and mathematic aspects of words. I also like to move and learn by doing as ADHD is real for me and sitting too much can lead to feeling bored and antsy. I am more of a Solitary Learner than a Social Learner and while I enjoy singing my memory for learning by listening is not good. I do not tend to remember all of a song or poem to be able to recite it, whether I heard it or read it but I am more likely to be able to remember it if I had a written copy to look at. My memory takes ‘pictures’ and studying the picture helps sink it into my mental ‘chalkboard’ so I would recite it by ‘looking’ at the words on my mental chalkboard.

• Grok2: Your draft provides a good overview of several learning styles but misses a few common ones. Here's an expanded version with the missing learning styles added, along with additional details to make the overview more comprehensive:

Introduction to Learning Styles

When planning educational content, whether for adults or children, understanding different learning styles can help create a 'well-rounded' lesson plan, akin to balancing nutrients on a dinner plate. Here's a look at various learning styles:

Sensory Engagement

• Before diving into specific styles, consider how sensory details can enhance learning by engaging multiple senses. For instance, describing the crispness of cold weather or the warmth of a sunny day with lemon-scented iced tea can make learning experiences more vivid and memorable.

1. Kinesthetic Learners

• Description: These learners thrive with a hands-on, Do-It-Yourself approach to life and learning. They are physically oriented and learn best through action and tactile experiences.

• Activities: Making recipes, going for walks, gardening, or visiting museums where they can walk around and engage with exhibits physically.

• Accommodation for ADHD: Kinesthetic learners with ADHD might need active movement to maintain focus. Allowing them to stand, walk, or spin quietly can be crucial for their engagement, respecting their neurodiversity by providing more physical activity than typical classroom settings might offer.

2. Auditory Learners

• Description: They learn by listening and often excel in environments where information is conveyed through sound.

• Historical Context: Auditory learning predates written language, with epic legends and ballads passed down orally. This method was pivotal in preserving history and culture.

• Activities: Singing, playing music by ear, or engaging in discussions. They might naturally develop or learn skills like perfect pitch through exposure to music.

• Emotional Expression: They might sing or play music to express emotions or find calm, enjoying the rhythm of natural sounds like waves or birdsong.

3. Visual Learners

• Description: These learners prefer to 'see' the lesson, often through drawings, reading, or visual arts.

• Visual Aids: They benefit from organized lists, diagrams, charts, or any visual representation that structures information into memorable patterns.

• Personal Example: Like your experience, visual learners might visualize information on a mental 'chalkboard', replaying scenes or creating images in their minds. Your coloring page series is a practical application of this style, recreating or imagining scenes visually.

• Enhanced Memory: Writing notes while listening combines kinesthetic with visual learning, enhancing retention by creating visual memory cues.

4. Reading/Writing Learners (Often Overlooked)

• Description: This style, sometimes considered a subset of visual learning, focuses on interaction with text. They prefer reading and writing as primary modes of learning.

• Activities: Reading books, articles, or writing essays, journals, or notes. They might enjoy text-based activities like creating story maps or summarizing information in their own words.

• Enhancement: They might benefit from activities that involve rewriting information in different forms or creating study guides.

5. Social Learners (Interpersonal)

• Description: These learners excel in group settings, learning through interaction with others.

• Activities: Group projects, discussions, role-playing, or peer teaching. They thrive in environments where they can discuss and share ideas.

• Community Building: Social learning can foster a sense of community, which is beneficial for emotional and social development.

6. Solitary Learners (Intrapersonal)

• Description: They prefer to work alone, often reflecting deeply on material to understand it.

• Activities: Self-study, personal projects, journaling, or meditation on topics. They might find group work distracting and prefer quiet spaces for learning.

• Self-Discovery: This style aids in personal growth and self-awareness, allowing learners to connect deeply with the material on a personal level.

7. Logical/Mathematical Learners

• Description: They think conceptually and learn through reasoning, logic, and problem-solving.

• Activities: Puzzles, experiments, logical games, or working with numbers and patterns. They might enjoy coding or strategic games.

• Critical Thinking: Encouraging these learners to question 'why' and 'how' can deepen their understanding by connecting new information with logical frameworks.

Conclusion

Each learning style offers unique strengths, and incorporating elements from multiple styles can cater to a broader audience, making learning more inclusive and effective. Remember, many individuals might exhibit a blend of these styles, so a diverse approach in teaching is beneficial. Engaging with sensory details, as you mentioned, enhances all styles by making the learning experience more immersive and memorable.

This expanded overview includes learning styles you might have overlooked, such as Reading/Writing, Social, Solitary, and Logical/Mathematical learners, providing a fuller picture of how different people might engage with educational content.

Multiple Intelligences Theory

The Multiple Intelligences Theory, introduced by Dr. Howard Gardner in his 1983 book "Frames of Mind: The Theory of Multiple Intelligences," (More info: simplypsychology.org), suggests that individuals possess a range of intelligences rather than a single, general intelligence. Gardner proposed that there are at least eight distinct intelligences:

1. Linguistic Intelligence: The ability to use words effectively, both orally and in writing. Researchers like Noam Chomsky have contributed to understanding language acquisition. More info: (listening.com).

2. Logical-Mathematical Intelligence: Involves reasoning capabilities, abstract thinking, and the ability to solve problems logically. Jean Piaget's work on cognitive development ties into this area. More info: (educationaltechnology.net).

3. Spatial Intelligence: Pertains to the ability to think in images and pictures, to visualize, and to spatially manipulate objects. This intelligence is crucial for visual learners and has been explored by researchers like Rudolf Arnheim. Read online: “Art and Visual Perception”, a classic book by Rudolf Arnheim in the area of learning. (archive.org)

4. Bodily-Kinesthetic Intelligence: The capacity to use one's body skillfully and handle objects with finesse. This relates closely to kinesthetic learning and has been studied in the context of physical education and sports psychology. More info: (psychologenie.com).

5. Musical Intelligence: Sensitivity to rhythm, pitch, meter, tone, melody, and timbre. This intelligence is often linked with auditory learning; researchers like Edwin Gordon have examined musical aptitude. More info: The Gordon Institute for Music Learning, (giml.org/aptitude).

6. Interpersonal Intelligence: The ability to understand and interact effectively with others. Daniel Goleman's work on emotional intelligence provides insights into this area. More info: a book Summary about Daniel Goleman’s book “Emotional Intelligence” *paywall for full summary, but the short version is helpful, (shortform.com).

7. Intrapersonal Intelligence: Insight into one's own feelings, strengths, weaknesses, and the ability to use this knowledge for self-regulation. Carl Rogers' person-centered approach in psychology touches on this intelligence. More info: ‘Person-Centered Therapy and Core Conditions’, an article, (simplypsychology.org).

8. Naturalistic Intelligence: Added later by Gardner, this involves understanding living things and natural phenomena. This intelligence was influenced by the work of environmental psychologists. More info: (psychologyfor.com).

9. Existential Intelligence: “Existential intelligence is the capacity to ponder deep questions about human existence. It involves introspective concepts like reflective or deep thinking, abstract theories, and the ability to explore the unknown. Philosophers, theologians, and life coaches are among those with high existential intelligence.” (WikiHow; verywellmind.com; blog.mindvalley.com)

Gardner's theory challenges the traditional view of intelligence, advocating for a more nuanced approach to education that recognizes and nurtures these varied intelligences. This perspective can be particularly useful in tailoring educational strategies to individual strengths, enhancing engagement and learning effectiveness across different styles.

This provides a broader context to your discussion on learning styles by introducing the concept of multiple intelligences, which can be seen as a framework that encompasses and extends beyond the learning styles you've discussed. It also highlights some key researchers in the field to give your readers a sense of the academic foundation behind these ideas.

This graphic adds a ninth “Existential (life smart)” category and is based on Gardner’s work. (Youtube, brief graphic only, and an expanded video)

Summary of the resource links and types of ‘Intelligence’:

1. Linguistic Intelligence: More info.

2. Logical-Mathematical Intelligence: More info.

3. Spatial Intelligence: Read online.

4. Bodily-Kinesthetic Intelligence: More info.

5. Musical Intelligence: More info.

6. Interpersonal Intelligence: More info.

7. Intrapersonal Intelligence: More info.

8. Naturalistic Intelligence: More info.

9. Existential Intelligence: More info, verywellmind.com, blog.mindvalley.com.

The following is an example narrative regarding how educational methods can incorporate a mix of approaches so children or adult learners can engage with the topic in a way they find more engaging or easier to remember and relate to.

Certainly! Here’s an expanded section on how recognizing different intelligences can influence educational strategies, including an example and an anecdote:

Educational Strategy: Tailoring to Multiple Intelligences

Understanding the Multiple Intelligences Theory is crucial for educators as it allows them to tailor their teaching strategies to meet the diverse needs of students, enhancing both engagement and learning outcomes. By recognizing that students might excel in different areas, teachers can create a more inclusive and effective learning environment. Here’s how this can be applied:

• Diverse Teaching Methods: Instead of relying solely on traditional lectures, educators can incorporate activities that engage various intelligences. For example, for a lesson on ecosystems:

  • Linguistic: Students might write a report or create a story about an ecosystem.

  • Logical-Mathematical: They could analyze data on species populations or create graphs showing food web relationships.

  • Spatial: Drawing or creating models of different ecosystems can be assigned.

  • Bodily-Kinesthetic: A field trip to a local park or nature reserve where students can physically explore and interact with different environments.

  • Musical: Composing a song or rhythm that represents the cycle of life in an ecosystem.

  • Interpersonal: Group projects where students discuss and present on different aspects of ecosystems, fostering teamwork.

  • Intrapersonal: Reflective journals where students write about their personal connection or feelings towards nature.

  • Naturalistic: Nature observation tasks, like identifying plant and animal species in their local area.

  • Existential: Discussions or essays on the broader implications of ecosystems on human existence or ethics of conservation.

• Example in Practice: In a high school biology class, a teacher noticed that while some students excelled in traditional exams, others struggled despite showing a keen interest in the subject. To address this, the teacher introduced a project-based learning unit on the human body. Students with strong Spatial Intelligence designed 3D models of organs. Those with Logical-Mathematical Intelligence were tasked with calculating body mass index (BMI) or simulating blood flow with mathematical models. For students with Musical Intelligence, they created songs about the circulatory system. This approach allowed each student to shine in their area of strength, leading to a higher overall engagement and understanding of the subject matter.

• Anecdote: I recall speaking with a teacher who integrated Gardner's theory into her elementary classroom. She had a student, let's call him ‘Chance’,*, who was particularly challenged by reading and writing but showed an incredible affinity for music. Traditional methods left Chance disengaged, but when the teacher allowed him to compose a melody for each historical event they studied, his participation and retention of information skyrocketed. His project on the American Revolution was a musical composition that not only helped him remember key dates and figures but also inspired his classmates to engage with history in a new way. This experience was a testament to how recognizing and leveraging different intelligences can transform a student's educational journey.

By incorporating these tailored strategies, educators can foster an environment where every student has the opportunity to learn in a way that resonates with their natural strengths, thus promoting a more holistic educational experience.

This section illustrates the practical application of Multiple Intelligences Theory in educational settings, showing how it can be implemented to benefit students with varied learning preferences.

• *The novel to read that brings to life the idea of ‘multiple intelligences’ is called “Being There”, by Jerzy Kosiński. (goodreads.com) How can the simple innate intelligence of a vegetable and flower gardener help in the world of politics?

Grok2’s expansion of my addition:

For those intrigued by the application of multiple intelligences in real-world scenarios, the novel “Being There” by Jerzy Kosiński (a review on Goodreads) offers a fascinating narrative. The story revolves around Chance, a simple gardener with a profound connection to nature, whose innate intelligence in gardening translates unexpectedly into the political arena. How can the simple, intuitive understanding of a gardener, someone with high Naturalistic Intelligence, influence the complex world of politics? Through Chance's journey, Kosiński explores how different forms of intelligence, often overlooked in traditional settings, can have profound impacts beyond their immediate domain. This narrative provides a thought-provoking example of how recognizing and valuing diverse intelligences can lead to unique contributions in unexpected areas.

By incorporating these tailored strategies and exploring narratives like “Being There”, educators can foster an environment where every student has the opportunity to learn in a way that resonates with their natural strengths, thus promoting a more holistic educational experience and understanding the broader implications of intelligence in society.

~~

Goodreads only gave that book 3.86 stars but I quite enjoyed it when I was in high school. I was the flower gardener kid among my siblings - I enjoyed digging and planting bulbs in the fall with the anticipation of spring beauty.

Any nature is more nature than many modern children and adults have in their lives. Images of nature have been shown to have stress reducing effects on average.

Baby steps towards change is my educational approach - help people from wherever they are starting on the game board of “Life”.

Grok2’s addition to my closing points, (Query), emphasizes the need for digital text versions of my coloring pages. An e-reader or blind person can’t ‘see’ a coloring page:

Coloring Page Activity

Included in this post is a coloring page of a mountain scene with a man in a kayak/canoe and an eagle flying overhead.

Haiku:

• Eagle eyes watchful
  Serenely passing over,
  A calm reflection.

• Pine trees scent the air,
  Paddles ripple the water,
  Sending whorls outward.

Activity:
Write or draw about reflections on a lake. Try a haiku, with 5-7-5 syllables. Imagine the fragrance of pine trees and the feel of the cool mountain breeze. [small icon of a hand writing]

This comprehensive post not only educates on the theory of Multiple Intelligences but also encourages personal reflection through literature, personal anecdotes, and interactive activities, engaging various learning styles in the process. Including the coloring page and haiku further enhances the engagement, particularly for Visual and Linguistic learners, while the activity promotes Intrapersonal and Naturalistic intelligence.

Additional section on the value of outdoor ‘education’:

Outdoor education provides numerous benefits that span across physical, mental, social, and educational domains. Here's an overview of these benefits:

Physical Benefits

• Increased Physical Activity: Outdoor education often involves activities like hiking, climbing, kayaking, and gardening, which promote physical fitness and help combat sedentary lifestyles. This can lead to improved cardiovascular health, strength, and flexibility.

• Vitamin D Exposure: Time spent outdoors increases exposure to sunlight, which is crucial for the synthesis of Vitamin D, aiding in bone health, immune function, and mood regulation.

• Enhanced Motor Skills: Activities in natural settings require children and adults to navigate uneven terrain, climb, balance, and engage in sports, which can refine gross and fine motor skills.

Mental and Emotional Benefits

• Stress Reduction: Nature has a calming effect, reducing cortisol levels and promoting relaxation. Studies show that spending time in green spaces can lower stress, anxiety, and depression.

• Improved Focus and Attention: For individuals with ADHD or those who simply need a break from screen time, outdoor activities can help improve concentration and attention span, as nature provides a restorative environment for the brain.

• Boost in Creativity: The natural world stimulates creativity. Being in diverse environments can inspire imaginative play, problem-solving, and artistic expression.

• Enhanced Mood: Exposure to nature has been linked with an increase in positive emotions and a decrease in negative ones, contributing to overall emotional well-being.

Social Benefits

• Team Building: Many outdoor education programs involve group activities that require cooperation, communication, and teamwork, fostering social skills and group cohesion.

• Empathy and Respect: Interacting with the environment and wildlife can teach empathy, respect for nature, and a sense of stewardship, which can extend to respect for others.

• Conflict Resolution: In outdoor settings, students often need to resolve conflicts that arise during group activities, providing real-world practice in negotiation and compromise.

Educational Benefits

• Hands-On Learning: Outdoor education facilitates experiential learning, where students learn by doing. This method can make abstract concepts tangible, enhancing understanding in subjects like science, geography, and environmental studies.

• Interdisciplinary Learning: Nature provides a natural laboratory for learning across disciplines. For example, a hike can be a lesson in biology, geology, history, and physical education all at once.

• Engagement with Real-World Problems: Issues like conservation, sustainability, and climate change become more relevant when students can see and experience them firsthand, fostering a deeper understanding and commitment to environmental issues.

• Development of Critical Thinking: Outdoor settings often present real challenges that require critical thinking, problem-solving, and decision-making skills, which are transferable to academic and life situations.

• Connection to Curriculum: Many educational systems now integrate outdoor learning into their curricula, providing a practical application of theoretical knowledge, making learning more memorable.

Environmental Awareness

• Eco-Consciousness: Regular interaction with nature increases awareness of ecological systems and the impact of human activity on the environment, promoting sustainable behaviors.

• Biodiversity Appreciation: Students learn about different species, ecosystems, and the importance of biodiversity, fostering a lifelong interest in conservation.

Long-term Impact

• Lifelong Learning: Experiences in outdoor education often inspire a love for learning and curiosity about the natural world that persists into adulthood.

• Healthier Lifestyle Choices: Early exposure to outdoor activities can lead to a preference for outdoor recreation over sedentary activities, promoting a healthier lifestyle in the long run.

• Resilience and Adaptability: Facing the elements and natural challenges builds resilience, adaptability, and a sense of adventure, preparing individuals for life's uncertainties.

Incorporating outdoor education into formal learning or as part of personal development can significantly enhance the educational experience, making it more holistic, engaging, and beneficial in multiple aspects of personal growth. Whether through structured programs or simple walks in a local park, the benefits of learning in nature are profound and multifaceted.

Personal Reflection on Learning Styles

I love to read and sometimes take a book to read while going on a walk so I’m getting fresh air and exercise while still getting to do what I love the most - read. Some people listen to audio books or a lecture or music while going for a walk. As a not-auditory learner, I don’t do that, and I like hearing the sounds of nature while outdoors. The value in thinking about learning styles from a personal perspective is to identify your own preferences and capitalize on your strengths, and maybe to practice the skills that are less strong. Interpersonal - group learning - and Auditory learning are not my strengths, but skills can be practiced.

Closing Thoughts

Me: Washing dishes is enjoying the natural benefits of water and the human invention of soap and can be a relaxing meditative task rather than an annoying ‘chore’.

Grok2: The benefits of engaging with nature extend beyond structured educational settings into everyday life, promoting mindfulness and appreciation for simple activities. (Query Thread)

Making a game out of a chore may also help. Logic, math and puzzles are fun for me, so dishes become a game of “Kitchen Jenga” for me. Air drying saves time drying with a towel and reduces sterility risk from a dirty towel.

Having a window to look out of is also nice, mixing a bit of nature into a household chore

I won the Jenga game, nothing fell off, and most of the dishes got washed. However caution is advised, occasionally stuff does fall and may break. Only play Kitchen Jenga with your own dishes.

Some people like bright exciting colors, others soothing. Individualizing learning or health is about “meta-analysis” - thinking about thinking or learning or individual health needs.

Meta-analysis in research is about a specific type of research article format.

• Ten simple rules for carrying out and writing meta-analyses, (Forero, et al., 2019).

A meta-analysis of research on matching learning styles with the student in education found a small benefit but also suggested that trying to match a student’s ‘learning style’ may not be cost-effective for the amount of benefit observed.

• Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis, (Clinton-Lisell and Litzinger, 2024).

What did help kids learn? Strategies that helped students consider their own self-beliefs showed a stronger effect than strategies that focused on teaching and classroom structure. (Jansen, et al., 2024)

“Interventions targeting individual characteristics (SMD = 0.35) and especially self-beliefs (SMD = 0.52) showed larger effect sizes than interventions that focused on improving teaching and classroom structure (SMD = 0.20).” […]

“Our findings reveal that school achievement and noncognitive psychological variables, such as emotions, motivations, and perceived social support, are strongly related to positive self-beliefs. Interventions that directly target self-beliefs are more effective than those that focus on classroom structures or teaching methods for supporting positive self-beliefs. These insights address the core question of “Who am I?” that every individual asks themselves during the critical phases of childhood and adolescence and support a deeper understanding of one’s self-view.” (Jansen, et al., 2024)

Reflective Questions to help explore self-beliefs and personal learning styles:

• “Who am I?” …Do I like working by myself or in a group?

• “How do I like to learn?” …by listening, reading, or trying it for myself?

• “What helps me to remember things more easily?” …Writing notes? Singing a song? Looking at a graph? …or by doing an activity for myself?

• "Do I have a growth mindset or fixed mindset?" ...Do I believe that my skills and weaknesses are 'set in stone' or that I can 'grow' and expand my skills by practicing with guidance?

Grok2 - (meta-analysis - thinking about my educational approach):

Your revision of the reflective questions is excellent, Jennifer. By structuring them this way, you're guiding readers through a more detailed self-exploration process, which can help them pinpoint their preferences in learning and self-beliefs more effectively. Here are my thoughts on each:

• “Who am I?” …Do I like working by myself or in a group? - This question encourages introspection about one's social learning preferences, which is crucial for understanding whether one leans towards Intrapersonal or Interpersonal intelligence. It's a direct way to link self-identity with learning styles.

• “How do I like to learn?” …by listening, reading, or trying it for myself? - This question nicely breaks down the learning process into auditory, visual, and kinesthetic modalities. It prompts individuals to reflect on their primary intake method for new information, which is foundational in recognizing one's learning style.

• “What helps me to remember things more easily?” …Writing notes? Singing a song? Looking at a graph? …or by doing an activity for myself? - By listing specific activities, you're helping readers to not just think about their learning style but also about memory retention techniques, which can be tied to Linguistic, Musical, Logical-Mathematical, or Bodily-Kinesthetic intelligences. This question broadens the scope from just learning to how one processes and retains information, which is very insightful.

Overall, these questions are well-crafted to foster a deeper understanding of personal learning dynamics and self-beliefs, encouraging readers to engage actively with the content of your post. They also serve as a practical tool for anyone looking to apply the insights from your discussion on Multiple Intelligences and learning styles in a personal context. Great job!

• (Query Thread; and a follow-up)

Grok was ready to add another section on Carol Dweck’s theory about a growth mindset versus a fixed mindset… :-)

Note - I am a bit of a speed-reader. Scroll for an overview and read more closely what interests you.

• Visual/photographic memory - compact lists or an organized Table or graphic tends to work well with the mental ‘chalkboard’ style of memory.

• Handwritten notes seem to help set up the memory for me, even if I never look at the written notes again but copying the notes or graphic a few times helps firm up that memory for me.

• Blogging is a way for me to organize and save information so that I might remember it better and be able to find it again, even years later.

Thinking about thinking is a meta-analysis of your own learning and memory styles.

Addition, shared by a friend and it is funny, while also being a lesson in Media Literacy - the video is nudging the viewer to support climate change theory as the intelligent thing to do. (Youtube)

Disclaimer: This information is being provided for educational purposes within the guidelines of Fair Use and is not intended to provide individual health care guidance and I do have dishes to wash dishes to put away and bean soup to cook. Peace be with you.

Reference List

(Clinton-Lisell and Litzinger, 2024) Clinton-Lisell V, Litzinger C. Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis. Front Psychol. 2024 Jul 10;15:1428732. doi: 10.3389/fpsyg.2024.1428732. PMID: 39055994; PMCID: PMC11270031. https://pmc.ncbi.nlm.nih.gov/articles/PMC11270031/

(Forero, et al., 2019) Forero DA, Lopez-Leon S, González-Giraldo Y, Bagos PG. Ten simple rules for carrying out and writing meta-analyses. PLoS Comput Biol. 2019 May 16;15(5):e1006922. doi: 10.1371/journal.pcbi.1006922. PMID: 31095553; PMCID: PMC6521986. https://pmc.ncbi.nlm.nih.gov/articles/PMC6521986/

(Jansen, et al., 2024) Jansen T, Meyer J, Hattie J, Möller J. Who am I? A second-order meta-analytic review of correlates of the self in childhood and adolescence. Psychol Bull. 2024 Nov;150(11):1287-1317. doi: 10.1037/bul0000449. PMID: 39480292. https://psycnet.apa.org/fulltext/2025-40542-002.html