Case Studies in Critical Reading Section 4.4
Tips & Tools: Do’s and Don’ts for Use First Sequence
DO
• Move through a reading methodically.
• Focus on a reading’s main points.
• Reread material that didn’t “stick.”
• Look at any review or discussion questions that might be available. Use them to guide
your first read through.
DON’T
• Fixate on text that is confusing. The materials you read next may explain what is
currently unclear.
• Ignore your other Patterns. Let them help pull you out of the place where you are mired
in thought.
Precision
Rhys (S32, P35, TR18, C20) grew up in a
home where manual labor was valued and “I could sit and read for hours! Nothing
satisfies my need to know like a steady
taking time to read was considered a luxury.
Now well into his degree program, Rhys rel- diet of information.”
ishes the opportunity to read critically.
—Rhys
Rhys’s Precision thrives on access to infor-
mation. His attitude is, “Give me my tablet,
connect me to the world, and I’m a happy guy.” Whether it be graphs, illustrations, text, or
captions, Rhys reads everything on a page. He doesn’t want to miss a single piece of informa-
tion. He doesn’t just read the words but reads critically, seeking to grasp the concepts pre-
sented. He weighs what he reads
against information from other
sources. When he was young, Rhys
read everything he could get his hands
on, but now he chooses his reading
materials more carefully, based on the
quality of the authorship and the repu-
tation of the publication. His critical-
reading skills serve him well as a stu-
dent and an employee; Rhys aspires to
become a member of his company’s
human resources team.
However, Rhys’s dependence on his
Use First Precision often causes him Buz/iStock/Thinkstock
frustration when he is completing a Though Rhys is adept at critical reading, it some-
timed exercise. He frequently spends times hinders his ability to complete an assignment
on time. What are some ways Rhys can continue to
too long absorbing each piece of infor-
mation and runs out of time. When read critically while also managing his time?
Case Studies in Critical Reading Section 4.4
answering questions, he tends to over-explain or include too many details. Too much infor-
mation (TMI) is the downside of Rhys’s use of Precision.
If you Use Precision First, check out the Tips & Tools box for some do’s and don’ts when
reading.
Tips & Tools: Do’s and Don’ts for Use First Precision
DO
• Set a physical or internal timer to help monitor your pace when reading.
• Record key terms for further study.
• Examine sidebars or other elements that support the main point or author’s thesis.
• Question, challenge, and weigh the point of whatever you are reading against what you
have read elsewhere.
DON’T
• Miss the overarching message by concentrating solely on names, facts, and dates.
• Get bogged down in dense content. Break the reading into smaller, absorbable pieces so
your mind can critically digest it.
Technical Reasoning
For years Drew (S22, P18, TR28, C14) viewed school as
a necessary evil. However, after his stint in the military, “Reading for pleasure? I read
to get the job done!”
he conceded that his career goal wasn’t achievable with-
out a college degree. He chose an online program, know-
—Drew
ing that the biggest challenge would be the reading he
would be required to do.
Due to his Use First Technical Reasoning, words are not Drew’s tool of choice. He uses them
sparingly. However, he has discovered that critical reading is much more useful than merely
reading words. With critical reading, he can apply his Technical Reasoning to see how the
author builds a case that can stand up under scrutiny. Drew describes his approach to reading
as a “search and recover” mission. He gets into the reading, searches for meaning, recovers
the important information, and gets out! He would be the first to admit that he doesn’t read
every word. He uses the graphics and charts to gather information in lieu of methodically
reading the text.
Drew’s primary challenge is to find a practical connection to the assigned reading. If he has
no interest in the topic, he procrastinates, which leaves him little time to critically read and
respond to the assignment. Drew needs strategies to complete readings in a timely manner.
He should consider intensifying his Sequence to schedule time to read, and build in time for
brief breaks. Both strategies could help Drew persevere and avoid procrastinating.
If you Use Technical Reasoning First, check out the Tips & Tools box for some do’s and don’ts
when reading.
Case Studies in Critical Reading Section 4.4
Tips & Tools: Do’s and Don’ts for Use First Technical
Reasoning
DO
• Explore and interact with the content, rather than passively reading it word for word.
• Search for interesting elements (photos, tables, headings, and feature boxes) to
motivate your Technical Reasoning to complete the reading.
• Use all of your Patterns so that Technical Reasoning (the Pattern of the fewest words)
isn’t left to do all the work.
• Leverage the features of your e-book reading platform (making notes and highlights,
reviewing the notebook) to help Technical Reasoning get the most out of your reading
and reviewing experience.
DON’T
• Let Technical Reasoning convince you that critical reading is solely about words and
that Precision is the only Pattern required. Technical Reasoning plays an important role
in critical reading, too.
• Be tempted to read just a few headings and captions and skip to the next chapter. Use
your Technical Reasoning to explore the text and deconstruct its content and thesis.
Confluence
Chris’s (S14, P21, TR20, C33) teachers always saw
her as fun loving but not serious. As a result, she “Reading is where my Confluence
performed at a level that reflected her teacher’s goes to have fun. It’s my mental
low expectations. It wasn’t until she was working playground.”
as a shift manager in the fast-food industry that
she began to consider a career in business man- —Chris
agement. Her boss kept pointing out her ability to
absorb information quickly, handle crises, and not
let change stress her out. That was all the encouragement Chris needed—she quickly began
her online college career.
Chris has no trouble keeping pace with her reading assignments. When she looks at an
assigned reading, she doesn’t read the material word for word. Instead, she studies the refer-
ences, identifies new vocabulary, and reads only the information essential to complete the
assignment.
Her Confluence reads between the lines and connects the dots in a reading. She frequently
receives positive feedback on her discussion posts, particularly those that speculate on what
was implied in a reading but not explicitly stated.
Chris’s Confluence helps her read critically and not lose track of a reading’s deeper message.
There are times, however, when material is dense and requires close reading. Knowing when
to partner her Confluence with her Precision is key to her success as a critical reader.
Becoming a Critical Writer Section 4.5
If you Use Confluence First, check out the Tips & Tools box for some do’s and don’ts when
reading.
Tips & Tools: Do’s and Don’ts for Use First Confluence
DO
• Focus on a reading’s overarching message or big picture.
• Take note of new words, terms, and phrases (then use your Precision to record them for
further study).
• Identify intriguing elements within the reading (then use your Precision to pose the
critical questions you need answered in order to understand it).
DON’T
• Let your Confluence convince you to move too quickly through the text. Take time to
pause, raise questions, and explore the content more fully.
• Stop after a quick skim of the reading. While skimming, or surveying, is an important
first step, critical reading requires a more in-depth exploration of the text.
• Hesitate to employ your other Patterns when critically reading. They can help provide
the structure and close-reading skills needed to explore the text in-depth.
4.5 Becoming a Critical Writer
Writing is a significant part of any student’s life but even more so for a nontraditional college
student like yourself. Writing is the primary way you will participate in your learning, whether
through journal entries, discussion posts, essays, or research papers. It is important that you
write well, but it is even more important that you write critically. Like critical reading, critical
writing is more than simply putting words on paper or forming coherent sentences and para-
graphs. Critical writing is an academic
skill that prepares you to dig through
and evaluate multiple sources, formu-
late an opinion or well-reasoned per-
spective, and make a case based on a
balance of reliable sources. Critical
writing investigates the pros and cons
of different ideas and theories and
considers alternative perspectives and
explanations. The heart of critical writ-
ing is that it reaches an informed opin-
ion in the light of the evidence pre-
sented and offers reasoned arguments
for the conclusion reached. From this
Hakinmhan/iStock/Thinkstock description, it should be clear that crit-
Learning to be a critical writer will help you develop ical writing doesn’t just describe or
informed opinions and present them coherently. report information: It transforms it
Becoming a Critical Writer Section 4.5
into a thread of ideas and weaves together a bal-
anced presentation of a complex topic. “Words mean more than what is set
down on paper. It takes the human
Critical writing is hard work and requires inten- voice to infuse them with deeper
tion. It is not easy to present a balanced account meaning.”
or address counterarguments. It requires you to be
discerning and to double-check that you have not —Maya Angelou (2009, p. 95)
made any statements that can’t be substantiated
by reliable sources. (See the following Tips & Tools
box.) Critical writing is important because it provides the basis for decisions made in busi-
ness, government, military, education, and everyday life. Critical decisions are informed and
based on an accurate and well-balanced presentation of information.
Outside the classroom, critical writing can take many forms, including exchanges on social
media, blog posts, proposals, cover letters, letters to the editor, editorials, white papers,
critiques, and policy statements. Regardless of the format, a critical writer leads his or her
readers through a reasoned argument, notes the source of all information and research,
and ultimately persuades the reader to reach an informed verdict.
A systematic way to approach critical writing is to break it down into stages. Start by
becoming informed. Then develop your perspective and make your case. Finally, attend to
the details; polish and finalize your work. Critical writing requires you to use your Learn-
ing Patterns with intention; no single Learning Pattern should dominate how you write.
However, some stages of critical writing rely more heavily on one specific Pattern.
Tips & Tools: The Do’s and Don’ts of Critical Writing
DO
• Develop your own line of thought on a subject.
• Express your opinion confidently and base it on multiple sources that represent a
variety of perspectives.
• Summarize both the strengths and weaknesses of other people’s ideas and perspectives.
• Reach a conclusion after careful thought based on the available evidence.
• State the limitations to the argument you have presented.
DON’T
• Be one-sided or selective when stating evidence. State both sides of an issue.
• Be judgmental or opinionated. Be fair and thoughtful and make a well-reasoned case.
• Be arrogant or suggest there is only one correct perspective on a complex topic.
Becoming Informed
Critical writing depends on critical reading. One aspect of critical writing that differentiates
it from descriptive or personal writing is the use of sources. Using the strategies presented
earlier in this chapter, explore multiple sources of information before beginning to write. Use
Becoming a Critical Writer Section 4.5
your Precision to gather information and sort through facts—be sure to keep a careful record
of your sources, as you will need to provide citations for any ideas that are not your own
(more on this later). Your Technical Reasoning can help you identify relevancy and logic and
let your Confluence connect the dots. Investigate the evidence for, against, and behind dif-
ferent ideas, theories, arguments, and so on. Test the evidence by creating columns of facts;
examine which are similar and which seem less reliable. Use the following tips to help you
become more informed on your topic:
• Read multiple articles about the topic to understand it as a whole. (Confluence)
• Logically organize the author’s points and intentions. (Sequence)
• Jot down quotations that either persuade or dissuade you of the author’s arguments.
(Precision)
Developing Your Perspective and Making Your Case
Being a critical writer requires you to have a specific perspective that you develop through
critical reading and thinking. You may initially lack the confidence to use your own judgment.
While it is important to acknowledge when you lack expertise on a topic, know that you are
capable of presenting an informed argument if you read widely, compare and contrast differ-
ent opinions, and use your adept mind to employ critical-thinking skills to make sense of a
topic’s complexities. It is also important to lean on your Sequence to organize your thoughts,
find focus, and plan to make your case. Be sure to do the following:
• Formulate your perspective on the topic. (Technical Reasoning)
• Draft an outline of your essay. This will help you spot holes in your argument and
stay on track as you write. (Sequence)
• State your thesis or opinion. This should be the focus of your writing. Beware of
being too broad or narrow, and be sure to put forth an actual argument, not just a
statement of fact. (Sequence and Precision)
• Support your thesis or opinion. Your writing should feature subpoints that will help
you defend your main argument. Each point should have its own paragraph with
supporting evidence. (Precision and Sequence)
• Use your sources to make your case. Note what evidence supports your perspective.
(Precision)
• Acknowledge alternative perspectives. You will make your argument stronger by
showing you have considered all the evidence. (Confluence)
• Formulate your conclusion and point to ideas that warrant further analysis and dis-
cussion. (Precision and Technical Reasoning)
Attending to the Details
Once you have written a first draft, you will need to review it. This stage requires Precision,
as you will need to identify and correct errors and ensure you have provided a citation where
you have quoted from or paraphrased a source. As you polish and finalize your work, be sure
to do the following:
• Compose a page that lists your sources.
• Include each source that you used, either directly or indirectly.
• Proofread your paper for spelling and grammatical errors.
Case Studies in Critical Writing Section 4.6
4.6 Case Studies in Critical Writing
Like critical reading, critical writing relies on the development of an adept mind—one that
operates with intention. What you write for college courses needs to be accurate, logical, care-
fully reasoned, well researched, and thoughtfully crafted. One way to learn how to write criti-
cally is to read other writers’ work. Use their methods and strategies as models to improve
your own writing.
All four Patterns contribute to excellent writing, and you’ll need to focus on any Patterns you
Avoid almost as strongly as those you Use First. Armed with this knowledge, carefully read
the following experiences. See to whom you most relate. Identify how you can develop your
critical-writing skills by learning from these models.
Sequence
Makayla is a quirky, funny, serious psy-
chology student and an identical twin “You want me to fill out the inventory. Then you
(S29, P20, TR17, C14). want me to do this other form. Now you want
me to write. Which is more important? I can’t
Given her Use First Sequence, she did get it all done.”
not often succeed on timed tests, as she
often got stuck on an answer. Where —Makayla (psychology major)
others would skip to the next question,
Makayla would linger. Where others
might jump around to answer ques-
tions, Makayla steadfastly answered
them in order. She became stymied if
the specific information she expected
to find on her online discussion board
was not yet posted. She found it diffi-
cult to move on to another task until
she could check back later.
Makayla’s Sequence ruled her, almost
to the point of paralysis. She frequently
e-mailed her instructor (usually as she
worked late into the night) for more
instruction on assignments. She’d sub-
Diego_cervo/iStock/Thinkstock
mit paragraphs early to be sure she
Makayla finds that although her Sequence
was on the right track.
allows her to complete assignments and essays
accurately, she has trouble thinking outside of
Makayla executed her papers well but
the box. Tethering her Use First Pattern will allow
found she received lower grades for
Confluence to give her new and original ideas.
“lacking originality” and being “unable
to present new or different ideas.”
Does this mean that people high in Sequence are not creative? Absolutely not! It means it is
okay to tether your Sequence and let your Confluence offer up ideas. For some tips, check out
the feature box Tips & Tools: Tethering Use First Sequence.
Case Studies in Critical Writing Section 4.6
Tips & Tools: Tethering Use First Sequence
Use First Sequence writers can follow these tips to get started (and keep up with) writing:
• Get past the idea that you need to write your opening paragraph first. Essays and
reports can be written in sections and not necessarily in order. Start in the middle.
Come back to the beginning and write an introduction once your main points are
already down. Eventually, you will see your argument or story as a whole, but for the
time being, be willing to develop sections as they unfold in your mind. You can then put
them in the order that makes the story or argument flow and add the introduction and
conclusion last.
• Free yourself from the rules that keep you grounded and plodding. Just write. Get your
thoughts down first; then pay attention to spelling and punctuation, verb tense, and
exact wording.
Precision
“Speaking of winning, I finally got my own
For families and friends with loved ones
who are deployed, letters and e-mails are room. It has spiders and the AC is weak
and is right across from the port-a-potty
priceless. The boxed quotation from John
so outside my door smells horrible, but it is
(S27, P32, TR21, C23) helped his family pic-
a 6.5’ x 6.5’ space all my own.”
ture his room in the barracks when he was
first deployed—but the following one con-
fused them as they planned their reunion —John (U.S. Army scout). Used by permission.
with him in Germany.
Ok, at Shank finally. Sounds like Main Bodies 3 and 4 are being put together
to fly (meaning we wait for a few extra days for them), so that date SSG Smith
gave you is probably closer to correct than what I was thinking. Everything
has/will change, so at this point don’t trust anything from me and just buy the
tickets a day out from when he tells you. Sorry it’s chaotic. Took me an hour
and change to fight my way to an MWR so I still won’t be online much longer
than it takes to send this. Basically just wait until the absolute last minute to
buy any tickets and late is better than early when it comes to arriving. Who
knows how long I’ll be stuck somewhere beyond what we’ve been told.
This quote illustrates how John’s extremely high Precision made it difficult for him to write
a simple message. Someone low in Precision would have written a much more direct mes-
sage, such as, “Wait to hear from SSG Smith to buy a ticket. I’m not getting up-to-date info in
transit.” Our young, high Precision lieutenant, on the other hand, feels almost compelled to
give details, including the use of acronyms unfamiliar to his reader, and ends up crafting a
very convoluted message. Knowing your audience and purpose is crucial for every writer, but
especially for those who are highly Precise.
Not surprisingly, Precision can get a writer into trouble, especially in academic situations. If
asked to write a 1,500-word essay, a writer high in Precision feels frustrated. “How am I
Case Studies in Critical Writing Section 4.6
supposed to fit all this into three pages? I didn’t even get a chance to talk about X, Y, and Z!”
While others may struggle to fill a page, a person high in Precision sees every detail as impor-
tant and doesn’t want to cut anything that has been written. If you are Use First Precision,
check out the Tips & Tools box for some tips.
Tips & Tools: Tethering Use First Precision
Use First Precision writers can use the following tips to get started writing:
• Think of writing a tweet, where you only have a limited number of characters, and then
pick your words carefully. Be clear, direct, and focused. Remember that every word
should have a purpose.
• Think of each sentence and paragraph as if it were applying for a job in your composi-
tion. Ask each word, “What do you bring to this position?” “Why should I hire you?”
Decide whether they should be employed in your paper.
Technical Reasoning
Paul is a “grease monkey” and proud
of it. By his own admission, he never “In my mind, I see everything as a machine.
When I look at something, I see how it works
took class notes. He contends that he
kept everything “in his head.” How- but I struggle to explain to others without
pictures or physically moving or pointing. I’m
ever, when Paul didn’t use his Learning
Patterns (S20, P16, TR33, C24) with usually the guy who tags along but contributes
intention, he earned a failing grade. little to the conversation.”
He did not follow requirements for
his papers, which featured improper
—Paul (physical science major)
headings, incorrect fonts, missing page
numbers, and other formatting gaps.
He also failed to provide enough sup-
port for his ideas. He finally made an
appointment to discuss his work with
his writing instructor.
Paul’s writing instructor advised him
to tone down (tether) some of his
Technical Reasoning. She helped him
recognize that his avoidance of struc-
ture and aversion to providing details
and explanation was causing him to
receive failing grades. Paul sheepishly
admitted that he hadn’t bothered to
thoroughly read the research he had Jupiterimages/Photos.com>>/Thinkstock
found in the library’s databases and By getting helpful feedback and tethering his
had only skimmed the abstracts. Technical Reasoning, Paul will learn to read and
write critically.
Case Studies in Critical Writing Section 4.6
By nature, Technical Reasoners like Paul would rather “show” than “tell.” But if they are aware
of themselves as learners, that can inform how they approach writing and help them build on
the experiences and practical application they bring to the writing process. These become the
building blocks that make it possible for those high in Technical Reasoning to express them-
selves in writing. If you are Use First Technical Reasoning, check out the Tips & Tools box for
some tips.
Tips & Tools: Tethering Use First Technical Reasoning
Use First Technical Reasoning writers can use the following tips to get started writing:
• Your chief issue is that you are a person of few words. This is no time to accept that sta-
tus. Record three points you want to make in your paper. Build a skeleton of information
to support each point, using a minimum of two sentences to explain what you mean.
• Follow each point with an example to drive the idea home.
Confluence
Raheem’s (S11, P16, TR28, C31) boxed quo- “I can be easily annoyed, but I don’t worry
tation was what he submitted as his first
essay in his writing course. very much. That’s what makes me differ-
ent. I plan to succeed by chance.”
“Why such a short essay?” his instructor
—Raheem (sociology major)
inquired.
“Pretty much sums it up,” Raheem replied.
When asked about his philosophy of succeeding by chance, he said, “It’s worked so far.”
Unfortunately, his devil-may-care attitude was only bolstered by his Use First Confluence
and his high Technical Reasoning. Raheem was a “man of few words” who decided to live by
chance, which put him at risk of compromising his academic success.
A few weeks went by, and Raheem had not produced any research. His Avoid Sequence (S11)
meant that when called on to research a topic, he needed to forge Sequence and concentrate
on the sequential tasks of searching and taking notes. Group work was a nightmare for both
him and his teammates. He was entertaining, but he rarely contributed anything of substance.
Raheem dismissed his Patterns as “hocus-pocus” and continued to let chance take care of him.
As more deadlines passed and the incompletes piled up, it became clear he was not going to
pass the course. His decision caught up to him. If you are Use First Confluence, check out the
Tips & Tools box for some tips.
Acting With Integrity Section 4.7
Tips & Tools: Tethering Use First Confluence
Use First Confluence writers can use the following tips to get started:
• Don’t start writing until you have pinned down a focal point for your paper. Otherwise,
you will wander from idea to idea without anchoring your thoughts on a key point.
• After writing a draft of your paper, draw a map of the points you made. See if they
connect to one another. If they don’t, either remove them from the paper or add
transitions that connect them into a clearer line of thought.
4.7 Acting With Integrity
When you critically think, read, and write, you become able to evaluate others’ arguments and
defend your own point of view. You actively engage with your learning and the world around
you. You become more informed and thoughtful, and others might even turn to you for advice.
But critical thinking is not just about being a more thoughtful, reasoned student. It shapes
your intentions and awareness of the ethical choices you are called on to make. When you
think critically, you evaluate your decision making and ensure it reflects who you are and
what you value. You become less prone to taking the easy way out. In the classroom, this is
known as acting with academic integrity.
Call it what you like—academic dishonesty, lack of integrity, or just plain cheating—but using
someone else’s work as your own is theft, pure and simple. Writers and researchers make a
living with their words. When students cut and paste words—or even paraphrase, or reword,
others’ ideas—without credit, they are stealing from that writer. This is called plagiarism.
You wouldn’t think of walking out of a store without paying for your items; the same applies
to words owned by someone else. It is important to note that purchasing writing services
from online tutoring companies also constitutes plagiarism. Do not justify a decision to pla-
giarize by citing your time constraints or Avoidance of Precision. The bottom line is if the
words aren’t of your thinking and composing, do not submit them as your work.
Students generally plagiarize for two reasons: laziness or lack of information. What could be
easier than copying and pasting from the Internet? Even if a student reorders the sentences or
changes a few words, plagiarism includes using someone else’s ideas without acknowledging
their source (Council of Writing Program Administrators, 2003, para. 4). If you are writing
critically, you are coming up with your own ideas. Therefore, you are more likely to come up
with original content that will not have been plagiarized.
Acting With Integrity Section 4.7
Making Defining Decisions and Principled Choices
Most universities have strict academic
integrity policies that specify behav-
iors that are not tolerated. Such poli-
cies outline specific examples of what
is considered academically dishonest.
Critical thinking will help you act ethi-
cally and adhere to these policies—in
other words, make defining decisions
and principled choices.
A defining decision is when you use
reason to determine the right and
wrong things to do. A defining decision
Wavebreakmedia Ltd/Wavebreak Media/Thinkstock that confronts you (and every other
A defining decision—including the choice either to college student) is whether to take the
do your own work or plagiarize and present others’ time to research, read, and carefully
work as your own—is anchored by the beliefs, record the words, phrases, quotations,
values, and traditions you have built up through and specific details you want to feature
your life’s experiences.
in your writing. Another defining deci-
sion is whether to use your own words
when explaining a topic. A principled choice is when you act on your defining decision based
on your values, beliefs, and moral standards.
The following example will help you recognize the important role that critical thinking plays
in making defining decisions and principled choices as a college student.
Beth and Sophia are both taking the same college course. Both are mothers of small children,
work full time, and decided to enter college as adults. So far their profiles are very similar.
Their main difference lies in their awareness of themselves as learners and in the defining
decisions they each make as students.
Beth uses a high degree of Sequence and Precision. She takes the time to read through the
information in the student handbook and acclimates herself to the demands of college. She
recognizes that she needs to make space in her busy routine to read, think, and write. She
makes the defining decision to pace herself and plan sufficient time to do thorough, accurate,
and authentic work.
As a result, Beth makes a few key principled choices She sets aside a minimum of 4 hours
of “Mom’s Study Time” on the weekend and 2 hours of concentrated study time per night.
She uses her Learning Patterns to structure her time. She sets an excellent example for her
children, modeling for them the actions of a committed student who has the discipline of an
intentional learner. Most importantly, Beth makes the principled choice to not surf the Inter-
net at the last minute and submit someone else’s work under her name.
Sophia is a different story. Although her Patterns are similar to Beth’s, she has never taken
the time to dig very deeply into who she is as a learner or how she wants to fulfill her
Acting With Integrity Section 4.7
responsibilities as a student. Sophia
does not use her Patterns with inten-
tion and simply goes with the flow.
At first she does all right. But in her
third course, when she is required to
write a lengthy paper that must fea-
ture multiple references to sources,
she begins to panic. Because she never
made a conscious plan for how to oper-
ate as a college student and simultane-
ously maintain her other responsibili-
ties, she finds herself faced with the
Zhudifeng/iStock/Thinkstock
defining decision of either doing the Using your Learning Patterns with intention helps
extensive and time-consuming work you make defining decisions and succeed as an
the assignment requires or looking for intentional learner.
a quick fix.
Sophia lets her Confluence take over
and chooses to find a paper online that, when tweaked, can pass as her original work. She
wants a good grade and rationalizes that she really doesn’t know how to do the reading and
the writing required anyway. She thinks her best choice is to submit something that repre-
sents what she would do if she had the right skills and time. She chooses to not use criti-
cal thinking or intentional learning and makes the unprincipled choice to cheat herself, her
instructor, and the college in which she is enrolled.
In neither instance did Beth’s or Sophia’s Learning Patterns dictate their choices; however,
Sophia’s defining decision to not use her Learning Patterns with intention contributed to her
finding herself in a stressful situation—in which she made an unwise choice.
Writing Original Content
Some people think that plagiarism only occurs if you take an entire paper and submit it as
your own. Of course, this is not true. Any information taken from another source requires you
to give credit to the original author and include specifics such as the title of the source, the
date it was published (online or in print), the author’s name, and the page from which you
recorded a quotation or paraphrased an important point. If you fail to do your work carefully
or do not consciously follow the rules of critical reading and writing, you leave yourself open
to committing plagiarism, whether intentionally or unintentionally.
It can be challenging to come up with original writing. As Purdue Online Writing Lab (OWL)
contributors Stolley, Brizee, and Paiz (2014) observe, sometimes the standards for a success-
ful paper can almost seem like contradictions. For example, instructors frequently require
their students to do the following (Stolley et al., 2014):
Acting With Integrity Section 4.7
Develop a topic based on
what has already been said and BUT Write something new and
original.
written.
Rely on experts’ and authorities’ BUT Improve on and/or disagree with
opinions. those same opinions.
Give credit to previous BUT Make your own significant
researchers. contribution.
Build on what you hear and read. BUT Use your own words and your
own voice.
How do your Patterns respond to this challenge? Your Sequence may not know where to
begin. Your Precision might be panicking. It reminds you that you are not an expert—how
can you even think about using your own words and voice? Your Technical Reasoning may
likewise be uneasy and make you worry you don’t have anything worthwhile or original to
say. Meanwhile, your Confluence may be frothing at the mouth. It has already started to spew
original ideas without vetting them to see if they connect to what has already been written.
If you listen to these voices, you will rely too much on other people’s words and plagiarize.
“Sure, in 10 years I might have something to contribute, but right now I’m depending on oth-
ers’ quotes to help me make my case.” As a critical reader, it is important to use your adept
mind to digest what you read. As a critical thinker, it is imperative that you formulate your
own thoughts. As a critical writer, it is vital that you craft your thoughts and use your own
words to explain your perspective.
Again, you need to take control of your metacognition. Let your Precision say, “If I use and cite
a reputable source, I don’t need to be an expert!” and your Technical Reasoning assert, “I need
to be authentic and not sell myself as something or someone I am not.” Let your Sequence
soothe your concerns by saying, “Well, you can look at some examples and see how others
expressed their thoughts. That will help.” You can advise your Confluence to use some men-
tal super glue and stick to one original thought, and engage Technical Reasoning to help you
build on it.
If you’re still unsure of whether you are plagiarizing, use Figure 4.2 to check your work.
Remember:
1. When in doubt, cite your sources.
2. Make time to write your paper so you avoid the temptation to plagiarize at the last
minute.
3. Take notes as you read and record your sources. This will make it easier to recognize
when and to whom you need to give credit.
4. Don’t be afraid to take risks in your work and show your original thinking. As
Nietzsche said, “Think dangerously” (but support your arguments).
5. Take ownership of your education. When you plagiarize, you deny yourself the ability
to grow, learn, and develop (Ashford Writing Center, n.d.).
Acting With Integrity Section 4.7
Figure 4.2: Are you plagiarizing?
Use this chart to determine whether you are plagiarizing.
Conclusion
Conclusion
An adept mind fosters success in college and in life. This chapter has introduced you to
critical-thinking, critical-reading, and critical-writing skills and has aimed to make you
aware of how your Learning Patterns can either help or hinder your development of these
skills. Most importantly, you should now know how to develop these skills. You can draw on
personalized strategies that speak specifically to who you are as a learner. Using strategies
that address your Patterns can help you direct your mind’s work, dig below the surface of
assigned readings, and formulate new insights.
As an intentional learner, you need to know how to think clearly, build your case logically,
and undergird your thoughts using evidence-based sources. Your employability and career
growth hinge on the degree to which you use these skills. The jobs of the 21st century are
not so much based on what information you know but on your ability to think—clearly,
rationally, deeply, accurately, and beyond the boundaries of current thought. Armed with
your knowledge of how to use your Patterns to develop and hone these skills, you are pre-
pared for the challenges that await you beyond the classroom.
Discussion Questions
1. Think of a person you admire with whom you would like to have a conversation.
This person could be an author, a historic figure, someone famous, or someone from
your area. What are three questions you would ask this person? How would his or
her answers guide you as a critical thinker? Reader? Writer?
2. Think of a defining decision you have recently made. What various aspects of critical
thinking did you use to arrive at your principled choice?
3. Think back to your first memories of being able to read. What were your first
thoughts? Feelings? Actions? What made reading fun for you? What made it a chore?
How have your Learning Patterns supported or challenged your reading skills
throughout your life?
Additional Resources
Angelou, M. (2009). Wouldn’t take nothing for my journey now. New York: Ballantine Books.
Through poetry, anecdotes, and short stories about her life and observations she made along the way,
Angelou exposes her unique use of critical thinking and critical writing to convey her message.
Ashford Writing Center. (n.d.). Home page. Retrieved from https://awc.ashford.edu/index.html
The Ashford Writing Center website contains numerous tips for grammar and usage, avoiding plagia-
rism, APA style, and more. If you are a current Ashford student, you can also live chat with a writing
consultant, who can help you brainstorm and answer questions about writing, or e-mail a draft of your
paper for review.
Feld, A. (2004, July/August). Helping soldiers to write the war. Poets & Writers. Retrieved from http://www
.pw.org/content/helping_soldiers_write_war?cmnt_all=1
This article explains the work of the National Endowment for the Arts project Operation Homecoming,
intended to help returning military personnel express their thoughts and experiences through writing.
Graff, G., Birkenstein, C., & Durst, R. (2015). They say, I say: The moves that matter in academic writing (3rd ed.).
New York: Norton.
This easy-to-read text offers instructions with examples on writing. Chapter 14 is particularly helpful
guide to critical reading. The book also offers templates that could help you with revising your papers.
Conclusion
OnePercentBetter. (2016). How to read a book by Mortimer Adler: Animated book summary [YouTube video].
Retrieved from https://www.youtube.com/watch?v=E4p8JkI9lV8
Learn how to read a book in this animated book summary of How to Read a Book based on the work of
Mortimer Adler.
Paul, R., & Elder, L. (2011). The thinker’s guide for students on how to study & learn a discipline. Tomales, CA:
Foundation for Critical Thinking.
A practical guide to understanding how to develop your critical thinking, reading, and writing.
Purdue Online Writing Lab. (n.d.). Home page. Retrieved from http://owl.english.purdue.edu
OWL is an excellent and easy-to-understand writing resource. This up-to-date website can help you
with everything from questions about plagiarism to grammar. It is easy to use and not text dense.
Key Terms
academic integrity policy A set of moral critical writing The act of writing your
and ethical standards set by universities thoughts, opinions, perspectives, and argu-
that students are expected to follow regard- ments in a clear and logical way.
ing plagiarism, cheating, or general con-
duct, especially in the areas of research and defining decisions When a person uses
writing. reason to determine right and wrong things
to do.
critical reading The act of digging deeply
into a text and thoughtfully identifying the plagiarism Using someone else’s language
message of the prose, the quality of the or ideas without acknowledging the source.
research, and the accuracy of its content.
principled choices An individual’s actions
critical thinking The act of using logic and based on beliefs, values, moral standards, or
reasoning; an ongoing quest to improve long-held personal convictions.
how you think.
Learning to Live Your 5
Potential
Natthapon/iStock/Thinkstock
“Every experience and opportunity opened a new doorway. I realized that
it’s important to make goals. But it’s equally important to always be open to
opportunities that arise from unexpected places. Learning never ends.”
—Diana Randolph (personal communication,
August 21, 2012, used by permission)
Learning Outcomes
After reading this chapter, you should be able to
• Describe what it means to “live your potential” and use your Patterns outside the classroom.
• Identify sources of Pattern conflict and bias.
• Develop intentional strategies to improve soft skills.
• Create a personal vision statement.
Using Your Patterns in Everyday Life Section 5.1
5.1 Using Your Patterns in Everyday Life
Frank sits in front of his computer composing his last paper for his online degree program.
Taking a mini-break from his work, he thinks back to how overwhelmed he felt when he
started his very first course. Who knew he could learn so much about his major (business)
and even more about himself? Understanding himself as a learner gave Frank a new sense of
confidence, shaped his plans for the future, and improved his relationships with others in
both his personal and professional life.
Frank (S30, P28, TR20, C23) is a stu-
dent who has learned to live his poten-
tial. In other words, he uses his new
awareness of himself as a learner in
all aspects of his life. He talks with his
spouse and coworkers about Learning
Patterns. He observes their behaviors
and listens to both what they say and
how they say it. He listens particularly
closely during conferences with his
children’s teachers. He recognizes that
this knowledge of himself has affected
not only how he listens to others, but
Ingemar Edfalk/Blend Images/SuperStock
also how he relates and responds to
Persistence and developing a personal vision will
them.
lead to your goal of obtaining a college degree and
pursuing career goals.
Frank in the Workplace
Frank used to find certain of his coworkers’ behaviors very irritating. His supervisor didn’t
see the point in creating meeting agendas, which Frank thought resulted in less produc-
tive meetings. One of Frank’s coworkers seemed completely overwhelmed by the length of
Frank’s directions, no matter how carefully he wrote them out. Frank soon recognized that
these people weren’t trying to frustrate him; they were just naturally doing what their Pat-
terns guided them to do (see Figure 5.1). Frank also realized that his Learning Patterns might
well be frustrating others! With this newfound awareness, Frank found himself stepping back
and rethinking his hasty judgments.
Based on these insights, Frank began to make his own agenda before meeting with his
supervisor. If his supervisor missed a topic, Frank felt comfortable calling it to his attention.
Frank also rethought the length and wordiness of his directions. He made his instructions
to others shorter and more concise, and his coworker seemed to have a much easier time
following them.
Using Your Patterns in Everyday Life Section 5.1
Figure 5.1: Frank’s versus coworkers’ Learning Patterns
Understanding your coworkers’ Learning Patterns is helpful when working together as a team. Frank
realized that he was becoming frustrated over differences in Patterns when he could have learned
how his coworkers work best together.
Frank at Home
Frank’s biggest moment of Pattern awareness occurred not at work but at home. Frank’s
daughter, Lorey, needed to learn to parallel park to pass her driver’s test. Her first lesson with
Frank’s wife, Sarah, went well. Sarah had Lorey practice parking behind one car first before
standing to the side. Lorey then watched her mom park the car between two cars. “I actually
stopped at one point so she could see when I cut sharply to angle the final turn into the park-
ing spot,” Sarah said. Lorey asked one or two questions and then practiced on her own. Sarah
watched for the next 30 minutes, making encouraging comments when she succeeded and
providing advice when it was needed.
The next evening, Frank made time to help Lorey practice parallel parking. He sat in the car
and directed Lorey’s every move. He commented on her timing as she attempted to back into
the parking space. He was quickly relegated to observing from the lawn, where he continued
to call out how to maneuver the vehicle. Within 15 minutes, Lorey was in the house complain-
ing of a terrible headache and saying, “Never let Dad teach me anything again!”
Using Your Patterns in Everyday Life Section 5.1
It took some time for Frank to realize that his Use First Precision came across as micromanag-
ing. He thought he was being helpful by telling Lorey what she should do, when in fact what
she really needed was to solve the problem on her own through trial and error. His well-
meaning approach did not recognize that her Avoid Precision and Use First Technical Reason-
ing were being frustrated by his Use First Precision and lock-step Sequence (see Figure 5.2).
Figure 5.2: Frank’s versus Lorey’s Learning Patterns
Understanding a family member’s Learning Patterns is helpful for communicating. Frank took the
time to learn his daughter’s Patterns so he could better teach her how to drive.
It wasn’t until several days later that Frank recognized that the meltdown between himself
and his daughter was a clear case of conflicting Patterns. He was able to see the situation for
what it was and shared his insights with both Sarah and Lorey.
Your Turn
Frank’s insights into how he used his Patterns, along with his increased understanding of
others’ Learning Patterns and their effect on him, enabled him to better interact with those
around him and succeed in areas of life outside the classroom. Because Frank was aware of
his identity as a learner, he believed he could improve his approach to anything by engaging
in honest reflection and applying specific strategies with intention.
From its opening pages, this text has focused on helping you become a more intentional learner.
In Chapter 1, you were introduced to the brain–mind connection and how you learn. Chapter
2 helped you understand the makeup of your specific combination of Learning Patterns. In
Addressing Pattern Conflict Section 5.2
Chapter 3, you gained insights into metacognition and learned how to decode a task and how
to self-regulate (FIT) your Patterns to the task’s requirements. In Chapter 4, you learned to
use your Patterns to develop your critical-thinking, critical-reading, and critical-writing skills.
In this chapter, you will consider how to live as an intentional learner outside the classroom.
How can you take what you have learned and apply it to your personal and professional life?
How can you continue to refine your intentional learning techniques?
This chapter pinpoints Pattern issues that can prevent you from achieving success. It also
offers strategies for how to avoid Pattern conflict. It includes practical suggestions for how to
use your Patterns to enhance your soft skills—the skills that help you more effectively com-
municate and interact with colleagues in the workplace. Finally, this chapter suggests ways to
design an intentional future, one that uses your Patterns and intentional learning techniques
to achieve your personal vision.
5.2 Addressing Pattern Conflict
Frank’s experiences with his coworkers and daughter are classic examples of Pattern
conflict—negative interactions that occur because of pronounced Pattern differences and/or
the failure to communicate about them. Pattern conflict is the feeling of anger you get when
one or more of your Patterns are challenged or deemed less capable of completing a task. You
are likely no stranger to Pattern conflict. If someone’s behavior is irritating you (or something
you do seems to be frustrating someone else), it may be because you struggle to understand
the other person’s Patterns, and vice versa.
Consider Jasmyn, a parent who was
trying to help her middle schooler
with homework. “Stop. Just stop!” her
daughter cried. “You are confusing me
more. That’s not how the teacher said
to do it. You’re skipping steps, and I’m
supposed to show all my work—not
just do it in my head and write it down.
You’re not helping me at all!”
Suddenly, it hit her. Jasmyn wasn’t
dealing with a difficult tween. She was
having a real Pattern conflict with her
Jacob Ammentorp Lund/iStock/Thinkstock
child. Jasmyn’s Avoid Sequence was When working with someone else on a project, be
aggravating her daughter’s Use First aware of his or her Use First and Avoid Patterns.
Sequence, and Jasmyn’s Technical Rea- Doing so will allow you to work together without
soning was trying to get her daughter aggravating each other’s Patterns.
to do the work in her head. Jasmyn
finally recognized that her daughter
needed to show the sequential steps of the process for two important reasons: first, because
her Sequence was leading her to do so, and second, because her teacher required her to do so.
Addressing Pattern Conflict Section 5.2
Pattern Bias
Pattern conflict is avoidable if you know its source. One source of Pattern conflict is Pattern
bias, which is the belief that one Pattern is better or worse than other Patterns at accomplish-
ing a task. In reality, however, all the Patterns have equal value—in fact, this is a fundamen-
tal premise of the LML system. Pattern bias is the result of misconceptions about a specific
Pattern and its degree of use (Use First, Use as Needed, or Avoid). Table 5.1 outlines some
examples of such misconceptions.
Table 5.1: Common misconceptions about Learning Patterns
Use First Pattern Misconception What you might hear
Sequence Rigid, unimaginative, “He keeps plodding through the agenda. When will
obsessive, chained to rules he figure out we’ve already discussed every item, just
and schedules not in the order he planned?”
Precision Wants or gives too much “If she asks me one more trivial question, I think I’m
information, acts like a going to scream. How much data do we need before
“know-it-all” we can make a decision?”
Technical Antisocial, aloof, “He always goes off by himself when we’re trying to
Reasoning disinterested work together as a team. It’s insulting. It’s like we’re
not good enough. It’s time Mr. Aloof worked with us
and shared his thoughts. After all, we can’t read his
mind.”
Confluence Scattered, undependable, “What was that about? I can’t keep up with her train
irresponsible of thought. I think I heard some great ideas coming
from her, but she needs to connect them to the topic.
I’m exhausted just listening to her.”
These misconceptions might lead you to avoid working with certain people, limit yourself to
working with people exactly like you, or be prone to conflict when working with others. As a
result, you might miss out on the value that different Pattern combinations can contribute to
an endeavor. Unless you make the effort to understand and affirm what each Pattern brings
to an assignment, task, or project, you will experience Pattern bias and ultimately Pattern
conflict.
Strong-Willed learners are frequently targets of Pattern bias, particularly when they persist
in adopting a “my way or the highway” attitude. Consider Kohei (S20, P27, TR30, C31), for
example, who is looking to move up the ranks at his company. As a Strong-Willed learner, he
thinks his Use First Precision, Technical Reasoning, and Confluence Patterns could potentially
help his team in a number of areas. However, he has not attended to Pattern differences in
meetings or tethered his Use First Patterns—in the process, he has reinforced his coworkers’
perception that he is a “control freak.”
At a recent hastily called meeting, for example, Kohei didn’t bother to hide his frustration.
Thanks to his Use First Precision, he had already read an e-mail sent 5 minutes prior to the
meeting and thus knew what the meeting was about. Even though half the people in the
room had not yet read the e-mail, Kohei’s Use First Technical Reasoning wanted to move for-
ward with things. “Will this meeting ever end? What’s the point of this meeting? You already
Addressing Pattern Conflict Section 5.2
announced this in the e-mail!” he thinks. His Use First Confluence allowed his attention wan-
der; Kohei ignored his colleagues because he felt he already had all the information. It was
only when the person sitting next to him nudged him that he realized his supervisor had just
asked him a question and people were waiting for his answer. It was clear that they had been
paying attention and that he had not.
In addition to negatively affecting your willingness to accept and work with others, Pattern
bias also affects others’ perception of you and your professional potential. Kohei’s lack of
self-regulation may affect his chances at being promoted. Because Kohei is not self-aware or
intentional, he has not earned his coworkers’ respect and continually misses opportunities to
be a leader.
Pattern Miscues and Misfits
It is possible to prevent Pattern bias from escalating into conflict, especially if you learn to
avoid Pattern conflict during a task. Typically, Pattern conflict is sparked by what is known as
a Pattern miscue, which is the concern and discomfort you feel when you encounter some-
one using a Pattern to a different degree than you do. Say, for example, that you and your
friend are trying to decide on the quickest, safest route to your vacation destination. You Use
Sequence First and are ready to follow what your map app has designated as the best route.
Your friend, who Avoids Sequence, dismisses map apps and says she knows a shortcut that
will save you 10 minutes.
In this situation, both you and your friend’s Patterns will sense the miscue—that spark of
awareness that things are not working as smoothly as you first thought—but miscues are
often not clearly identified or overtly stated. It is important to say the Pattern miscue aloud so
together you can work through the difference in Pattern perspective. Left unattended, a Pat-
tern miscue—or a critical mass of Pattern miscues—can explode into Pattern conflict. Recur-
ring negative experiences—whether unacknowledged miscues or explicit conflict—may
cause you to slide into Pattern misfit.
Pattern misfit is the belief that you cannot work or perhaps even associate with someone
because of how he or she approaches tasks. When people experience Pattern misfit, they
allow the difference between their and others’ Patterns to dictate their social and work
behavior. Instead of sitting down and discussing what each person’s Patterns brings to the
relationship or task, those who are locked into Pattern misfit believe that nothing can change
because their Pattern differences are set and inflexible. When Pattern misfits are ignored,
they can lead to full blown cases of Pattern conflict. It is important to note that while Pattern
bias can prompt miscue, misfit, and conflict, Pattern miscue, misfit, and conflict can also feed
and shape attitudes toward and bias against other Patterns and use levels.
Pattern conflict externalizes Pattern miscues and misfits in the form of anger and arguments.
Pattern conflicts upset relationships, stymie work flow, and disrupt the work, social, home, and
school environments. Pattern conflict in the workplace often flares up when a task becomes
challenging and teammates get stressed. Stress fans the flames of Pattern conflict and makes
it difficult to extinguish the confrontation. On the other hand, if you identify Pattern miscues
as they occur and self-regulate before they become Pattern misfits, you can avoid most Pat-
tern conflicts and improve both your personal relationships and work environment.
Addressing Pattern Conflict Section 5.2
Consider the case of Joel, an office intern with only 2 weeks’ experience. Joel was asked to
train Kate, one of the company vice presidents, on the office’s new software program. Kate
was notorious for being difficult to train on such matters. In fact, Joel had been assigned to
train Kate because two seasoned IT trainers had already refused to work with her after pre-
viously unsuccessful attempts—a classic case of Pattern misfit. To everyone’s surprise, Joel
trained Kate in 1 day.
Joel, being Pattern aware, realized that the other trainers had not allowed Kate to use her
Patterns. He knew the other trainers had made her watch them as they demonstrated how
to use the software. Although Joel didn’t know Kate’s actual Pattern scores, Joel sensed a Pat-
tern miscue had occurred. Joel’s Pattern-based strategy was to limit his training to essential
administrative processes and then let Kate play around with the program until she felt com-
fortable using it. Joel stayed in her office and worked on his laptop so she could ask him ques-
tions as needed.
In the end, Kate was much happier because she could figure the software out for herself and
make mistakes on her own, without someone standing over her pointing out her errors. The
other trainers’ lack of Pattern awareness caused them to micromanage the training process,
which resulted in frustration, miscommunication, and Pattern misfit. Joel zeroed in on what
hadn’t worked and decided to take another approach that was clearly more in step with how
Kate learned.
How to Combat Pattern Bias and Conflict
Unless you invest in understanding and addressing the source of Pattern bias and conflict,
they are likely to negatively impact your career and life. Pattern bias and conflict are best
detected by using your Pattern awareness to consider the following questions:
• Which of my Patterns is causing me to feel unease?
• What can I do to repair the disconnect between my Patterns and my coworker’s
Patterns?
• How can I use my knowledge of Patterns to lower my frustration, respond with
intention, and reduce the chances of conflict?
The key is to understand and value all Learning Patterns for what they can contribute—not just
the ones with which you are most comfortable. One way to develop empathy and understanding
of others’ Learning Patterns—which in turn decreases the likelihood of Pattern bias—is to
develop a supportive working relationship with them (see the following Tips & Tools box).
Tips & Tools: Matching People and Patterns to the Task
Whether you are a peer, mentor, employee, or supervisor, you will likely find yourself work-
ing with someone whose Patterns don’t match the task at hand. In these cases, you will need
to use strategies that are specially designed to help achieve a high-quality outcome without
compromising the task itself.
(continued on next page)
Developing Soft Skills Section 5.3
Tips & Tools: Matching People and Patterns to the Task
(continued)
If Sequence is required but the person does not intentionally use Sequence, try the following:
• Check if he or she understands the directions before beginning the project.
• Develop an outline of the steps that need to be completed.
• Review the project timeline and emphasize the need to adhere to strict deadlines.
• Provide a sample of the expected product or outcome for him or her to study.
If Precision is required but the person does not intentionally use Precision, try the following:
• Emphasize that it is important to verify that the information submitted is correct
and complete. Double and triple check the accuracy of important details prior to
submission.
• Require a brief explanation of the facts, dates, and events provided, including the
source, context, and relevance of information to the project.
• Ensure he or she focuses on gathering information pertinent to the project and doesn’t
waste time on unrelated details.
If Technical Reasoning is required but the person does not intentionally use Technical Reason-
ing, try the following:
• Provide a comprehensive explanation or model of what the product should look like
and how it should function.
• Break down the project or work task into doable segments. Explain the phases involved
in completing each part. Encourage him or her to take notes and ask questions.
• Encourage him or her to consult and interact with others. Do not isolate him or her
from the other teammates.
• Use available technology to connect remote teammates.
If Confluence is required but the person does not intentionally use Confluence, try the
following:
• Pose probing questions to help him or her flesh out ideas and alleviate concerns about
starting a brand new project that has no precedent.
• Encourage brainstorming and give him or her time and space to come up with
unique ideas.
• Help him or her embrace “successful failure.” Emphasize that hiccups are learning
opportunities.
• Provide frequent and encouraging feedback on ideas as the task unfolds.
5.3 Developing Soft Skills
Pattern awareness is more than being able to detect the presence of Pattern bias or conflict.
It also involves being able to contribute to the development or refinement of interpersonal or
soft skills, which are key to your success both inside and outside the classroom.
Soft skills are those skills that characterize your relationships with other people or dictate
how you approach life and work. They are developed over time and with practice, and cannot
Developing Soft Skills Section 5.3
be learned simply in a college class. The good news is that with some self-awareness, you can
identify where to focus your energy. Every interaction you have is an opportunity to practice
your soft skills.
Think back to when you were a child. In
addition to getting a report card with
letter grades, you probably also got
comments such as “Works well with
others” or “Has difficulty turning work
in on time.” While those comments
didn’t impact your final grades, they
did influence your ability to function
as a productive member of your class.
What you might not have known at the
time is that your teachers were helping
you develop soft skills. In adulthood,
these basic childhood lessons manifest
Monkey Business Images Ltd/Monkey Business/Thinkstock themselves as the soft skills of inter-
Developing soft skills, such as collaboration, personal communication, integrity,
flexibility, and professionalism, will help you collaboration, flexibility, responsibil-
land jobs and further your career. These skills ity, and professionalism.
are important if you are to communicate well and
present yourself professionally.
Unlike hard skills, which are connected
to a specific knowledge base, soft skills
cut across all careers, serving as the mortar that bonds the building blocks of education, expe-
rience, and self-awareness into a well-structured career. Many college students and profes-
sionals fall into the trap of thinking they need only hard skills—job-specific knowledge—to
further their career, when often it is soft skills that can make or break their advancement and
expand or limit their potential.
Companies are also beginning to recognize that hiring employees with established soft skills
better positions them to innovate and perform and create cultures with high morale. Consider
choosing a doctor. Would you rather see (or be seen by) the one who takes time to explain
and listen to you or the one who just hands you a prescription and tells you to call the nurse
with questions? “It’s a cliché that people are hired for hard skills and fired for soft skills,” said
management consultant Bruce Tulgan. “But without [prioritizing soft skills], companies can
encounter more internal conflicts, have customer service suffer and see good people leave”
(as cited in Feffer, 2016, para. 10).
Recruiters and employment experts are reporting a “soft skills gap” among job candidates
(Feffer, 2016). Developing yours can help you stand out from the crowd and improve your
relationships with those around you.
Key Soft Skills
Four soft skills vital for professional success (National Association of Colleges and Employers,
2016) are
Developing Soft Skills Section 5.3
• effective interpersonal communication,
• a strong work ethic,
• a leadership presence, and
• the ability to work collaboratively as a team.
Let’s take a more in-depth look at these four soft skills.
Interpersonal Communication
Effective communication involves exchanging information, meanings, and feelings; monitor-
ing and modifying language to facilitate understanding; and accurately translating thoughts,
feelings, and ideas. It requires active listening and responsive speaking.
Successful communication takes into consideration three things: the awareness of the sender,
the readiness of the receiver, and the intention of the message. The cardinal rule of interper-
sonal communication is, “Don’t assume that the person to whom you are speaking under-
stands what you say.” When you hear yourself saying, “That’s what you may have heard, but
that’s not what I meant,” there has been a communication problem.
Effective communication involves
articulating your message in a way the
recipient can understand. It requires
you to focus on conveying your mes-
sage in the most appropriate manner.
Cultural differences, demographics,
language differences, emotional barri-
ers and taboos, physical barriers to
nonverbal communication, and differ-
ences in perception and viewpoint are
some of the many factors that can
affect interpersonal communication.
Knowing how your Learning Patterns
LightFieldStudios/iStock/Thinkstock
influence the way you communicate
While speaking with family, friends, or coworkers,
with others may help you overcome
it is important to keep in mind that each person has
some of these barriers. For example,
a different set of Learning Patterns. Tethering or
your Sequence shapes your message’s
forging your Patterns to match someone else’s can
logic and direction, while your Preci-
be an effective way to communicate.
sion dictates your choice of words and
your message’s length. When the lis-
tener cannot follow the speaker, or vice versa, he or she misunderstands the message and the
other person’s intentions.
Effective communication is essential to the workplace (Bortz, 2017), but it is equally impor-
tant within the home. In fact, your home setting is a good place to practice and hone your
communication skills. Jane, who Avoids Precision and is Use First Confluence (S24, P09, TR30,
C31), uses her understanding of herself and her daughters to attend carefully to their conver-
sations. Jane has to forge her Precision to listen to her oldest daughter (who is Use First
Developing Soft Skills Section 5.3
Precision) elaborate at length about what hap-
pened at school. With her Strong-Willed middle “A true dialogue does not aim at
daughter, who Uses Technical Reasoning First, persuading the other one, nor delud-
Jane again needs to forge her Precision to ask ing him, nor simply dumbfounding
specific questions that pull out the details of her him. We enter into dialogue in order
daughter’s day. Conversations with her youngest to find something out together.”
daughter are much easier, as Jane’s youngest
shares Jane’s Use First Confluence. Jane explains, —Sallstrom, 1991, p. 28
“Even if I’m busy and can’t catch every word or
detail my youngest is saying, because of the Con-
fluence we have in common, I can and do connect to the big ideas of her day. Three daughters,
three sets of Patterns, and I need to listen, understand, and respond to each. Fun and exhaust-
ing most evenings!” (personal communication, July 9, 2015).
Strong Work Ethic
An employee who has a strong work ethic helps his or her organization achieve its goals. The
primary components of your work ethic include integrity, your sense of responsibility, the
quality of your output, and discipline.
• Integrity. People with integrity foster trusting relationships with clients, coworkers,
and supervisors. They give honest feedback and exhibit high moral standards. They
work hard and do good work because they want to honor the relationships they
have with others.
• Sense of responsibility. People with a strong sense of responsibility take ownership
of their job performance, show up on time, put in their best effort, and complete
projects to the best of their ability.
• Emphasis on quality. People who emphasize quality work to create the best possible
outcome in any task, striving for excellence rather than merely churning out work to
meet a deadline.
• Discipline. People with good discipline stay focused and complete assignments (Hill,
2016).
Developing a strong work ethic has a lot to do with your conscientiousness and moral values.
However, if you understand your Patterns, you will have good insight into what motivates you,
engages you, and prompts you to work hard.
Leadership
At its heart, leadership is the act of guiding and directing others. But if the volume of books
and articles on the subject is any indication, good leadership is far more complex and often
elusive. No single comprehensive description of leadership exists. What we do know is that
leadership requires energizing and motivating others to move forward. Successful leaders
help to create an inspiring vision of the future. They encourage people to innovate and take
reasonable risks, learn from mistakes, and apply new thinking.
Developing Soft Skills Section 5.3
Collaborative Teamwork
In any setting, it is important to be able
to work collaboratively as a member
of a team; to work well with others to
accomplish a goal. Teams can face a
number of different challenges. They
may experience a lack of clarity, trust,
accountability, time, motivation, and
so on (London & Mone, 2016). Some
teams are prone to what is known as
“groupthink.” They prioritize harmony
and conformity to the point that they
discourage disagreement (Janis, 1972, Littlehenrabi/iStock/Thinkstock
1982). Employers want individuals Collaborating with colleagues requires soft skills,
who can bring their talent, motivation, and teamwork and learning from coworkers
work ethic, and critical-thinking skills enhance these skills.
to collaborative work and thus make
the team environment more effective.
“In today’s global business environment, the companies that are best able
to thrive amid the often confusing economic challenges facing them will be
those with the ability to learn quickly and change course nimbly. If you are
interested in becoming a more flexible, adaptable, and successful profes-
sional, then understanding yourself as a learner is crucial.”
—Noreen C. Campbell, 2010, pp. xiii–iv. Used by permission.
It is important to note that the purpose of a team is not merely to finish a job but rather
to learn with and from each other. Members of any well-functioning team should be able to
problem solve together but perform alone. This dynamic serves a dual purpose: First, each
team member grows in knowledge and skills by learning from other team members; and sec-
ond, the organization as a whole is strengthened because skills and knowledge are not limited
to one person, but rather spread across teams.
The Patterns of Others
Being aware of your Patterns also supports your development of soft skills in that it helps you
understand other people. But how do you go about identifying other people’s Patterns? Ide-
ally, you should avoid guessing, but the skills you read about in Chapter 3—decoding, FITing,
and strategizing—can help you become aware of other people’s Patterns.
Understanding and responding to others begins with decoding their behaviors. If you hear
someone asking for additional directions, particularly step-by-step ones, it is likely that per-
son uses Sequence at the Use as Needed level or higher. If a person doesn’t attend to details
Developing Soft Skills Section 5.3
and is less interested in learning via the written word, it is likely he or she Avoids Precision.
Remember Frank, whom you met at the beginning of this chapter. While Frank already pos-
sessed some soft skills that were honed over years of interacting with others, his Pattern
awareness helped him understand why he sometimes took issue with his boss’s and cowork-
er’s behaviors.
Table 5.2 outlines some questions you can ask to identify someone’s Use First Pattern, as well
as ways you might support him or her in the workplace. Use these Pattern-based insights with
intention when you interact with others. Remember that it is your responsibility to regulate
your Pattern use accordingly (see the discussion of FIT in Chapter 3) and to develop strategies
for relating to others or helping them be part of a group or team effort.
Table 5.2: Identifying and supporting other people’s Patterns
Reflective questions to help you identify Actions you can take to support high
Pattern others’ Patterns levels of use
Sequence Who insisted on following the directions • Provide opportunities—such as group
and suggested developing a plan before you discussions—to share and compare
began? Who neatly arranged the task items thoughts.
or materials? Who cleaned up without being • Provide agendas and outlines of the
told? topics being discussed.
Precision Who kept asking specific questions or look- • Ensure there is time for questions and
ing for more information? Who took notes? clarifications, whether during group or
Who explained the project or wrote down one-on-one communication.
the explanation of the group’s product? Who • During group presentations, provide
spoke up without being asked and gave hard copy or digital handouts, visuals,
the most detailed explanation of what was and formatted notes that leave space
accomplished by the group? for additional comments to be made.
• Help others focus on the important
points so they do not get lost in the
details.
Technical Who offered the least verbal explanation • Understand that one-on-one meetings
Reasoning while remaining on task? Who was fasci- that feature face-to-face contact in a
nated by the project’s mechanical or techni- relaxed setting will work best.
cal aspects? Who appeared to prefer to work • Avoid forcing individuals to make
alone or to take charge and handle the task impromptu speeches in a public or
by him- or herself? Who played with the open office forum.
gadgets? Who built the actual presentation • Provide interactions in small groups
or end product? where trust can be more easily
established.
Confluence Who generated the most ideas? Who kept • Encourage free-flowing ideas
wanting to start over? Who wanted to ignore unrestricted by an agenda.
the directions and proceed in a “different” • Keep an open mind and avoid critiquing
manner? Who kept interrupting the work suggestions until all ideas are given.
with “just one more idea” right up until the • Encourage small-group discussion so
task was completed? no single person dominates or inhibits
the participation of others.
Charting Your Future Section 5.4
Keep in mind that identifying a single Pattern does not mean you have total insight into a per-
son’s Pattern combination. However, even minimal understanding can help you forge a more
meaningful connection and build a more productive relationship.
5.4 Charting Your Future
In this section, you will think about your Patterns in the context of your future plans. You will
consider what it means to develop a personal vision. What is important to you? Where do you
want to be? You will learn how to ensure that where you’re headed is indeed where you want
to go and how to make sure your Patterns align with the goal. Finally, you will think about how
to meaningfully share your vision and goals with others, either because you are interviewing
for a job or because your manager, spouse, friend, or mentor will be instrumental in helping
you achieve your goals.
You are complex—but you are understandable. If you take the time to learn about yourself
and your colleagues, listen to those around you, and help others understand how you affect
one another, you will gain insights that will shape your current life and carry you into the
future.
By approaching others in a forthright manner, saying, “This is who I am and this is how I make
sense of the world around me,” you will open the door to authentic communication and make
clear your social awareness and willingness to work with others. In doing so, you demon-
strate that you are living your learning potential and invite others to do the same.
Developing a Personal Vision
Close your eyes and envision living your
life with more intention. How is it similar “Your personal vision statement is the
to your current life? How is it different? light shining in the darkness toward which
What is your sense of self as a learner? As a you turn to find your way.”
leader? What is your relationship to others?
What have you achieved? What do you find —Susan M. Heathfield (2016, para. 1)
most satisfying about your life?
Your answers to such questions are part
of your personal vision, which shapes your goals and influences your decisions. To help you
achieve this future, it is important to clearly articulate and define that vision, often by crafting
a personal vision statement.
A personal vision statement captures who you would like to be and what you would like
to do in the future. It can help you live your life with intention and provide direction and a
focal point for your efforts. Composing a personal vision statement helps you grow your self-
awareness and moves you closer to living your potential.
Charting Your Future Section 5.4
To create a personal vision statement, you begin not with writing but with visioning. As Col-
lins and Porras (2004) state, “A personal vision must embody the core ideology of the indi-
vidual first and foremost as a deep conviction” (p. 222). As you envision your future, aim to
accomplish the following:
• Identify audacious goals.
• Pinpoint what you need to nurture your development and anchor your persistence.
• Declare the driving force that compels and emboldens you to make a difference in
the world.
Your personal vision statement should
connect your values, education, and
experience to the future you envision.
While it is easy for your Precision to
get caught up in choosing exact words
to express your goals, do not lose sight
of the fact that your statement should
express your passion for achieving
your vision and your conviction that
you can attain it. Your statement
should be compelling, energizing, and
engaging.
Ridofranz/iStock/Thinkstock
Your Sequence may be skimming this Creating a personal vision statement is important
section, looking for examples of per- for setting goals, pinpointing areas for development,
sonal vision statements to help get you and declaring what drives you to make a difference
started writing yours. However, creat- in the world.
ing a vision statement is an individual-
ized process. Each person’s statement
will sound and look unique. Use this as an opportunity to unleash your Confluence—visualize
the future and create a statement that is unique to you and your aspirations.
Regard yourself as building a statement that “illuminates your way” (Heathfield, 2016, para.
1) and guides your career development. You may want to frame your statement and put it
somewhere you see it every day. It can serve as a helpful reminder on days when you are
struggling to complete a difficult assignment or when you generally feel like life is crowding
out your vision and dampening your determination.
Refining Your Career Path
Equipped with your personal vision statement and knowledge of your Learning Patterns, you
are ready to begin setting goals and figuring out where you want to go. Let’s return to Frank,
from the beginning of this chapter. Frank put together his personal vision statement early in
his academic career and also made early use of his university’s career development services
(see the Tips & Tools feature box for more suggestions). Taking these steps enabled Frank to
use his time in school more productively.
Charting Your Future Section 5.4
One of the first things Frank did was to start decoding various job descriptions related to logis-
tics, such as supply chain and procurement and transport manager. Ultimately, he was able to
determine that his interests, skills, background knowledge, and Learning Patterns (S30, P28,
T20, C23) were a good match for his day-in-day-out work as a supply chain/logistics manager.
Frank now had a specific goal and was able to build a viable career development plan to make
sure he had the required knowledge, skills, and educational background. Frank has become
an intentional learner and professional who regards his Learning Patterns as an ever-present
self-awareness tool that enhances his life and results in more productive personal and profes-
sional outcomes.
You may not intend to start a new career or find a new job like Frank, but you too can use what
you know about your Learning Patterns to map out your future. Perhaps you are angling for a
promotion or want to move into management. Perhaps you want to redefine or expand your
current role. Whatever your goal, make sure your Patterns align with your future plans. Some-
times people are promoted based on how well they perform their current job, rather than
whether their skills and abilities are relevant to the higher position. You might be great at
what you do, but not so great at managing people. You might love working outside with your
hands, but being promoted will require you to be stuck in an office doing paperwork all day.
Or, you might prefer to work independently and alone, and once promoted you will be asked
to constantly attend meetings and make presentations. In fact, it is possible for people to be
promoted to the highest level of their incompetency (known as the Peter Principle). Although
they did excellent work in their original job, upon being promoted they find themselves in a
position that is beyond their skill level and a significant mismatch to their Patterns. There-
fore, it is vital you be certain that your skill set, Pattern combination, and communication and
social skills match the vision you are seeking.
Once you have identified a match between your Patterns and a job description, you need to
translate Pattern terminology into the language of marketable skills. When discussing this
match with others, it is important to demonstrate what interpersonal, social, and work skills
you possess, particularly if you are speaking with a potential employer.
If your Patterns do not match a job’s specifications, do not force or reconfigure them so they
do. Represent your vision, experience, knowledge, and value-added workplace performance
skills accurately. If you are granted an interview, draw attention to the fact that you have a
strong awareness of yourself as a learner and know how your learning behaviors contribute
to the workplace environment.
Even if your first attempt to achieve your goal is not successful, do not give in to negative
thoughts. After all, you will also be judged on how you react to disappointment should another
opening occur. Develop personal, Pattern-based strategies to help you cope with the outcome,
and use your self-awareness to lay the groundwork for the next opportunity.
Conclusion
Tips & Tools: Developing Your Career Effectively
• Start early. It’s never too soon to start gathering information to shape your career path.
Frank’s success can be attributed to the fact that he started early in his course work.
Starting early doesn’t mean you lock yourself into a specific plan; it simply enables you
to be efficient with your time. It also better prepares you to take advantage of any
opportunities that might unexpectedly arise.
• Take advantage of your university’s career services department. Many universities offer
career counseling that can provide career-related guidance and coaching, job search
assistance and advice, professional
development, skills and personality
assessments, interview preparation,
and résumé and cover letter writing
workshops or review.
• Become an intentional job seeker. Gather
information about careers from people
who have firsthand experience with
them. You can ask to shadow someone
in the workplace or request an infor-
mational interview, which involves
talking with someone who is currently
Rawpixel/iStock/Thinkstock
employed in your field of interest. Net-
working is key. Not everyone you meet Networking can offer opportunities to meet
will have the hiring power to advance people in your field of interest or who work at
your career, but they can be a link to companies where you aspire to work.
valuable information and career advice
or steer you toward other kinds of valuable opportunities.
• Look to your Patterns and critical-thinking skills to develop your cover letter and résumé.
Make sure your résumé is tailored to the position and accurately represents your expe-
rience. Use descriptive words that authentically match your Patterns, goals, skills, and
history. Take a risk (Confluence) and share your cover letter and résumé with profes-
sionals who work in your desired career field. Solicit their feedback and use it to help
you think critically about how to best articulate your thoughts (Precision) and present
yourself during an interview. Give yourself time to rehearse and reflect on your readi-
ness (Sequence).
• Check your digital presence. Look over your social media accounts to ensure they pres-
ent you as a professional. Thoughtfully edit photos and comments and monitor your
accounts. Check that your voicemail greeting sounds professional. Periodically search
for your name online. If you find something that threatens your reputation, request that
the content be removed. Creating a LinkedIn profile is also a great way to get noticed
in the digital space. Once created, this profile will need to be monitored and updated to
keep it accurate and up to date.
Conclusion
From the opening pages of this text to its concluding thoughts, you have been challenged
to become an intentional learner who is able to respond to the complexities of education
in the 21st century. Each chapter of this text has emphasized that your success is contin-
gent on your ability to develop as an intentional learner. Your goal is not to be a passive
Conclusion
and indiscriminate absorber of information, but rather an active participant in the learning
process, with a clear purpose and an evolving plan to achieve certain goals.
You have opened your mind to grow, change, and develop. You know who you are as a
learner and how your thoughts, actions, and feelings determine the effort you put forth to
think, read, and write critically. You know how to persist in overcoming learning challenges
by listening to your Patterns, and you respond to them using personalized strategies. Finally,
you have gone beyond the classroom and know how to use your Patterns to live your poten-
tial in every aspect of your life.
The challenge that now confronts you is how to stay invested in using your Learning Pat-
terns with intention. The answer is: Live your potential every day. A life skill such as inten-
tional learning is not mastered solely through reading but by active use. It requires inten-
tion, persistence, and grit. Every time you take on a new assignment, whether it be personal,
professional, or academic, decode it and use the metacognitive steps to help you delve
deeper. Use your Learning Patterns to devise strategies to wrap your mind around the
material and achieve a new depth of understanding. The results of your investment are life
changing.
My Personal Vision Statement
Use what you know of your Learning
Processes to resolve interpersonal issues,
work more effectively with others, and “I research, write, and teach. My faith bol-
set goals that shape your continuing sters my determination to help learners
professional development. Use your Pat- strive to succeed in learning. I endeavor
tern awareness to operate with intention; to awaken a sense of value and purpose in
doing so will help you succeed as a family all learners, and I work every day to push,
member, student, employee, and member
of your community! These, then, are the pull or tug all learners across the goal
rewards you can look forward to as a result lines they’ve set for their lives.”
of your intentional efforts to learn.
—Christine A. Johnston, Intentional Learner
This is not the end of your learning adven-
ture. It marks the beginning of your even
greater commitment to invest personal and professional energies to learn with greater and
greater intention.
Discussion Questions
1. What would be most helpful in helping you find direction regarding your life’s
work? A career development plan? A personal vision statement? Some combina-
tion of both?
2. Contemporary workers expect to be employed in 7 to 10 jobs over the course of a
lifetime, and these jobs might be in 2 or 3 different fields. How can you use your
Learning Patterns, skills, knowledge, and experiences with intention to remain rel-
evant, current, and competitive in your chosen career?
3. What soft skills are vital to achieving professional success? Which of these skills
have you already mastered? Which remain underdeveloped? How do intention and
grit fit into your plan for developing these skills prior to completing your academic
course work?
Conclusion
Additional Resources
Ashford University. (n.d.). Career services at Ashford University. Retrieved from https://www.ashford.edu/
online-learning-experience/student-support/career-services
Ashford’s University Career Center offers resources for every phase of career development. Specific
resources involve exploring career options, creating work samples, and polishing a résumé. Career
Services specialists encourage students to contact Career Services during the first year of enrollment.
Johnston, C. (2010). Finding your way: Navigating life by understanding your learning self. Glassboro, NJ:
Let Me Learn.
This quick read is aimed at self-starters who are unsatisfied with their work performance and seek
to better understand themselves in order to change, grow, and achieve better results. Its stories and
accompanying exercises introduce the Let Me Learn process into the workplace.
Petty, G. (1993). Occupational work ethic inventory. University of Georgia. Retrieved from http://workethic.coe
.uga.edu/cgi-bin/new_owei/owei.pl
This free online 50-item inventory will provide you with three different scores: interpersonal skills, ini-
tiative, and dependability. It is easy to complete, and although developed over 20 years ago, it remains a
mainstay of work ethic research.
Woodcock, B. (2015). 8 steps to improve your social awareness. LinkedIn. Retrieved from https://www.linkedin
.com/pulse/8-steps-improve-your-social-awareness-bob-woodcock-mba
This how-to guide provides practical advice and step-by-step plans for how to develop the soft skill of
social awareness. It is easy to read and absorb.
Key Terms
Pattern bias The erroneous belief that one Pattern misfit The belief that you can-
Pattern is better or worse than other Pat- not work or even associate with a person
terns at accomplishing a task. because of how he or she approaches tasks.
Pattern conflict Negative interactions that personal vision statement A statement
occur due to pronounced Pattern differ- that captures who you would like to be and
ences or the failure to communicate about what you would like to do in the future.
Pattern differences; the feeling of anger that
occurs when one or more of your Patterns soft skills Skills that characterize your
are challenged or deemed less capable. relationships with others and how you
approach life and work.
Pattern miscue The feeling of concern and
discomfort when you encounter someone
who uses a Pattern to a different degree
than you do.
Glossary
academic integrity policy A set of moral critical thinking The act of using logic and
and ethical standards set by universities that reasoning; an ongoing quest to improve how
students are expected to follow regarding you think.
plagiarism, cheating, or general conduct,
especially in the areas of research and critical writing The act of writing your
writing. thoughts, opinions, perspectives, and argu-
ments in a clear and logical way.
Avoid LCI scale scores that range from 7 to
17 for a certain Pattern. Learners will feel decoding Analyzing a task to determine the
stress whenever asked to use that Pattern degree to which each of the four Patterns is
unless they have specific strategies for required to complete it successfully. Used
working with it. as a way for learners to determine how to
apply their Patterns (i.e., tether, intensify, or
brain–mind connection The relation- forge their use).
ship between the physiological structure of
the brain, which processes stimuli in each defining decisions When a person uses
human body, and human consciousness, reason to determine right and wrong things
which is not physically limited. to do.
brain–mind interface The patterned Dynamic A Pattern combination for a
processes that operate as a filter of stimuli learner who uses one or two Patterns at the
passing from the brain to the mind. These fil- Use First level and any other combination
ters welcome, inhibit, or limit the movement of Avoid or Use as Needed for the remaining
of stimuli as they seek to enter the work- Patterns.
ing memory to be translated into language,
numerals, and so forth and are directed into FIT An acronym that stands for forge,
any number of memory channels, where intensify, and tether; the act of matching an
they are stored for later retrieval and use. individual’s Learning Patterns to a specific
task by using personal strategies to forge,
Bridge A pattern combination for a learner intensify, and tether those Patterns to the
whose four LCI scale scores all range from specific level of use required by the task.
18 to 24 and who can apply each Pattern on
a Use as Needed basis. fixed mindset A mindset based on the
belief that our ability is fixed at birth and
Confluence The Learning Pattern that needs to constantly be proved. Failure
describes the way we use our imagina- implies we are not smart, talented, or
tion, take risks, and brainstorm ways of successful.
approaching things in a unique manner. Con-
fluence allows the learner to fit disparate forge To increase the use of a specific
pieces of information into the big picture. Learning Pattern that an individual usually
Avoids.
critical reading The act of digging deeply
into a text and thoughtfully identifying the grit The degree to which we demonstrate
message of the prose, the quality of the ferocious determination, resilience, hard
research, and the accuracy of its content. work, and a laser-like sense of direction.
Glossary
growth mindset A mindset based on the Learning Processes See Learning Patterns.
belief that our ability and talent can be
developed through learning. We can actually Let Me Learn (LML) Process A system for
grow our potential through failing and learn- developing intentional learners that includes
ing from our failures. (a) the Interactive Learning Model theory;
(b) a conceptualization of the brain–mind
incubation of thought The process of interface; (c) an instrument (the LCI) that
allowing the mind sufficient time to deter- captures the extent to which an individual
mine the most appropriate way to respond uses of each the four Learning Patterns; (d)
to incoming stimuli and to process that a glossary of descriptive terms that identify
stimuli more slowly. discrete actions used when learning; and
(e) a set of tools to help the learner success-
intensify To increase the use of an individu- fully complete a learning task, including the
al’s Use as Needed Pattern. personal learning profile, which is discussed
in Chapter 2, and the word wall, the meta-
intentional learning Using a clear educa- cognitive steps, and the strategy card, which
tional goal, a laser-like learning focus, grit, are discussed in
and a growth mindset to drive your Learning Chapter 3.
Patterns to achieve success on every assign-
ment and assessment. metacognition Traditionally, thinking
about one’s thinking. In the context of LML,
Interactive Learning Model (ILM) The the ability to hear the talk (sometimes called
simultaneous mental operations (thoughts, internal chatter) among one’s Learning Pat-
actions, and feelings) that interact within terns and respond to it by using personal
each of a person’s four Learning Patterns as strategies to intervene and respond.
learning is taking place.
mindful Using the mind to attend, focus,
learning The process of taking in the and respond to stimuli with intention rather
world around us and making sense of it so than instinct.
we can respond efficiently, effectively, and
appropriately. nontraditional student A college student
who is not a recent high school graduate or
Learning Connections Inventory (LCI) A necessarily taking classes full time; exam-
two-part, 28-question, self-report tool with ples include students who work full time,
three open-response written questions that are returning to school after a period away,
can identify an individual’s combination of are attending classes part time, or have
Learning Patterns. dependents.
Learning Patterns A set of four distinct participatory learning The many ways
components that work simultaneously and that learners (of any age) use new technolo-
act as filters to determine the degree to gies to participate in virtual communities
which stimuli pass from the brain to the in which they share ideas, comment on one
mind. Each Learning Pattern performs a spe- another’s projects, and plan, design, imple-
cific learning function within an individual. ment, advance, or discuss their practices,
Each Learning Pattern is named for the role goals, and ideas.
it plays within the learner’s mind: Sequence,
Precision, Technical Reasoning, and Conflu-
ence. Also known as Learning Processes.
Glossary
Pattern bias The erroneous belief that one self-regulation A set of self-management
Pattern is better or worse than other Pat- skills that include conscientiousness, self-
terns at accomplishing a task. discipline, and perseverance, as well as
being able to consider the consequences of
Pattern conflict Negative interactions that actions when making decisions.
occur due to pronounced Pattern differences
or the failure to communicate about Pattern Sequence The Learning Pattern that needs
differences; the feeling of anger that occurs to organize, plan, and complete work assign-
when one or more of your Patterns are chal- ments without interruption, using clear
lenged or deemed less capable. instructions as well as a time frame in which
to check one’s work.
Pattern miscue The feeling of concern and
discomfort when you encounter someone soft skills Skills that characterize your rela-
who uses a Pattern to a different degree than tionships with others and how you approach
you do. life and work.
Pattern misfit The belief that you can- strategy card A document on which a
not work or even associate with a person learner writes specific actions he or she
because of how he or she approaches tasks. can take to forge, intensify, or tether cer-
tain Learning Patterns and complete a task
personal learning profile (PLP) A record successfully.
of one’s Learning Patterns described in one’s
own words; a way to translate the Pattern Strong-Willed A Pattern combination for
scores into an authentic, personal profile. a learner whose LCI scale scores are 25 or
more in at least three out of four Patterns.
personal vision statement A statement
that captures who you would like to be and Technical Reasoning The Learning Pattern
what you would like to do in the future. that describes the way we seek relevant real-
world experiences and practical answers.
plagiarism Using someone else’s language This is the Pattern of the fewest words. It
or ideas without acknowledging the source. emphasizes the ability to problem solve
using independent, private thinking and
Precision The Learning Pattern that seeks hands-on interaction.
information and details, asks and answers
questions, and researches and documents tether To restrain the use of a Use First
facts. Learning Pattern.
principled choices An individual’s actions Use as Needed LCI scale scores that range
based on beliefs, values, moral standards, or from 18 to 24 for a certain Pattern. Learners
long-held personal convictions. can use this Pattern when they need to, but
it isn’t the one they turn to first.
scale scores An individual’s numerical
LCI scale scores, ranging from 7 to 35 on Use First LCI scale scores that range from
each Learning Pattern, that indicate to what 25 to 35 for a certain Pattern. Learners are
degree an individual uses each Pattern; most comfortable with this Pattern and
typically expressed in the following order: naturally turn to it when they start a learn-
Sequence, Precision, Technical Reasoning, ing task.
and Confluence.
Glossary
word wall In the context of LML, a display working memory The part of memory that
of words used as a tool to help a learner translates stimuli that have passed through
decode. It is divided into four sectors, each the brain–mind interface formed by our
labeled with a different Learning Pattern Learning Patterns and turns it into symbolic
and a list of cue words that, when they representation (words, numbers, musical
appear in an assignment, indicate that that notes, and the like) and stores it for retrieval
Pattern is required. later.
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