Understanding the Different Pattern Combinations Section 2.6
When exploring your combination of Learning Patterns, it is always important to ask your-
self, “Is this me?” If your Pattern combination does not fall into the Dynamic, Strong-Willed,
or Bridge categories, then you most likely have a nonstandard combination and will want to
retake the LCI. A nonstandard combination is one that has an Avoid Pattern but no Use First
Pattern. Some examples include the following:
One Use as Needed and three Avoid (e.g., S22, P16, TR17, C14)
Two Use as Needed and two Avoid (e.g., S18, P20, TR11, C16)
Three Use as Needed and one Avoid (e.g., S23, P19, TR20, C12)
There are many reasons why these irregular combinations might arise. You may have been
tired when you completed the LCI and were unable to invest energy in completing it. You may
have been distracted when taking it. You may have worried that this was a test of your intel-
ligence or capacity to learn. Getting an accurate score on the LCI is also less likely to occur
when you have recently experienced one or more of life’s greatest stressors:
• A change in a personal relationship (death, birth, separation, or marriage)
• A change in work status (loss of job, start of new employment)
• A change in locale (move to new area or new home)
If you need to retake the LCI, clear your mind and focus on the task at hand. Remember that
this is not a test. Choose more specific responses for your answers. Once you have a standard
set of scores, you are ready to explore your combination of Learning Patterns.
Dynamic Learner
Dynamic is the combination of Learning Patterns that uses at least one Pattern at the Use
First level, while the remaining ones are any combination of another Use First, Use as Needed,
or Avoid. The majority (67%) of learners are Dynamic.
When your Patterns form a Dynamic configuration, you experience yourself shifting from the
use of one Pattern to another. You sense when you are moving from a Use First to a Use as
Needed Pattern. You feel the change based on your affective (emotive) response to the Pat-
tern, and you recognize how your level of confidence is being affected, particularly when you
move from your Use First Patterns to those you Avoid.
As a Dynamic learner, you can relate to others well and understand how they use their Learn-
ing Patterns. You can identify when a colleague or supervisor is shifting from one Pattern to
another when giving directions or when faced with an abundance of questions. You have a
strong sense of Pattern empathy and are able to sense when others in your work setting are
having their Pattern needs ignored.
Here is a Dynamic learner’s description of how his Patterns work:
John LoCrasto Jr. (Dynamic learner—two Use First, two Use as Needed):
Sequence 23 (Use as Needed)
Precision 26 (Use First)
Understanding the Different Pattern Combinations Section 2.6
Technical Reasoning 30 (Use First)
Confluence 23 (Use as Needed)
Used by permission of John LoCrasto.
John LoCrasto Jr. is a lead engineer for a large construction company, and large
is a key word in his job description. He supervises a large number of opera-
tors of large construction equipment, working on large projects—building
airports, bridges, dams, railway systems, and more. John’s Use First Techni-
cal Reasoning is apparent when he describes his childhood: “From early on, I
liked to use Technical Reasoning to learn. . . . I loved taking stuff apart and put-
ting it back together,” he recalls. “I found things to do after I’d get out of school
where I learned more in a hands-on way. . . . I liked working on my own.”
After a stint in the U.S. Navy, John worked his way up to lead engineer in a
large construction company. Technical Reasoning is the Learning Pattern John
uses most, but his Use First Precision also plays an important role in his work.
“Let’s say you’re operating a crane and setting steel,” he says. “You’re using
your skills to swing two workers 30 to 40 stories up in the air. You’re swinging
that piece of steel, and those workers are standing up there, and you’ve got to
make sure it lands where it’s supposed to!”
When he supervises other machine operators, John must give precise instruc-
tions. Giving exact instructions also involves his Use as Needed level of
Sequence.
John’s job also requires him to employ his Use as Needed Confluence, as engi-
neers must often view problems in new ways in order to solve them. “Some-
times,” John notes, “what it says on a plan doesn’t work out in the field, so you
have to ‘field-fit.’”
Strong-Willed Learner
Strong-Willed is the combination of
Learning Patterns that uses three or
more Patterns at the Use First level
and the remaining Pattern at the Use
as Needed or Avoid level. Thirty per-
cent of learners are Strong-Willed.
Strong-Willed learners seek opportu-
nities to lead rather than be led. Their
Pattern combination of three or more
Use First Learning Patterns positions
them to be their own self-contained
team.
Julief514/iStock/Thinkstock
Those whose Learning Patterns form a Strong-
Do your Patterns operate in a Strong- Willed combination tend to take leadership roles
Willed relationship? Do you experi- and would rather be in control of planning and
ence a high degree of determination decision making.
as a result of your multiple Use First
Understanding the Different Pattern Combinations Section 2.6
Patterns? Do you prefer to control the plan, the ideas, the talks, the decisions, the processes,
and the outcomes? If so, your Patterns are likely putting you into situations that make it dif-
ficult for you to work with others because you could (and would prefer to) do it all yourself.
As a result, you might be critical of those you perceive as not getting on board fast enough or
who fail to carry their load. You may struggle to recognize the difficulty that your approach
causes for peers, colleagues, family members, and teammates. You may also find it difficult to
understand the behaviors of those who have several Avoid or Use as Needed Patterns. This
gap in empathy can be a blind spot in your ability to lead others. Understanding yourself as a
learner and being aware of how your approach affects those around you is particularly impor-
tant when you have a Strong-Willed Pattern combination.
Bonnie Dawkins (Strong-Willed learner—three Use First, one Avoid):
Sequence 25 (Use First)
Precision 29 (Use First)
Technical Reasoning 07 (Avoid)
Confluence 30 (Use First)
Used by permission of Bonnie Dawkins.
Bonnie Dawkins has always wanted to be a teacher, helping children love learning as she
does. Today her Learning Patterns help her meet the demands of teaching sixth-grade
students. Bonnie’s Use First Sequence equips her to plan and organize her school year
and the children’s curriculum. Her Use First Precision drives her focus on ensuring that
all students “learn to read and read to learn”—she wants to make sure her students can
both decipher the words on the page and read for information and comprehension. Her
Use First Confluence helped her develop sophisticated book projects for her students to
work on.
Since learning about Learning Patterns in a graduate class, Bonnie has been a woman
on a mission, working to integrate the LML system into every aspect of the curricu-
lum, whether social studies, English language arts, math, or science. As a Strong-Willed
learner, Bonnie tends to try to do it all: “I can swoop down on a situation, plan it, drive
it, and attend to all the parts—including your role, which, if you want me to, I’ll design
for you.”
Bonnie’s efforts do pay off: Her students are now using personal strategies to guide their
learning and working together more effectively because they better understand them-
selves and one another as learners. However, Bonnie also has been known to become
exhausted and worry that there is “always more I can be doing.” She recognizes that she
must use her Strong-Willedness with intention and balance her role as a guide with her
desire to be in control. “I forget that I am not in charge of everything. I cannot control
every outcome. I don’t own their learning; I facilitate it.”
Bridge Learner
Bridge is the combination of Learning Patterns that features no Use First or Avoid but instead
consists of all four Patterns at a Use as Needed level. These learners are rare, making up only
3% of the population.
Understanding the Different Pattern Combinations Section 2.6
If all of your Pattern scores fall between 18 and 24, you have a combination of Learning Pat-
terns that bridge the difference between a Use First and an Avoid level of a Pattern, creating
the opportunity for you to work seamlessly to connect and solve learning challenges. When
your Patterns form a Bridge relationship, you are comfortable using all of them. While you
experience a difference between them, you feel no urgency to use one over another. Your Pat-
terns serve a helpful role by leading from the middle.
Frequently, Bridge learners will say things like: “I don’t need the spotlight; I just want to con-
tribute in my quiet way.” “I feel like a jack-of-all-trades and a master of none, but I find I
can blend in, pitch in, and help make things happen.” “I weigh things in the balance carefully
before I act.” “I encourage others rather than take charge of a situation.”
These learners are team catalysts who, by listening and interacting with others, bring people
closer to resolution while eliminating grandstanding and arguing. They use phrases such as,
“If I were you, I might consider. . .” and offer quiet alternatives rather than specific demands.
Of all the different roles a Bridge learner plays when working on a team, interpreter is most
important. Individuals who use a combination of Use First or Avoid Patterns often find it diffi-
cult to understand where the other is coming from. Their Patterns may conflict, causing a gap
in their understanding of one another. This is when the Bridge learner is especially helpful
to the team. The Bridge learner can relate to and therefore explain the thoughts, actions, and
feelings of one learner to another in a respectful way. The Bridge learner can close the gap of
understanding between learners with conflicting Patterns by bridging the distance between
their Use First and Avoid Patterns.
Connie Lindsey (Bridge learner—four Use as Needed):
Sequence 21 (Use as Needed)
Precision 23 (Use as Needed)
Technical Reasoning 24 (Use as Needed)
Confluence 22 (Use as Needed)
Connie Lindsey is an executive vice president at one of America’s leading financial
institutions. She heads a team of 90 individuals and is responsible for managing bil-
lions of dollars in clients’ assets. As a woman of color from a difficult socioeconomic
background, her success in the male-dominated world of finance is notable; her Bridge
Patterns enable her to interact successfully with investors, coworkers, and government
regulators.
Connie uses each Pattern in the Use as Needed range. In her work, Precision plays an
important role in ensuring accurate reporting. Confluence helps her interpret clients’
requests and meet their needs. “We depend to a large degree on our ability to see things
in new ways,” she said. Connie also recalls using her Technical Reasoning Pattern as a
student, as she has always preferred to work independently.
Connie describes her Patterns as acting as a “bridge” to bring people together; she has
encouraged others to contribute according to their own Use First ways of learning. Con-
nie learns—and leads—by listening to others, and she keeps everyone focused on the
group goal.
Building Your Personal Learning Profile Section 2.7
As an executive, Connie has observed firsthand that people learn in different ways. “It is
extremely important for leaders to recognize this in order to maximize the performance
of members of the team,” she says. “I usually ask questions that help me understand
their Learning Patterns, and I adjust to those to assist them in achieving team goals.”
2.7 Building Your Personal Learning Profile
Once you understand the different Patterns and the implications of various combinations,
you can examine your own Pattern combination and build a personal learning profile.
A personal learning profile (PLP) demonstrates your awareness of how you use each Pat-
tern. Your PLP takes note of your scores, your use level of each Pattern, and the type of learner
you are (Dynamic, Strong-Willed, or Bridge). More importantly, your PLP helps you articulate
how your mind works and how that causes you to feel and act in everyday life. For example,
if you are Use First Technical Reasoning, you might say, “I’m a person who doesn’t use many
words to say what I have to say.” Developing a PLP is the first step to owning your Patterns
because it requires you to translate your LCI scores into a description that is specific to you.
Take a look at the following annotated PLP for Brennan. Each part of his PLP is followed with
some further explanation.
Part 1: LCI results
Identify the type of
learner (Dynamic,
Strong-Willed, Strong-Willed learner
Bridge) you are in
the box provided.
Technical
Sequence Precision Confluence
Reasoning
Record your LCI 23 29 35 25
scores in the boxes
provided.
Record the level of use Use as Needed Use First Use First Use First
in the boxes provided.
Note that the level at which Brennan uses each Learning Pattern is indicated by his scores. Recall that the ranges
are as follows:
Avoid: 7–17
Use as Needed: 18–24
Use First: 25–35
Building Your Personal Learning Profile Section 2.7
Part 2: How I Use First, Use as Needed, or Avoid Sequence
(Write a paragraph of four to five sentences describing the degree to which you use this Pattern.)
USE AS NEEDED SEQUENCE:
I read directions if I feel the need to do so. Primarily I check to see if I have done this type of assignment
before. If I have had previous experience, I will ignore the directions and simply repeat what I did for the
previous assignment. If the task is new to me, I usually will take time to read through the directions carefully.
When it comes to following a schedule, I might jot down a brief to-do list. I see schedules as loose guides
rather than rigid determiners of what I need to do or when.
Like everyone, I see my time as valuable so I focus on doing important things. Picking up after myself does
not rank high, so it is not unusual for me to leave things where I last used them. For the most part I put my
tools back where they belong because I want to be able to find them when I need them.
I never take the time to make an outline when writing a paper. Simply listing my thoughts in the order I want
to include them in the paper works much better for me.
It is worth noting that Brennan created this PLP for a class assignment, which required him to use multiple sen-
tences to describe each of his Patterns. Brennan has Use First Technical Reasoning (TR35)—the Pattern that uses
the fewest words—so if he were making a PLP for his own use, he would likely use bulleted lists to talk about how he
uses each Pattern.
Part 3: How I Use First, Use as Needed, or Avoid Precision
(Write a paragraph of four to five sentences describing the degree to which you use this Pattern.)
USE FIRST PRECISION:
I take pride in knowing things. Sometimes I get myself into debates. I love to share the information that I’ve
learned and find it frustrating that sometimes I meet resistance when people confuse factual information
for my personal opinions. In addition, since I have so many interests, I consistently have insight to share on
a variety of topics. People sometimes find my deluge of information condescending, though of course that’s
never my intent. I’ll read 2,000 pages of plans and specs on the job, so I know I can deal with Precision—but
when it comes to writing, that’s a different thing.
Brennan knows a lot of things and can absorb a great deal of information. You may expect that with a Use First level
of Precision (P29), he would write more, but the fact that he is Use First Technical Reasoning (TR35) keeps him from
outwardly expressing all that he knows inwardly. Doing an assignment with a required number of sentences for
each Pattern frustrates him and stretches his patience.
Part 4: How I Use First, Use as Needed, or Avoid Technical Reasoning
(Write a paragraph of four to five sentences describing the degree to which you use this Pattern.)
USE FIRST TECHNICAL REASONING:
If I have a problem to solve, I’ll spend hours thinking about whatever is puzzling me. Mostly I keep my
thoughts to myself. When it comes to writing, it is painful, and I procrastinate. Usually the topics don’t inter-
est me, and I have to motivate myself to write about something that’s not relevant to me.
Brennan’s Use First Technical Reasoning (TR35) is centered on his interest in problem solving. This dominates his
approach to writing, even though he is Use First Precision (P29). He needs something to interest him if he is to be
motivated to complete a writing assignment.
Becoming an Intentional Learner Section 2.8
Part 5: How I Use First, Use as Needed, or Avoid Confluence
(Write a paragraph of four to five sentences describing the degree to which you use this Pattern.)
USE FIRST CONFLUENCE:
I don’t mind following rules, but I don’t like it when I’m given a specific question to answer, and I’m
restricted in terms of what I can write about. I prefer open-ended questions and being able to dig into my
hundreds of other interests. I like to improvise. I take risks, but they are usually well calculated because I do
not want to make a foolish mistake.
The fact that Brennan is Use First Confluence is tempered by his other Patterns. His Use as Needed Sequence makes
him willing to follow the rules and provides a framework to shape his Use First Precision written responses. His Use
First Technical Reasoning seeks relevance and a practical purpose for writing about a topic. He feels the fact that he
is Use First Confluence most when he finds himself restricted to doing only one type of written response, when in fact
he is much more attracted to writing about things that interest him.
A PLP can be a useful tool for applying your Patterns in everyday life and framing your out-
look on learning. It can help you strategically prepare to complete a challenging assignment
by reminding you who you are as a learner. It can also act as a home base to which to return
whenever you are called on to describe yourself as a 21st-century learner—whether to peers,
instructors, coworkers, employers, or supervisors.
If you wish to create your own PLP, consider revisiting the sections in this chapter that describe
each Pattern and jot down key terms and phrases that resonate with you. Take time to reflect
on how your Patterns play an important role in every aspect of your life. Your PLP should be a
thoughtful description of yourself and include language that is clear, vivid, and positive.
2.8 Becoming an Intentional Learner
Learning about your Patterns and identifying how you use them in everyday life can be an
insightful exercise. Maybe you now have a better idea of why you love making to-do lists;
maybe you finally understand why you struggle with lengthy writing assignments. It turns
out it is because you are more comfortable with one Pattern than another!
You have learned a lot about yourself thus far. But to be a truly intentional learner, you have
to take it a step further. Whether you are a Dynamic, Strong-Willed, or Bridge learner, it
is important to use your Pattern combination with intention. To do so, you must harness
your awareness to complete the task at hand. In other words, you must tune in to how
your Patterns affect the way in which you approach tasks—and then make the necessary
adjustments so you can succeed. Understanding how your Learning Patterns affect your
behavior is central to becoming an intentional learner. At the heart of intentional learning
is the awareness that you know how to control, manage, and use your learning processes.
There are two major steps involved in harnessing your Patterns to achieve a goal. The first
is to listen to the voice of each Pattern and identify how its “talk,” or metacognition, is seek-
ing to guide your action. The second step is to direct each Pattern’s action by regulating the
degree to which you let the Pattern drive your behaviors.
Becoming an Intentional Learner Section 2.8
Metacognition
In the context of intentional learning, metacognition is defined as the internal talk that goes
on within your mind as you are learning. While its traditional definition is “thinking about
thinking,” the pioneers of metacognition described it more specifically as “learning to direct
one’s own mental processes with the aid of words” (Vygotsky, 1986, p. 108). Your internal talk
consists of the “chatter” of your Learning Patterns as they call to one another—expressing
their feelings, concerns, or the actions in which they want to engage (see Figure 2.4). Each of
your Patterns plays an important role in your learning; each has a different perspective and
a distinct voice.
Figure 2.4: Metacognition
Communication among the Patterns within your brain–mind interface form the internal talk of your
metacognition.
Source: Adapted from Strategic Learning: A Guide to Your Learning Self (p. 26), by C. A. Johnston,
2012, Glassboro, NJ: Let Me Learn, Inc. Copyright 2012 by Let Me Learn, Inc. Adapted with permission.
Becoming an Intentional Learner Section 2.8
Only when you listen to your internal metacognitive chatter can you begin to take charge and
respond appropriately. You may miss the voice of your metacognition because you are sur-
rounded by other audible distractions: ringtones, people’s voices, music. Or you may ignore
the chatter because you have decided not to notice it. One reason you might opt to ignore your
internal talk is because you are not prepared to listen to its message.
Table 2.5 illustrates how chatter works within your mind. Jay is working on his online as-
signment. Each of his Patterns is responding simultaneously (metacognating) over the task
to be completed.
Table 2.5: Example of internal chatter
Jay’s Patterns Jay’s metacognition
Jay’s Use First Sequence (S27) is “What? These are the only directions? I need an example of what a
demanding: good answer looks like. Is this question like the one we had in the last
unit? How did I do it last time? I made a chart. I’ll make a list of stuff to
include. I need to look at the directions again!”
Jay’s Use as Needed Precision “Wow, there’s a lot of information here. What does this word mean? Oh,
(P20) is saying: I see a definition in a box. . . . Should I read it over to make sure I got it?
Oops, it’s getting late. I have to get this done!”
Jay’s Use First Technical “Do I need to read all this? Maybe I don’t. What’s the main thing I need
Reasoning (TR28) is asking: to do? I should take a break and walk around.”
Jay’s Avoid Confluence (C13) is “The directions say I need to make my answer interesting. Interesting?
wondering: How? Why can’t I do the same thing I did on the last assignment?”
Just as it is vital for Jay to listen to the internal talk of his Patterns, it is important that you
listen to the chatter going on among your Learning Patterns. Rather than being a distraction,
the chatter among your Patterns allows you to actively listen to how your Patterns are at work
within your mind, pulling and tugging you in different directions. This awareness offers you
the insight necessary for “purposeful decision-making about how to proceed with the task”
(Baird, Fensham, Gunston, & White,
1991, p. 164). Your metacognition
challenges you to hear the harmony
and disharmony within your think-
ing, sort through it, and then respond
appropriately to the task at hand. Lis-
tening to your metacognition takes
practice, patience, and skill.
Self-Regulation
The skill most needed for listening and
responding to your metacognition is
self-regulation (Borkowski, Carr, Rel- monkeybusinessimages/iStock/Thinkstock
linger, & Pressley, 1990, p. 79). Self- Being aware of your Patterns and the Patterns of
regulation is the ability to consciously others helps you self-regulate and select the Pattern
examine your own thoughts and that will help you appropriately respond to any
behavior to identify which of them is situation.
Conclusion
causing you to be unproductive. That is not easy to do when your Patterns are arguing about
how to proceed or achieve. This is where grit can play a significant role. Whether setting goals
for a healthier lifestyle or establishing a more productive study schedule, grit helps you use
your informed, engaged, and reflective effort to achieve a successful learning outcome.
Self-regulation allows you to take charge of your Patterns and “talk back” to them, prioritizing
their messages to complete the task at hand. Without a conscious effort on your part to know
and use each of your Patterns with intention, they can keep you from responding appropri-
ately to situations—and thus keep you from being a successful learner.
Self-regulation is steeped in self-discipline—a type of self-discipline that is not rigid but flex-
ible; open to facing reality; aimed at problem solving; and prepared to redirect your energy
toward achieving your goal. If you are thinking this sounds like grit, you are correct. Self-
regulation operates using your personal set of self-management skills that include conscien-
tiousness, self-discipline, and perseverance (Moffitt, 2011). This is grit in action! Use the
questions in the Tips & Tools box to assess whether you are self-regulating your learning.
Tips & Tools: Self-Regulating Your Learning
Are you self-regulating your learning? Use these questions to assess yourself.
• Am I actively monitoring my thinking? Do I take the time to pause and think about what
I am reading and whether I understand the content?
• Am I planning the use of my time appropriately? Do I schedule time to do a task com-
pletely rather than just squeeze it into an already busy schedule?
• Am I identifying and using all of the resources provided? Do I explore the videos and
Further Reading sections to expand my knowledge and understanding?
• Am I open to receiving feedback on my work? Do I read and accept the comments of my
instructors, giving weight to their suggestions and applying them when completing my
next assignment? (Marzano, 1992, p. 138)
Conclusion
Understanding yourself is no longer a puzzle to be solved. You now have information you
can use with intention. Furthermore, the stories of the different individuals in this chapter
affirm that who you are as a learner and how you use your combination of Learning Patterns
has value. Every combination can get the job of learning done; each Pattern contributes to
successful learning.
As you continue to develop your self-awareness and identify intentional learning strategies,
you will become a stronger and more capable student, ready to flex and use your Learning
Patterns to succeed. This awareness will set you apart as a maturing learner—one who is
determined, persistent, and prepared to achieve the goal of a college degree.
Conclusion
Discussion Questions
1. Using what you have learned about each of your Learning Patterns, explain why
being asked to do a writing task works or doesn’t work well with your Pattern com-
bination. Then explain if building a prototype or model allows you to express your-
self better than in words. Why or why not?
2. Observe a child, family member, or coworker and describe the combination of
Learning Patterns that stand out in this person. Which Patterns do you most easily
observe? Which ones are not as evident?
3. Think of an experience you have had in which the Patterns of a family member or
coworker clashed with yours. Identify how you now view the incident in light of the
fact that you recognize you were experiencing a clash of Learning Patterns.
Additional Resources
Edwards, L. (2013). Self-regulated learning [Video]. Retrieved from https://www.youtube.com/
watch?v=3OQsT7w6MBM
This 3-minute video provides a compact explanation of how to develop self-regulation skills.
Let Me Learn. (2015). Let Me Learn 20 years V4 1 [Video]. Retrieved from https://www.youtube.com/
watch?v=bE4Erk5NtHE
This lively 5-minute history of the work of Let Me Learn depicts the thousands of learners it has helped
over the past 20 years. Now you can number yourself as one of them!
Key Terms
Avoid LCI scale scores that range from 7 Interactive Learning Model (ILM) The
to 17 for a certain Pattern. Learners will simultaneous mental operations (thoughts,
feel stress whenever asked to use that Pat- action, and feelings) that interact within
tern unless they have specific strategies for each of a person’s four Learning Patterns as
working with it. learning is taking place.
Bridge A pattern combination for a learner metacognition Traditionally, thinking
whose four LCI scale scores all range from about one’s thinking. In the context of LML,
18 to 24 and who can apply each Pattern on the ability to hear the talk (sometimes
a Use as Needed basis. called internal chatter) among one’s Learn-
ing Patterns and respond to it by using per-
Confluence The Learning Pattern that sonal strategies to intervene and respond.
describes the way we use our imagina-
tion, take risks, and brainstorm ways of personal learning profile (PLP) A record
approaching things in a unique manner. of one’s Learning Patterns described in
Confluence allows the learner to fit dis- one’s own words; a way to translate the
parate pieces of information into the big Pattern scores into an authentic, personal
picture. profile.
Dynamic A Pattern combination for a Precision The Learning Pattern that seeks
learner who uses one or two Patterns at the information and details, asks and answers
Use First level and any other combination questions, and researches and documents
of Avoid or Use as Needed for the remaining facts.
Patterns.
Conclusion
scale scores An individual’s numerical Technical Reasoning The Learning Pat-
LCI scale scores, ranging from 7 to 35 on tern that describes the way we seek rel-
each Learning Pattern, that indicate to what evant real-world experiences and practical
degree an individual uses each Pattern; answers. This is the Pattern of the fewest
typically expressed in the following order: words. It emphasizes the ability to problem
Sequence, Precision, Technical Reasoning, solve using independent, private thinking
and Confluence. and hands-on interaction.
self-regulation A set of self-management Use as Needed LCI scale scores that range
skills that include conscientiousness, self- from 18 to 24 for a certain Pattern. Learners
discipline, and perseverance, as well as can use this Pattern when they need to, but
being able to consider the consequences of it isn’t the one they turn to first.
actions when making decisions.
Use First LCI scale scores that range from
Sequence The Learning Pattern that 25 to 35 for a certain Pattern. Learners are
needs to organize, plan, and complete work most comfortable with this Pattern and
assignments without interruption, using naturally turn to it when they start a learn-
clear instructions as well as a time frame in ing task.
which to check one’s work.
Strong-Willed A Pattern combination for
a learner whose LCI scale scores are 25 or
more in at least three out of four Patterns.
Taking Charge of Your 3
Learning
Jacob Ammentorp Lund/iStock/Thinkstock
“Education is not the learning of facts, but the training of the mind to think.”
—Albert Einstein (as cited in Brian, 1996, p. 129)
Learning Outcomes
After reading this chapter, you should be able to
• Explain the difference between general study skills and personal learning strategies.
• Describe how using metacognition helps you become a more intentional learner.
• Decode assignment instructions.
• FIT your Learning Patterns to a specific assignment.
• Create a personal strategy card.
The Importance of Studying With Intention Section 3.1
3.1 The Importance of Studying With Intention
Studying is the key to succeeding as a student; however, when it comes to which study tech-
niques to use, there is no “one size fits all.” This chapter focuses on how you can develop a
specific set of learning behaviors and strategies just for you. In this chapter, you will learn
to use techniques based on your Learning Patterns and metacognition. Specifically, you will
learn how to analyze directions, match your Patterns to each aspect of an assignment, and use
your internal talk to guide the development of responses that demonstrate your growth as an
intentional learner.
The desire to invest yourself in developing personal learning techniques comes from your
belief that your effort will yield both tangible rewards—supportive feedback, good grades,
and academic recognition—and intangible rewards—a feeling of achievement, a sense of
pride, and a mindset that encourages you to take on even greater learning challenges.
What happens if you don’t make the effort to study with intention? In this section, you will
meet three adult learners who demonstrate what can happen when we do not develop per-
sonal strategies. Their decisions—as well as your own—will ultimately determine their
growth and transformation into intentional learners.
Vincent
Vincent’s assignment is due tomorrow.
He meant to start it at the beginning
of the week but kept putting it off. He
heads to his “study corner” and sits
down to work but quickly realizes he
has no real idea what he is supposed to
be doing. Besides, after receiving feed-
back on the last assignment, he doubts
he can be successful on this one. He
thought he had done exactly what the
assignment called for, but his grade
AndreyPopov/iStock/Thinkstock suggested otherwise.
Vincent procrastinates into the night because he
does not want to sit down and compose the essay Vincent decides to take a break and
that is due. How can he remedy this? check his e-mail. He then rereads
some of the assigned text and goes
back to staring glumly at the screen
before getting something cold to drink. Vincent works the rest of the evening and late into
the night, attempting to do what could be finished in 90 minutes or less. He eventually stops,
not because his work is finished, but because he feels tired and can’t stand to think about the
assignment any longer.
Vincent as a Learner
Consciously, Vincent wants to do his work; unconsciously, his procrastination and lack of
drive to start the assignment lead him to believe he is incapable of doing it well. Vincent suf-
fers from a fixed mindset. “This is going to take me ages,” he thinks. “I hate writing even if it’s
The Importance of Studying With Intention Section 3.1
just one paragraph. My thoughts seem on target when I think them in my head, but they never
look right once I put them on paper.” Vincent goes through the motions of studying using gen-
eralized study skills rather than personalized study strategies. He has set aside a quiet space
for studying—which is great—but this alone does not help him wrap his mind around the
specific learning task at hand. As a result, he gets tired, gives up, and ends the evening having
reinforced his fixed mindset—in other words, the belief that he’s not cut out for this kind of
assignment. His stress builds.
Are You Vincent?
Vincent (S17, P20, TR32, C22)
• Rarely asks for help; instead, he hides behind his need to appear self-sufficient.
• Is a person of few written words but very articulate when speaking one-on-one.
• Is very practical and seeks to “fix” a situation using his own approach to problem
solving.
• Believes that he:
• Doesn’t have enough to say to meet the assignment’s requirements.
• Could get the assignment done if he wasn’t so constricted by having to write an
essay using American Psychological Association (APA) formatting and a specific
number of words.
Cari
Cari is a conscientious student. Between her family responsibilities, her schooling, and her
work, she runs a tight schedule so she doesn’t miss a deadline or post an assignment that has
errors. First, she hurries to get a meal
on the table for her two sons, listening
intently to them talk about their day.
She then checks their homework and,
finally, gets them settled in bed, with
just enough time left for her to get to
her own homework.
Cari carefully reads the directions for
the assignment, but she is concerned
because she doesn’t understand what
she is being asked to do. The same thing
happened with the last assignment,
and she ended up guessing rather than
g-stockstudio/iStock/Thinkstock
knowing what the expectations were.
Cari is a perfectionist. Which Learning Pattern do
Cari cringes as she remembers the
you think is Use First for her?
feedback she received; the instructor
suggested that she use fewer words,
select words more carefully for greater
clarity, and provide more support from her sources.
The clock is ticking, but Cari’s mind isn’t. She reads and rereads the assignment directions.
She needs to get started, but her fear of failure holds her back, resulting in a fixed mindset.
Midnight is approaching, and she has yet to make real progress. Panic sets in.
The Importance of Studying With Intention Section 3.1
Cari as a Learner
Cari is a perfectionist; she is stuck in the classic “be perfect” mode that affects learners who
are taught early in life that success in school means getting good grades. Cari is convinced that
mistakes are to be avoided at all costs because they reveal one’s shortcomings and inabilities.
As a result, Cari is gridlocked in a fixed mindset. Like Vincent, she is losing valuable time
debating whether to do what she thinks is expected or do nothing at all. Because she is unsure
of what is expected of her, she hesitates to start the task at hand. Eventually, Cari hesitantly
begins to work but then deletes what she has done. She has no sense of intention and is losing
her desire to study as she unproductively spins her wheels.
Are You Cari?
Cari (S23, P29, TR16, C18)
• Wants to please the instructor by showing what she knows.
• Reads the syllabus and weekly requirements but can get tangled in the specifics and
has anxiety about whether she is doing things correctly.
• Gathers lots of information but worries whether it is the right information and
whether she has enough of it.
• Finds it difficult to edit her own work because she has taken time to select each
word so carefully.
• Fears being wrong and is afraid that she will not express her thoughts clearly or
accurately.
Duane
Duane is an active-duty Marine but
will soon be transitioning to civilian
life. He is a “can-do” person and sees
himself as a multitasker—someone
with a number of balls in the air at all
times. He is quick on his feet, straight-
forward, and deliberate. You always
know where you stand when you work
with Duane. Some would describe him
as a force to be reckoned with.
Monkeybusinessimages/iStock/Thinkstock Tonight, Duane sits at his desk with his
Duane completes his assignment with certainty computer and all his assigned course
and confidence, but that does not mean he fully materials. He has the same assign-
understands it or completes it correctly. What kind ment as Vincent and Cari and the same
of a learner is Duane? deadline looming. Like them, he finds
the assignment’s directions unclear.
But unlike them, he is driven. Duane is
confident enough to move forward with his own interpretation of the assignment. He has not
read the feedback on his most recent assignment; he wants to look forward, not backward.
Duane completes the assignment in less than an hour and posts it even though the instruc-
tor’s directions suggest that students reread their work and double-check that it meets the
Using Metacognition to Achieve Success Section 3.2
assignment requirements. Duane is sure his work is good enough. He confuses confidence
with competence.
Duane as a Learner
Duane does not suffer from a lack of self-confidence as a learner, but a lack of being inten-
tional. Throughout his years in school and in his military service, Duane was an overachiever
who strived for recognition and affirmation. When he doesn’t receive the recognition he feels
he deserves, he blocks out the feedback and replaces it with his own message of “job well
done.”
As a result, Duane frustrates his instructors and alienates his coworkers. Why? Because he
does not face himself as a learner. He chooses not to be self-reflective and not to learn from
others’ feedback on his performance. He cloaks himself in self-confidence and denies what
others have to offer him. Ultimately, Duane’s self-assurance prevents him from developing
into an intentional learner.
Are You Duane?
Duane (S33, P32, TR22, C27)
• Is Strong-Willed.
• Operates as his own team.
• Lets his sense of self convince him that he:
• Can submit work that is off track from the actual assignment.
• Can ignore feedback.
• Will learn nothing from feedback.
• Accepts no mentoring or help when it comes to learning; instead, he:
• Argues, rather than listens to, comments and suggestions.
• Has little respect for others’ opinions.
• Does not engage in personal reflection.
Vincent, Cari, and Duane all lack an understanding of how to be mindful, intentional learners.
Their mindsets are riddled with common issues, including self-doubt, fear of making mis-
takes, and overconfidence. Each employs some aspect of the general parameters for studying:
having a workspace, setting a study time, and having the correct materials. Yet they are not
headed for success because they lack a personalized set of study strategies. Each requires
skills to turn their internal thoughts (metacognition) into external actions (personalized
learning techniques) and, as a result, nurture growth mindsets and develop into intentional
learners.
3.2 Using Metacognition to Achieve Success
The act of intentional learning begins with getting your mind in the game. It begins by show-
ing up and being prepared. It begins with metacognition.
Let’s say you tend to procrastinate on writing assignments. You just don’t want to go
through the mental hassle or take the time to organize your thoughts and put them in
Using Metacognition to Achieve Success Section 3.2
writing. You make all types of Pattern-based excuses in your head: “These directions aren’t
clear, and I don’t know where to start” (Sequence). “I need to reread the chapter before I
write my response, and I don’t have time to do both right now” (Precision). “I don’t see the
purpose in spending time writing down my thoughts” (Technical Reasoning). “I don’t have
the words to say what I’m thinking” (Technical Reasoning). “I’ll wait for more clear guid-
ance from the instructor before attempting this” (Sequence). “It won’t take that long. I can
crank it out when I really need to” (Confluence). How can you move beyond these unpro-
ductive thoughts?
Metacognition moves you from generating excuses about doing the writing task to actually
doing the task. You move beyond the Pattern chatter in your mind and get to a place that
allows you to take charge and take action. How does this happen? Metacognition helps you
plan how you will succeed at a task, perform in such a way that leads to future success, and
learn from your performance. Note that planning, performing, and learning are all phases
of metacognition, and each phase includes important steps (see Figure 3.1). If you ignore
or skip any steps in a phase, you risk lowering the quality of the outcome.
Figure 3.1: Steps of metacognition
Metacognition involves planning, performing, and learning. Metacognition can be thought of as a
staircase: The learner builds on each step taken as he or she moves toward performing and then
learns as she or he comes away from the task. If needed, the learner revisits steps that were not
completed adequately.
Source: Based on Strategic Learning: A Guide to Your Learning Self (p. 31), by C. A. Johnston, 2012, Glassboro, NJ: Let Me
Learn, Inc.
What follows is a detailed description of each phase and its accompanying steps. By using
the phases of metacognition to guide you through a task, you will produce a quality product.
Furthermore, as you work through the steps in each phase, you strengthen your resolve, build
your capacity to overcome a learning challenge, and grow in your ability to be an intentional
learner. With practice, you should eventually find it easier and easier to progress through
these phases.
Phase 1: Planning
The planning phase of metacognition ensures that you think through the task at hand. If
you completely understand the task and what is required, you are more likely to succeed.
Using Metacognition to Achieve Success Section 3.2
Planning requires that you first consider, or mull, what you are supposed to be doing and see
if you can draw upon, or connect with, prior experiences. Finally, planning involves practicing,
or rehearsing, what you are going to do, which will help you anticipate whether you need to
make further changes. Each of these “metacognitive steps” are described in further detail in
this section.
Step 1: Mulling
Mulling asks you to consider, “What am I supposed to be doing?”
Virtually all tasks begin with some form of mulling—meaning you get your mind inside the
assignment or the task and seek to understand it. Mulling can take as little as 2 minutes or as
long as 2 days, depending on the complexity of the task. However, don’t let the frustration of
not knowing how to start the task escalate to a level that holds you captive and renders you
unable to begin the assignment. Ask your instructor to clarify what is expected of you or ask
to see an example.
Table 3.1 describes how each Pattern mulls. Note that all Patterns help you move through
each metacognitive step, and each step will include a similar table. The key is to recognize
which Pattern you need to leverage to use your metacognition most skillfully.
Table 3.1: Mulling and your Patterns
Sequence . . . . . . looks for step-by-step directions.
Precision . . . . . . asks questions about the task.
Technical Reasoning . . . . . . mulls the longest, working to figure out what to do to get the job
done well.
Confluence . . . . . . mulls the shortest, often jumping into the task without exploring
directions. Remember that skipping a metacognitive step can cause
you to miss out on success, so you may need to turn to your other
Patterns when mulling!
The most practical tool you can use to help you mull over an assignment is called decoding.
You will learn how to use this important tool later in the chapter.
Step 2: Connecting
Connecting asks you to consider, “Have I ever done this or something similar before?”
Once you understand what you are being asked to do, you look for ways to connect efficiently
and effectively to carrying out the task. Connecting involves generating links between your
previous experiences and current knowledge of the subject, which helps give you an idea of
how best to approach the task. For example, you can look back at previous, similar assign-
ments and note the instructor’s feedback and the differences and similarities between what
you did and what is expected this time. If you don’t have previous experience with a similar
task, you need to initiate a connection. To do this, you may study the examples provided, look
at the grading rubric, identify your options, and determine how to begin the task.
Using Metacognition to Achieve Success Section 3.2
Table 3.2 describes how each Pattern connects.
Table 3.2: Connecting and your Patterns
Sequence . . . . . . compares the assignment to one you have done before.
Precision . . . . . . scours the assignment looking for pertinent data.
Technical Reasoning . . . . . . asks, “Why reinvent the wheel? If I did this before and succeeded, why
not repeat the same activities?”
Confluence . . . . . . holds back because it doesn’t enjoy basing the future on the past; it
wants to jump into action. If you are wise, you will ignore your Conflu-
ence and allow your other Patterns to guide you in connecting fully and
completely with the task at hand.
A practical tool you can use to help you connect to the new assignment is called FITing, which
you will also learn to use later in the chapter.
Step 3: Rehearsing
Rehearsing asks you to consider, “Do I need to practice in order to do the task well?”
Once you understand the task and have an idea of how to approach it, it is important to do
a mental or physical run-through before actually beginning. Rehearsing means repeating
the task as many times as needed to improve your performance or outcome. For example,
rehearsing might involve creating a rough draft, reading it aloud, editing your work, and then
reading it through at least one more time prior to submitting it. Rehearsing involves focused
practice beyond the simple “one and done.”
Table 3.3 describes how each Pattern rehearses.
Table 3.3: Rehearsing and your Patterns
Sequence . . . . . . enjoys doing a practice run. For Sequence, practice doesn’t make
perfect; it builds confidence.
Precision . . . . . . uses rehearsal to find errors and take corrective action.
Technical Reasoning . . . . . . rehearses a lot if it is very interested in the project, or rehearses very
little if it just wants to get the assignment done.
Confluence . . . . . . is not keen on rehearsing. Your Confluence will convince you that you
don’t need to rehearse or do a dry run. It will tell you that practice is
boring.
The most practical action you can take when planning to complete an assignment is to build a
personal strategy card. Later in the chapter, you will see examples of strategy cards.
Phase 2: Performing
The performing phase of metacognition is where the action is. You will need to make sure you
are paying attention, or attending to the task, before you actually express and do the task to
the best of your ability.
Using Metacognition to Achieve Success Section 3.2
Step 4: Attending
Attending asks you to consider, “How can There is something that can happen to every
athlete and every human being; the instinct
I pace myself and keep my energy high?”
to slack off, to give in to pain, to give less
than your best; the instinct to hope you can
Up to this point, you have carefully planned
to do the task by mulling, connecting, and win through luck or through your oppo-
nent not doing his best, instead of going to
rehearsing. Attending means you don’t let
up; you continue to operate at a high level the limit and past your limit where victory
is always found. Defeating those negative
of focused energy. Attending requires a
significant amount of grit, but the benefit instincts that are out to defeat us, is the dif-
becomes very clear when you actually do ference between winning and losing—and
the task.
we all face that battle every day.
Table 3.4 describes how each Pattern
—Jesse Owens (as cited in Gass, 2000, p. 91)
attends.
Table 3.4: Attending and your Patterns
Sequence . . . . . . gets in the zone, sets mental markers of checking off each step in the
plan, and keeps on striving to achieve.
Precision . . . . . . maintains a laser focus, checks and double-checks, reads and rereads,
and seeks perfection.
Technical Reasoning . . . . . . strives to meet its own personal best.
Confluence . . . . . . struggles to capture or re-create the same level of energy and focus
achieved when doing the first run-through.
Step 5: Expressing
Expressing asks you to consider, “Are you ready for prime time?”
Expressing is the real thing. Expressing is the “going public” part of metacognition. Reaching
the metacognitive step of expressing indicates that you have mulled, connected, rehearsed,
and attended to achieve and maintain a high level of performance. In other words, the assign-
ment is your best work. Expressing demonstrates how an intentional learner uses metacogni-
tive behaviors to succeed.
Table 3.5 describes how each Pattern expresses.
Table 3.5: Expressing and your Patterns
Sequence . . . . . . is nervous. “Did I follow the directions? Did I meet the instructor’s
expectations?”
Precision . . . . . . begins to second guess. “Did I do it right? Did I use the right words?
Support my work with facts? Make my point?”
Technical Reasoning . . . . . . gives a sigh of relief. “It’s done and it’s in!”
Confluence . . . . . . makes last-minute, unplanned changes; hits SEND; and asks, “What’s
next?”
Using Metacognition to Achieve Success Section 3.2
Phase 3: Learning
Though the assignment has been submitted, your work isn’t done. The final phase of metacog-
nition involves learning. Just as you engaged in thinking through a series of steps to complete
your assignment, now you need to look for any missteps you might have made so you can
avoid those mistakes when undertaking similar assignments in the future. Learning involves
assessing your performance, reflecting on what you did with intention, and revisiting your
planning steps to determine where gaps in effort may have occurred. This is when learners
face themselves.
Step 6: Assessing
Assessing asks you to evaluate your effort: “Did I put forth the effort needed to tip the scale of
achievement in my favor?”
After completing a task, it is time to assess whether you did your best. Think of assessing as
an internal scale that objectively measures the effort you invested versus the effort required
to earn a quality grade (see Figure 3.2). Assessing is that moment of truth when you face
yourself and ask the hard questions concerning your motivation, your procrastination habits,
and your grit. What contributed to or affected your work ethic? Unlike feedback you receive
from your instructor, assessing means you take responsibility for weighing the effort you put
forth to complete an assignment. In his book Good to Great, business consultant Jim Collins
(2001) refers to this process as facing the current reality of your actions. When you assess,
you ask, “Can I affirm that I put forth my best effort?” If your answer is no, then you need to
ask, “Which of my Patterns was I failing to use with intention? What affected my informed,
engaged, and reflective effort?”
Table 3.6 describes how each Pattern assesses.
Table 3.6: Assessing and your Patterns
Sequence . . . . . . looks for a balance between what was required and what was submit-
ted. “Did I understand the directions as thoroughly as I thought? Did I plan
well enough to meet the expectations of the instructor?”
Precision . . . . . . questions the degree of investment of time and energy. “Did I prioritize
my time? Did I make time to find quality sources? Did I attend to the details
of the work required?”
Technical Reasoning . . . . . . wonders if the submitted work demonstrates the effort put forth. “Was I
just trying to get it done and over with or did I do my best? Can I take pride
in having done this?”
Confluence . . . . . . considers, “If I had taken more time to put forth the effort required,
could I have submitted a better product? Did I miss key points because I
didn’t invest myself in putting forth the effort necessary to do the job well?”
Using Metacognition to Achieve Success Section 3.2
Figure 3.2: Weighing your effort
Take the time to assess your effort after you have completed a task using your Patterns. Assessment
helps you take responsibility for and ask tough questions about your effort.
Using Metacognition to Achieve Success Section 3.2
Step 7: Reflecting
Reflecting asks you to face yourself and consider, “What did I do? What did I fail to do?”
Once you have assessed your work and received
feedback from your instructor, you then reflect You have the right to make a mistake;
on what you could do differently next time. When you do not have the right to continue
you reflect, you begin your internal conversa- to make that same mistake. You must
tion by saying, “As a result of my effort, I . . . ,” and learn from the mistake.
you conclude with, “Next time, I will. . . .” When
you reflect, you look in your imaginary mirror —Thich Nhat Hanh (as cited in Tippett &
and ask, “Who is responsible for this success? Nhat Hanh, 2003, para. 71)
This failure?” As Osterman and Kottkamp (2004)
note, mindful individuals with a clear sense of
their personal Learning Patterns are willing to face themselves and say, “I can learn from my
mistakes. I can do better. I will learn from my mistakes.”
Using metacognition equips you to reach a powerful level of self-awareness. This is the
autopsy of failure and of success. Your Patterns are not always eager to participate in this
important step.
Table 3.7 describes how each Pattern reflects.
Table 3.7: Reflecting and your Patterns
Sequence . . . . . . is frustrated. “But I thought I did what the directions said. Didn’t I?”
Instead, needs to ask, “Did I break down the assignment into understand-
able steps and then check off each when completed?”
Precision . . . . . . argues, “What’s not right about that? What do you mean?” Instead,
needs to ask, “Did I edit my work and pay attention to the details of punc-
tuation and grammar? Did I stick to the point or get lost in the details?”
Technical Reasoning . . . . . . maintains, “If I had a better topic that interested me, I would have
done a better job.” Instead, needs to ask, “What could I have done to
make the topic more interesting to me?”
Confluence . . . . . . claims distraction: “I convinced myself this would be easier than it
ended up being.” Instead, needs to ask, “Where did I let my Patterns steer
me off course?”
Step 8: Revisiting
Revisiting asks you to reconsider, “At which step could I more effectively spend time to achieve a
better outcome?”
After assessing your work and reflecting on how you can learn from your efforts, you should
finally revisit your implementation of the phases and steps of metacognition. Revisiting meta-
cognitive decisions serves to reinforce the specific actions that led to success and to recon-
sider those that led to failure. When you revisit the metacognitive steps, you develop your
ability to build your learning capacity. Try using the self-check in the Tips & Tools feature box
to frame your internal thoughts when revisiting. As you look over the list of Pattern-based
items to support each metacognitive step, consider what opportunities you have to improve
your process and how you can engage your Learning Patterns in each step.
Using Metacognition to Achieve Success Section 3.2
Tips & Tools: The Metacognitive Self-Check
If you wish to record your answers, download a copy of this self-check from your e-book.
___ Step 1. I mulled this assignment. My mulling took the form of
seeking clearer directions. (S)
asking questions. (P)
quietly figuring it out. (TR)
finding a unique angle on the assignment to spark my interest. (C)
___ Step 2. I connected this assignment to
assignments of a similar nature on which I had succeeded. (S)
prior knowledge and information that I have read or heard (referred to my notes). (P)
my desire to take on a challenge and charge ahead to get it done. (TR)
my own insights and the opportunity to express them in a unique way. (C)
___ Step 3. I rehearsed. My rehearsing took the form of
sharing my writing with a peer to get feedback. (S)
asking my instructor if I had interpreted the information correctly. (P)
reading my answer aloud to myself. (TR)
checking that I wasn’t going outside of the assignment’s directions. (C)
___ Step 4. I attended to the task by
reviewing what I was going to submit more than once. (S)
doing a final edit before posting. (P)
focusing on my commitment to do my best. (TR)
making certain that my level of focus was consistent. (C)
___ Step 5. I expressed by
submitting the work on time. (S)
submitting well-written work. (P)
submitting the work and making it relevant to my life. (TR)
submitting my work in a way that represented me. (C)
___ Step 6. I assessed the outcome of my efforts by asking
Did I compare what was required to the amount of effort I was willing to invest? (S)
Did I prioritize the investment of my time and energy? (P)
Did I invest the amount of energy needed to go beyond the baseline requirements? (TR)
Did I consider investing the time and energy needed to complete the work in a
thorough manner? (C)
___ Step 7. I reflected by asking
Did I complete each step of the assignment? (S)
Did I perform the task as expected? (P)
Did I put forth my best effort? (TR)
Did I share my insights? (C).
Techniques for Success: Decoding Section 3.3
Learners who do the work of metacognition are more likely to develop a growth mindset.
The growth occurs as a result of the strategic effort they invest in planning, practicing, and
polishing their final product. Their sense of accomplishment stems from having submitted
quality work at a level they had not thought they would be able to produce prior to becoming
an intentional learner.
3.3 Techniques for Success: Decoding
Thinking about the different phases of
metacognition—or thinking about it
as a series of steps—helps you under-
stand the effort it takes to make sure
you aren’t just stuck thinking about
doing something, but that you actu-
ally do it—and do it well! Metacogni-
tion is an internal process that shapes
and guides your external actions as
you complete the learning task. It trig-
gers your willingness to use learning
techniques that will make you a more
intentional and successful learner. The
Wavebreakmedia Ltd/Wavebreak Media/Thinkstock remainder of this chapter will intro-
Interpreting an instructor’s expectations for an duce you to three such techniques:
assignment is one goal of decoding. Taking the time decoding, FITing, and personal strat-
to understand and determine the Learning Patterns egy cards.
required will help you successfully complete the
assignment.
Decoding helps you mull over and
connect to an assignment. Decoding
involves looking at the key words or terms used in the instructions and matching them to the
Patterns needed to correctly respond to the assignment. For example, if you are asked to make
a list, you know that Sequence would help you succeed. The goal of decoding is twofold: (a)
to identify and clarify the intent of the directions (i.e., what exactly is the instructor’s expecta-
tions for the assignment) and (b) to determine the skills and Learning Patterns required to
successfully complete the task. Decoding an assignment clarifies the steps you are expected to
complete and the specifics you must address to submit a successful response.
Vincent, Cari, and Duane all need to learn how to decode their assignments. Vincent had no
idea what he was supposed to be doing. Cari tried to guess what the instructor wanted her
to do. Duane didn’t even bother with the assignment’s directions. Learning to decode would
save these students valuable time, cut down on their frustration and doubt, and improve their
learning outcomes.
Identifying the Required Learning Pattern
How do you know which terms go with which Patterns? You will need to determine what
the key words or phrases are and what they are asking you to do. Instructions that require
Sequence will ask you to organize information: You will need to list, number, outline, summa-
rize, use correct formatting, and so on. Instructions that require Precision will ask for details
Techniques for Success: Decoding Section 3.3
and specifics: You will need to state specific numbers, address certain questions, and so on.
Instructions that require Technical Reasoning will call for problem-solving skills, mechanical
reasoning, experience, and few words: You will need to develop a schematic, build a table of
data, strip something down to its key points, relate something to your personal experience,
and so on. Instructions that require Confluence will ask you to be more of a visionary: You
will need to imagine, create, risk, see the big picture, project into the future, draw your own
distinctive conclusions, and so on.
The more time you spend decoding, the more adept you will become at recognizing words
and phrases and which Patterns are required for success. To help yourself, you can develop
what is known as a word wall, a chart that acts as a reference tool for word-Pattern designa-
tions (see Table 3.8). The word wall is divided into four sectors, with each sector labeled for
a different Learning Pattern.
Table 3.8: Sample word wall
Add to this word wall by downloading an editable version in your e-book.
Sequence Precision
alphabetize organize argue identify
arrange outline assess label
bullet(ed) paraphrase be accurate measure
classify practice be exact name
compare pros and cons calibrate narrate using
contextualize put in a series cite details
demonstrate put in chronological conclude number
develop order contrast observe
distribute put in order critique persuade
double-check relate debate read
focus on a theme review detail record (facts)
follow a logical revisit determine refine
progression sequence describe research
follow directions show an array document specify
format show an example evaluate use facts
frame (structure) structure examine write
group summarize explain
list tell a story
order
Technical Reasoning Confluence
apply fix act carefree improvise
assemble illustrate brainstorm infer
build implement concoct innovate
construct just do it create make up
demonstrate operate dream up originate
engineer problem solve estimate predict
erect represent guess pretend
experience graphically hypothesize risk
figure out solve ideate (come up take a chance
find a reasonable think concretely with ideas)
answer use imagine
use few words
write concisely
Source: Adapted from Finding Your Way: Navigating Your Future by Understanding Your Learning Self (p. 68), by C. A. Johnston,
2015, Glassboro, NJ: Let Me Learn, Inc. Copyright 2015 by Let Me Learn, Inc. Adapted with permission.
Techniques for Success: Decoding Section 3.3
The Decoding Process
The decoding process involves the following steps:
Step 1: Read the instructions.
Step 2: Underline or circle the key words or requirements.
Step 3: Identify which Learning Pattern aligns with each key word.
Step 1
Read the assignment carefully. In this case, we will use the following example:
Use the data found on page 35 to construct a graph that illustrates the percent-
age of car accidents for Georgia drivers ages 17 to 25.
Step 2
Reread the assignment, this time underlining or circling key words. These include action
words, or verbs; capitalized words; specific numbers or amounts; and descriptive words, or
adjectives and adverbs, which qualify or further describe what you are expected to do.
Use the data found on page 35 to construct a graph that illustrates the percent-
age of car accidents for Georgia drivers ages 17 to 25.
Step 3
Next, determine the Learning Pattern you are required to use for each of the words you
underlined. For example, the very first word you underlined is use. Look at the provided word
wall (Table 3.8) and note under which Pattern sector the word is found. To use involves doing
something, which aligns with the practical, hands-on nature of Technical Reasoning. Note that
not every key term you identify will be on the word wall, so you may need to use your Preci-
sion to look for clues as to what Pattern category it would fall under and then use your Conflu-
ence to infer which Pattern it aligns with.
The next word you underlined was data. Data would be located in the Precision quadrant. Be
aware that specific names and numbers will not appear on the word wall. These words are
key because they point you to the specifics, the details involved in completing the assignment.
Whenever you see capitalized words or specific numbers, you can be assured that these are
requiring you to use Precision.
You can write the identified Patterns next to the key words on the assignment itself, or you
can make a separate list, like so:
use (Technical Reasoning)
data (Precision)
construct (Technical Reasoning)
graph (Technical Reasoning)
illustrates (Technical Reasoning)
Techniques for Success: Decoding Section 3.3
percentage (Precision)
car accidents (Precision)
Georgia drivers (Precision)
17 to 25 (Precision)
Tallying the number of times a Pattern is required helps you determine how much it is needed
in a given assignment. For example, this assignment uses four key words associated with Tech-
nical Reasoning and five key words associated with Precision. Individuals who Avoid Preci-
sion or Avoid Technical Reasoning will have to be very intentional about how they approach
this assignment. (This will be discussed in Section 3.4.)
Practicing on Your Own
Now, check your understanding of the decoding process by decoding the following assignment.
Write a brief, bulleted summary of the assigned reading from Maya Angelou’s
Wouldn’t Take Nothing for My Journey Now. Your summary should include key
points but should not exceed 250 words. I am seeking your first impression, not
a literary analysis of the text.
See Table 3.9 for how you should have identified and labeled your list of key words and phrases.
Table 3.9: List of key words for sample assignment
Sequence Precision Technical Reasoning Confluence
• bulleted • key • brief • first impression
• summary (x2) • write • should not exceed
• Wouldn’t Take Noth-
ing for My Journey
Now (specific title)
• 250 (specific amount
and no more)
• points/words
• literary
• analysis
Decoding reveals that this assignment requires a significant amount of Precision (a total of
eight terms or references), a strategic use of Sequence (three references), a negligible but
strategic amount of Technical Reasoning (two references), and a very limited but strategic
use of Confluence (one phrase). Note that you still decode key words even if the assignment
instructions say not to do something. For example, this assignment requires that the student
not write a literary analysis. Identifying what you are not supposed to do is equally important
as recognizing what you are supposed to do.
How does your list of words compare? Did you notice how decoding provides you with a sort
of checklist regarding what you are expected to do (or not do) when completing the assign-
ment? Instead of wondering what to do or how to do it, by decoding you will be directly con-
nected to the instructor’s expectations for the assignment.
Techniques for Success: FITing Section 3.4
Decoding assignments helps you become aware of not only the specifics but also the nuances
of the work. Little details that you might otherwise miss or ignore suddenly come to light, and
it becomes clear how important they might be to completing the assignment successfully. The
more complex the assignment, the more necessary that you begin it by decoding. Try decod-
ing an assignment that has multiple layers of requirements:
Review the “Transformational Change” section in Chapter 5. Then write a brief
paper in which you describe the four stages of the transformational learning
process, using the textbook as a source. Identify a transformational learning
experience from your own life (past or present), using the four stages as the
framework for the discussion of your experience, and discuss at least one of
Mezirow’s seven phases as it applies to your experience.
Watch the video in your e-book to see this assignment decoded, or simply refer to Figure 3.3
to determine whether you decoded it correctly.
Figure 3.3: Decoding an assignment
Decoding assignments allow you to appreciate specific details you may not have otherwise noticed.
Source: Based on Strategic Learning: A Guide to Your Learning Self (p. 35), by C. A. Johnston, 2012, Glassboro, NJ: Let Me Learn, Inc.
Decoding informs and connects you to a task. When you decode, you are acting as an inten-
tional learner. Knowing the Patterns that you will be called on to use when completing a spe-
cific task helps you feel more confident about what the instructor’s expectations are for the
assignment and what you are being asked to do to complete it. When you decode, you identify
where you need to employ more grit and attend to details—and where you might need to use
another tool for success: FIT.
3.4 Techniques for Success: FITing
Just because you know what Learning Pattern will help you succeed doesn’t mean you are
completely comfortable with that Pattern or that you know how to call it to action. By now
Techniques for Success: FITing Section 3.4
you know your own Patterns well. You know what you Use First, what you Use as Needed, and
what, if any, you Avoid. What you might not be aware of is that your Learning Patterns are able
to stretch or contract for a limited period. Think of your Patterns as individual rubber bands.
While you can stretch a rubber band to increase its length, once you let go of it, it returns to
its original shape. The same is true for each of your Learning Patterns.
For example, if you score 14 in Precision (Avoid) and the assignment calls for some Precision,
you can stretch your use of Precision to complete the task. You may be able to do this for a few
minutes or a few hours but no more than a single day at a time. You cannot expand the use of
an Avoid Pattern on a day-in-day-out basis. Even to do so for a few hours can be exhausting.
To do so will require a lot of grit and a great deal of energy. Once the task is completed, your
Precision will return to its natural level of Avoid.
This act of intentionally stretching or contracting your Patterns to accomplish a task is known
as FIT. FIT is an acronym composed of the first letter of the words forge, intensify, and tether.
FIT describes the type of self-regulation needed to specifically align your Learning Patterns to
the task you are facing. You might need to increase (forge) your use of an Avoid Pattern, ener-
gize and capitalize on (intensify) a Use as Needed Pattern, or restrict (tether) your overuse of
a Use First Pattern. Your goal should be to use the amount of each Learning Pattern required
for the task even if your Patterns don’t naturally match that level of use (see Figure 3.4). It
may be exhausting to do so, or it may make you uncomfortable. The amount of mental energy
needed to alter your natural level of performance in a Pattern is directly related to the degree
you are required to use it.
Figure 3.4: FITing your Patterns
When you FIT your Patterns to a task, you are forging your Avoid Pattern(s), intensifying your Use as
Needed Pattern(s), and tethering your Use First Pattern(s). This requires a lot of grit and effort. If the
task calls for one of your Use First Patterns, then simply use it!
As you might expect, FITing goes hand in hand with decoding. After identifying what Pat-
terns are needed for a task, you then examine how you need to FIT your own Patterns to
Techniques for Success: FITing Section 3.4
successfully accomplish it. Once you have determined which Patterns you need to forge,
intensify, or tether, you will need to come up with strategies you can use to FIT.
Forge
The term forge applies to those Patterns that fall between 07 and 17 (Avoid) on the LCI
“degree of use” continuum. The purpose of forging a Pattern is to increase (or stretch) its use
and performance. In other words, forging requires you to work in a way you would usually
prefer not to.
Consider our learners Vincent, Cari, and Duane from the beginning of the chapter. Vincent
Avoids Sequence (S17). When confronted with an assignment that requires a great deal of
Sequence, he finds it difficult to generate the grit to use his Sequence with intention. Forging
Sequence would allow him to accomplish what at first seems impossible. Vincent’s Avoidance
of Sequence goes from an excuse to not do something to a call for action to use it with intention.
To forge the use and performance of a Pattern, consider some of the strategies in Table 3.10.
These are just examples; you should come up with strategies that work for you. You can call
upon the Patterns with which you are more comfortable to help you, or you can talk to some-
one who is more comfortable in a certain Pattern and find out what works for him or her. The
important thing is that you find strategies that make sense with your Pattern combination.
What one learner does to FIT his or her Patterns to a task may not be what you do, because
your Patterns are made up of a different combination. Just as our learners from the beginning
of the chapter needed to use personal study techniques instead of general study habits, so too
will you want to consider developing personal strategies to be a truly intentional learner.
Table 3.10: Sample strategies for forging an Avoid Learning Pattern
Avoid • Make a list of each requirement stated in the assignment.
Sequence • Check off each step in the directions as you complete it.
• Work through the task from beginning to end without taking a break.
• Double-check your answer to be certain you attended to each Sequential word stated
in the directions.
Avoid • Define each Precise term in the instructions. Do not guess its meaning. Be certain!
Precision • Accurately record your assignments with instructor feedback and grades.
• Write your answer, being sure to refer to all details in the assignment.
• Proofread your answer, making certain you referred to each of the Precise terms in the
instructions.
Avoid Techni- • Look for directions that tell you how to construct or graph something step-by-step.
cal Reasoning • Look for a drawing that has numbered steps. Use it as you would a map.
• Remind yourself that you can learn by observing and absorbing a new
experience as it is occurring. Take notes. Ask questions.
• Stick with the task by rereading it, asking questions, and figuring it out until you have
solved the problem.
Avoid • When struggling to come up with an idea or unique topic, think of something unusual
Confluence from real life and then stretch it to be imaginary.
• Be willing to ask others for an idea to get you started and then take small risks and
expand and develop it.
• Look at examples of how others took a common idea and then added a new twist to
make it new.
• Make a list of the key points of the assignment and then work to connect the dots of
how the points relate to one another.
Techniques for Success: FITing Section 3.4
Intensify
The term intensify is intended to be used with the Patterns that you Use as Needed. Use as
Needed Patterns scores fall from 18 to 24 on the LCI continuum. They are the “calm” ones that
stay in the background until called upon. Remember that if they operate closer to the Avoid
edge of the Use as Needed continuum, then they remain almost dormant unless awakened. If
they operate close to the Use First edge of the Use as Needed continuum, they are more active
and readily available for use without a great deal of effort. Your Use as Needed Patterns pro-
vide a rich set of options for you. They provide a counterweight to the extremes of your Use
First and Avoid Patterns.
Cari, for example, is paralyzed by the perfection of her Use First Precision (P29). By intensify-
ing her Use as Needed Confluence (C18), she could lessen her fear of doing the assignment
incorrectly and instead free up her Precision to be willing to take a little risk and trust that she
can do the assignment correctly. In Duane’s case (S33, P32, TR22, C27), intensifying his Use
as Needed Pattern of Technical Reasoning (TR22) would help him stick to the main points of
his written assignment. His Technical Reasoning would help prevent his Precision from being
bogged down by extraneous details and demand that he carefully craft it to meet the assign-
ment’s specifications.
To intensify your Patterns, you need to first realize that their contribution is needed for the
task. They must play an active, even central, role if you are to achieve your desired outcome.
Often their role is to encourage an Avoid Pattern or supplant the dominance of a Use First Pat-
tern. The suggestions in Table 3.11 are intended to help you see how Use as Needed Patterns
can help all of your Patterns work as a more effective team. Again, these are just examples.
Your strategies should be specific to your Pattern combination and, as we will discuss in Sec-
tion 3.5, relevant to the task at hand.
Table 3.11: Sample strategies for intensifying a Use as Needed Learning Pattern
Use as Needed • Use your Sequence to help your Avoid Precision note the specific directions provided.
Sequence • Use your Sequence to pace your Use First Precision so that all items are
completed on a timed assessment.
• Use your Sequence to review to be sure your Use First Confluence has
followed the directions.
Use as Needed • Use your Precision to help your Avoid Sequence reread the directions and respond to
Precision each part of the assignment.
• Use your Precision to help your Use First Technical Reasoning write complete
answers to the question asked.
• Use your Precision to help your Use First Confluence reread answers and
correct any errors.
Use as Needed • Use your Technical Reasoning to help your Avoid Sequence and Avoid Precision fig-
Technical ure out what you are being asked to do.
Reasoning • Use your Technical Reasoning to help your Use First Precision get to the point and
stick to it.
• Use your Technical Reasoning to help your Use First Confluence determine if the
answer you have come up with is reasonable.
Use as Needed • Use your Confluence to help your Avoid Sequence see the overarching point of the
Confluence assignment.
• Use your Confluence to help your Use First Precision keep the message central and
not be overwhelmed by words.
• Use your Confluence to help your Use First Technical Reasoning add interest to a
standard response.
Techniques for Success: FITing Section 3.4
Tether
The term tether is applied to those Patterns you Use First. These are the Patterns that fall
into the 25 to 35 range on the LCI scoring continuum. These Patterns drive your life and your
learning.
Tethering involves regulating those mental processes that leave you feeling self-assured and
confident. They sometimes must be restrained because Use First Patterns do not necessarily
represent competence. Their confidence is sometimes misplaced, particularly when they are
not the dominant Patterns required for a task. Thus, tethering your Use First Patterns helps
you gain perspective and anchors you to the current reality of the assignment, and it prevents
you from getting stuck trying to do things the assignment doesn’t require or allow.
Thinking back, Cari (S23, P29, TR16, C18) needed to tether her Precision so that she could
move forward on her assignment. Cari’s dominant Use First Precision demands perfection
on virtually everything she does. Her Sequence is almost perfect, but her Confluence doesn’t
have good enough ideas. Her Technical Reasoning is virtually ignored because it doesn’t help
her find the precise words to assist her when writing. When Cari doesn’t tether her Precision,
her other Patterns are stifled.
Duane’s three Use First Patterns (S33, P32, TR22, C27) are a force to be reckoned with. Col-
lectively, his Sequence, Precision, and Confluence have him believing he can tune out the rest
of the world and listen only to what he perceives to be the right structure (Sequence), the best
answer (Precision), and the greatest idea (Confluence). Tethering is vital for Duane. Only then
will he be able to connect to the world outside of himself. Left untethered, Duane is headed
down the isolated path of a Strong-Willed learner. It is particularly important that Strong-
Willed learners learn not to be ruled by their Patterns or continue to mistake confidence for
competence.
As with forging and intensifying, tethering requires that you call on your other Patterns, even
if you are not comfortable using them. For example, if you are Use First Confluence and the
assignment instructions contain no Confluent words, you will need to tether your Confluence
and intensify or forge your Sequence and Precision to pay particular attention to the require-
ments. Table 3.12 offers some possible strategies for tethering, but be sure to keep in mind
your Pattern combination and the task you are working on.
Table 3.12: Sample strategies for tethering a Use First Learning Pattern
Use First Sequence • Don’t get hung up on doing things in order.
• Set a timer to work on part of the task and force yourself to move to the
next part of the task when time is up.
Use First Precision • Scan instructions or readings for bolded words, pictures, and headings.
Don’t read every word.
• Understand and accept that you will not always have perfection the first
time you do something.
• Avoid overanalyzing the assignment and making it more difficult than it
needs to be.
(continued)
Techniques for Success: Strategy Cards Section 3.5
Table 3.12: Sample strategies for tethering a Use First Learning Pattern
(continued)
Use First Technical • Connect with the task faster rather than mulling for a long time. Read,
Reasoning plan, and start.
• Remember that not every assignment has to have a purpose that inter-
ests you. Take short breaks when boredom sets in.
• Remember to ask for help. It is not a sign of weakness; it’s a sign of
engagement in getting the task done.
Use First Confluence • Do not reconfigure the assignment. Make sure to follow the assignment’s
objectives and ask for clarification if you are unsure.
• Do not wait until the last minute to complete an assignment. Allow your-
self time to complete it, set it aside, and then come back to it and make
corrections.
• Stick to a task by telling your mind not to wander. Turn off all gadgets
that can distract you from the task at hand.
• Remember that others may need help “seeing” your idea and how it is
connected to the task. Take the time and make the effort to flesh out your
idea in an organized and deliberate manner.
3.5 Techniques for Success: Strategy Cards
FIT must be followed by action. It is true that forging, intensifying, and tethering are action
words, but they don’t reflect the specific actions you will take. To FIT your Patterns to a cer-
tain task, you need to develop task-specific strategies. Tables 3.10, 3.11, and 3.12 in Section
3.4 include examples of strategies you might use, but keep in mind you won’t use the same
strategies for every task you encounter.
An important tool to help you plan appropriately for a task is a personal strategy card. A
strategy card is simply a document on which an individual has written specific actions he or
she can take to forge, intensify, or tether specific Learning Patterns in order to complete a task
successfully.
A personal strategy card
• guides your self-regulation;
• converts your good intentions into meaningful actions;
• organizes your reasoning; and
• frames the task, fills in the details, and provides a series of steps that will allow you
to successfully complete the task.
You will be more effective when you develop a strategy card for each major task, and even
more effective when you complete a logistical analysis and a strategic plan based on how you
need to FIT your Patterns. In doing so, you become more disciplined to put forth intentional,
focused effort.
Techniques for Success: Strategy Cards Section 3.5
Completing a Strategy Card
The strategy card is a carefully organized chart that has four parts.
• Part A: Record your LCI scores.
• Part B: Write a brief description of yourself as a learner. Use your Personal Learning
Profile to complete this section.
• Part C: Decode, categorize, and record the assignment’s key words. Match them to
the Patterns’ required words to use them effectively.
• Part D: Record specific strategies for how to forge, intensify, and tether your Learn-
ing Processes to accomplish the task.
After receiving a lower grade than he expected on his last two assignments, Vincent (S17,
P20, TR32, C22), realizes he needs to use his Sequence with greater intention. He therefore
completes a strategy card for his next assignment. Follow along as he does so. You can also
download an annotated PDF of Vincent’s completed card and a blank template in your e-book.
Part A
On the first line, Vincent records his LCI scores and levels of use.
Part A. LCI Scores
Sequence Precision Technical Reasoning Confluence
Record your LCI Avoid (17) Use as Needed Use First (32) Use as
scores in the (20) Needed (22)
boxes provided.
Part B
Next, he reminds himself of the degree to which he uses each Pattern by referring to his per-
sonal learning profile. No matter how many strategy cards Vincent completes, Part A and Part
B will not change.
Part B. Carefully describe the degree to which you use each of your Learning Patterns.
Sequence: I Avoid Sequence. I’ll read brief directions, but I’d rather get started on my work than spend time
reading lengthy or involved directions. Directions don’t make sense to me. At work, I’m fine figuring out
what I am supposed to do without having to read directions. However, the directions for course assignments
require me to read and follow step-by-step instructions. I don’t naturally think or work that way so I am
often very frustrated and put off doing the work.
Precision: I use Precision at the Use as Needed level. I don’t read a lot. I’m someone who likes to be mov-
ing around and involved. Sitting and reading about things that aren’t real to me makes it hard for me to stay
focused and absorb the material. If the reading has a purpose and it’s something I want to know because I
will be using it in real life, then I’ll take the time to read and remember what I’ve read. Reading is all about
relevance and usefulness for me. For example, I like to garden and will read about the importance of using
raised beds in order to get information, but I’d rather be building the beds than reading about them.
(continued)
Techniques for Success: Strategy Cards Section 3.5
Part B. Carefully describe the degree to which you use each of your Learning Patterns (continued).
Technical Reasoning: I use Technical Reasoning at a Use First level. Writing about myself is hard. Basically
I like doing home repairs or renovations or thinking about things at work that need solving. My family says I
spend too much time working on things and figuring things out—instead of spending time with them.
Confluence: I use Confluence at the Use as Needed level. I’m a person who is willing to try something new
as long as I am not the first person to do it. For example, I’ve gone zip-lining with friends, but I watched
others go first before I tried it. I’ll take risks, but I won’t jump into something without knowing what I am
getting into.
Part C
Vincent then transfers the words he decoded when analyzing the assignment (see Figure 3.5)
and identifies the degree to which he is required to use that Pattern to complete the task.
Figure 3.5: Vincent decodes a new assignment
After decoding his assignment, what Patterns does Vincent realize he needs to use?
Source: Adapted from Strategic Learning: A Guide to Your Learning Self (p. 35), by C. A. Johnston, 2012, Glassboro, NJ: Let Me
Learn, Inc. Copyright 2012 by Let Me Learn, Inc. Adapted with permission.
Part C allows Vincent to decode, categorize, and record the assignment’s key words, matching
them to the Patterns’ required words to use them effectively.
Part C. Identify all verbs and specific terms from the assignment instructions and describe how each
Learning Pattern will be used to effectively complete the assignment.
Sequence: Even my Avoid Sequence (17) understands how to use bullets to break up the definition into
separate points.
Precision: I will use Precision to write the definition of critical thinking and check that it is accurate.
Technical Reasoning: I will use Technical Reasoning to remain brief and use few words.
Confluence: While I don’t need Confluence for this assignment, I can engage my Use as Needed Conflu-
ence to help support my Precision in ensuring that I provide a complete overview of the meaning of critical
thinking.
Techniques for Success: Strategy Cards Section 3.5
Part D
Vincent then compares his answers to Parts B and C. He notices which Patterns are needed to
successfully complete the assignment and compares that to his own natural tendencies. He
knows that if he sees a difference, he will have to forge, intensify, or tether his Patterns. He
realizes that there are three Precise words but knows his Precision is at a Use as Needed level
(P20). “I’ll need to intensify my Precision,” he thinks.
Vincent notes that the assignment asks for bullets and a brief answer. “My Technical Reason-
ing likes that,” he thinks, acknowledging that he will not need to tether his Use First Techni-
cal Reasoning—he will just need to use it. Vincent also realizes that he will need to forge
his Sequence. Even though Vincent Avoids Sequence, there are still aspects of the Pattern he
naturally uses, such as using bulleted lists.
However, Vincent doesn’t stop there! Simply saying you are going to FIT doesn’t make it hap-
pen. In Part D, Vincent also lists what strategies he can implement to help him forge, intensify,
and tether. He makes certain that his strategies are clearly stated and doable.
Part D. Explain how you will forge, intensify, or tether your Learning Patterns to implement personal
strategies so you can complete the assignment efficiently and effectively.
Sequence: I’ll need to forge my Sequence. I’ll bullet my answers and put them in the order of their
importance.
Precision: I’ll need to intensify my Precision. I’ll look at how each term is used in the text, write my bullets
using that specific information, and check for accuracy.
Technical Reasoning: I will use my Technical Reasoning with intention. I’ll stick to being a person of few
words and use bullets.
Confluence: While Confluence isn’t required, I can still put my Use as Needed Confluence to work making
sure I understand the overarching focus of critical thinking.
The Tips & Tools box provides quick step-by-step instructions for decoding and FITing as you
complete your strategy card.
Tips & Tools: Pulling It All Together: Decoding and FIT
1. Once you have decoded key words, count how frequently the assignment directs you to
use each of the Learning Patterns.
2. Next, compare your LCI scores to the amount of times you are being asked to use each
Pattern.
3. Then, ask yourself if the required use of each Pattern matches the degree to which you
use each of your Learning Patterns.
4. Determine which Patterns you will need to forge (stretch), intensify (wake up), or
tether (pull back on) in order to successfully complete the assignment.
5. Identify specific Pattern-based strategies to help you complete the assignment.
Techniques for Success: Strategy Cards Section 3.5
Using Different Formats
The process Vincent followed is just one way to create a strategy card. Strategy cards can take
many different forms, but all should contain essential information:
• What you know about yourself as a learner
• What is expected of you as you complete an assignment
• A plan to guide your Learning Patterns and self-regulate (FIT) your Patterns to
match the assignment
Strategy cards should be focused, concise, accurate, and above all, practical. You might create
a strategy card using the notes feature of your smartphone (see Figure 3.6) or in a document
or spreadsheet on your computer. You might prefer to scribble down your strategy card on
Post-it notes, notecards, or scraps of paper.
Figure 3.6: Sample smartphone strategy card
This person made a quick plan right on her phone. On the first “page,” she decoded the task. As
someone who Avoids Sequence and Uses Precision as Needed (S09, P23, TR20, C29), she recognized
that she needed to forge her Sequence and intensify her Precision because the task demanded those
Patterns. On the second “page,” this individual listed strategies, including talking to someone who
Uses Sequence as Needed. She recognized that someone with Use as Needed Sequence would likely
have some practical strategies but still be able to relate to someone with Avoid Sequence.
Conclusion
Personal strategy cards are essential to the metacognitive step of rehearsal. Part of effec-
tive rehearsal is to mentally review what a task entails and come up with strategies you will
use to accomplish that task. Personal strategy cards help you address the requirements you
have decoded from the assignment, connect to the instructor’s expectations, and organize
your approach to achieving success. When you develop a strategy card for each major task or
assignment, you become more disciplined and match your efforts to each requirement. Strat-
egy cards allow you to practice “smarter, not harder.”
Keep in mind that there is no single correct format for a strategy card. Over time you can learn
to develop a strategy card format that works most effectively for you.
Conclusion
Learning how to learn takes time and intention, and it requires that you own and personal-
ize your study techniques. When you understand your Learning Patterns and are aware of
your Patterns’ internal talk as they work through the metacognitive phases, you become
well equipped to self-regulate and take ownership over your learning.
As you conclude Chapter 3, where do you find yourself on your journey to becoming an
intentional learner? Use Table 3.13 to assess your growth as an intentional learner and your
use of learning strategies and tools. If you want to record your answers, you can download a
copy of this table in your e-book.
Table 3.13: Assess your progress as an intentional learner
Rarely Sometimes Often
1. I use my Learning Patterns with intention
at home, at work, and in my classes.
2. I use grit with intention to increase my
informed, engaged, and reflective effort.
3. I use metacognitive steps to prepare, per-
form, and learn from my assignments.
4. I understand which Learning Patterns I
need to use to complete the assignment
effectively and efficiently.
5. I use specific learning techniques to help
me move forward with a growth mindset
rather than dwell on my mistakes and
momentary failures.
What did you learn about yourself as you completed this assessment? How have you grown
in your understanding and use of your Learning Patterns? What areas require more self-
regulation of your Learning Patterns? Where might you focus your effort to become a more
intentional learner?
Conclusion
Discussion Questions
Assessing your progress as an intentional learner, consider each metacognitive phase: mull-
ing, connecting, rehearsing, attending, expressing, assessing, reflecting, and revisiting.
1. Which step do you find most challenging?
2. Which step do you use with ease?
3. Which do you skip over or ignore completely?
Now consider:
4. What is it about the combination of your Learning Patterns that causes you to use
your metacognition in this manner?
5. Where do you see the need for change?
6. How will you FIT your Learning Patterns to the challenge?
7. What would your instructor observe about your study techniques if she or he
were to track your time spent reading, see your notes, and observe what you have
highlighted?
Additional Resources
Carey, B. (2010, September 6). Forget what you know about good study habits [Video]. New York Times. Retrieved
from http://www.nytimes.com/2010/09/07/health/views/07mind.html?pagewanted=1&ref=home
page&src=me&_r=2&
This brief and entertaining video reviews key aspects of good study habits.
Dweck, C. (2015). Carol Dweck revisits the ‘growth mindset.’ Education Week, 35 (5), 20, 24. Retrieved from
http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html
It is not easy to change learning habits. This article provides practical suggestions for developing strate-
gies that lead to a growth mindset.
Personal Learning Coach. (n.d.). Retrieved from http://personallearningcoach.com
This is a web-based app that can help you develop your personal learning profile as well as strategy
cards.
Key Terms
decoding Analyzing a task to determine forge To increase the use of a specific
the degree to which each of the four Pat- Learning Pattern that an individual usually
terns is required to complete it successfully. Avoids.
Used as a way for learners to determine
how to apply their Patterns (i.e., tether, intensify To increase the use of an indi-
intensify, or forge their use). vidual’s Use as Needed Pattern.
FIT An acronym that stands for forge, strategy card A document on which a
intensify, and tether; the act of matching an learner writes specific actions he or she
individual’s Learning Patterns to a specific can take to forge, intensify, or tether cer-
task by using personal strategies to forge, tain Learning Patterns and complete a task
intensify, and tether those Patterns to the successfully.
specific level of use required by the task.
Conclusion
tether To restrain the use of a Use First
Learning Pattern.
word wall In the context of LML, a display
of words used as a tool to help a learner
decode. It is divided into four sectors, each
labeled with a different Learning Pattern
and a list of cue words that, when they
appear in an assignment, indicate that that
Pattern is required.
Developing an Adept Mind 4
keithpix/iStock/Thinkstock
“The knowledge of your Learning Patterns provides you with an explanation “In order to thrive in the 21st Century, intentional learners should be
of how you learn, not an excuse for failing to put forth the effort to learn.”empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—Christine A. Johnston (2010, p. 107)
—J. Doherty and K. Ketchner (2005, p. 1)
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
Becoming a Critical Thinker Section 4.2
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to be willing to
expose your thoughts to questions and
criticism. When you think critically,
you do not simply accept what you
read or hear from others. Instead, you
examine multiple sources of evidence
to verify that your facts are accurate
(Hardy, Foster, & Zuñiga y Póstigo,
2015). This is not easy—and is often
uncomfortable—but it pays off: Being
Jacoblund/iStock/Thinkstock a critical thinker better equips you to
Critical thinking is an important skill for academic make all kinds of important decisions,
and personal success. whether about your future career, your
family, or your financial investments.
Being able to think critically allows you to better defend your views, rise above emotional
reactions, and protect yourself from being manipulated (Hardy et al., 2015).
Becoming a Critical Thinker Section 4.2
In terms of your academic success, thinking critically helps you become a better reader and
writer and more likely to approach your academic career with integrity. When it comes to
your life in general, being a critical thinker means you seek out information regarding how to
build healthy relationships, parent your children, advocate for others, and formulate inclusive
civic perspectives and socially informed positions. You become adept at framing your outlook
and articulating your point of view. You express what you are thinking and experiencing in
clear, relatable terms so others can understand your perspective and talk with you in ways
that are both civil and enlightening.
Assessing Yourself as a Critical Thinker
So, are you a critical thinker? Paul and Elder (2001), who are considered authorities on the
subject, describe in the following list how critical thinkers form an opinion. How frequently
do you engage in the behaviors below? You can download this list as a self-assessment in your
e-book.
• I restate my understanding of the issue in my own words. I don’t let others define the
topic, but instead take the time to clarify my understanding by putting the issue into
words that make sense to me.
• I formulate my own questions to delve deeper. I sift through the questions being asked
and choose those that I feel need to be answered. I add my own questions to help me
delve into the particulars of a topic.
• I read a variety of articles that represent differing views to help me develop an
informed outlook. I don’t focus on one source or perspective. I rely on sources of high
academic quality.
• I try to listen to various opinions on the topic. I don’t limit my viewing or listening to
just one media source.
• I form an opinion about the topic based on my own thinking. I list the pros and cons of
various views, evaluate the authority of each source, and question each perspective’s
applicability to real life and ability to see the big picture.
• I use logic, reasoning, and facts to state the reasons I hold my opinion. I can write or
speak my opinion in such a way that others can follow my reasoning and accept the
case I’ve built based on facts as I present them.
• I remain open to exploring different perspectives on the topic. I revisit and reconsider
previously held opinions, particularly when new information comes to light.
Developing Critical-Thinking Skills
Critical thinking lies at the heart of all academic learning. It forms the basis of what it means
to be well informed. However, it does not occur by luck or chance. No one is born a critical
thinker. You must develop the skills and behaviors that produce critical thinking and must
improve your skills by practicing them. When you think critically, you are using all four of
your Learning Patterns with intention.
• Sequence provides a framework for examining the logic behind an argument.
• Precision questions the accuracy and completeness of the data used to support an
argument.
Becoming a Critical Thinker Section 4.2
• Technical Reasoning challenges the reasonableness of an argument by requiring it to
be accurate and applicable to the real world.
• Confluence views an argument from multiple perspectives, weighing each against
the logic of Sequence, the accuracy of Precision, and the grounding of Technical
Reasoning.
For example, suppose your assignment is to take a position on a specific topic and build a con-
vincing case based on facts, figures, and logic. Table 4.1 decodes the assignment and outlines
critical-thinking skills that are, in fact, Pattern-based strategies that you might use—either by
thinking them or recording them on a strategy card—for this task. As you read Table 4.1, ask
yourself: “Do I use any, some, or all of the strategies? How can I FIT my Learning Patterns to
become a better critical thinker and develop an adept mind?”
Table 4.1: Applying Pattern-based critical-thinking strategies
The task decoded Pattern-based critical-thinking strategies
Take a position on a specific • Plan a line of reasonable thought by listing the key points of
topic and build a convincing your position.
case based on facts, figures, • Formulate your position, moving through each step of your logic.
and logic. (Sequence)
Take a position on a specific • Read several articles, extended passages, and expert opinions on the
topic and build a convincing assigned topic.
case based on facts, figures, • Sort through the information you have researched and double-check
and logic. (Precision) that it is accurate, relevant, and applicable to the topic you were
assigned.
• Lay out your position (which you formed using your Sequence).
• Select key information from your research and use it to help you
state your position clearly and accurately.
• Build your case by explaining the rationale behind your position;
weave in the facts you selected to support your opinion.
Take a position on a specific • Lay the foundation of your case using basic facts and support it with
topic and build a convincing expert opinions, quotations, and real-world examples.
case based on facts, figures,
and logic. (Technical
Reasoning)
Take a position on a specific • Identify the standard logic used to view the topic and generate
topic and build a convincing alternative positions. Where the logic of Sequence follows a linear
case based on facts, figures, path, the logic of Confluence reimagines the argument in a nonlinear
and logic. (Confluence) manner.
• Recognize when your position is not steeped in logic. Accept your
failure to defend an alternative logic and examine how and why it
fell apart.
Source: Adapted from Marzano, 1992, p. 132; Paul & Elder, 2001, p. 152; Johnston, 2010, pp. 106–107.
Thinking critically is also a marketable skill to possess. In fact, you might regard critical think-
ing as a major dividend you can expect from your investment in a college education. Develop-
ing your skills as a critical thinker, reader, and writer gives you a lifelong advantage—an adept
mind that will help you achieve greater satisfaction as a person and a professional.
Becoming a Critical Reader Section 4.3
4.3 Becoming a Critical Reader
Think about how you approach reading. Do you read a page of text from top to bottom? Do
you graze across the page looking for interesting words without reading the text from begin-
ning to end? Do you read a passage word-for-word? Or do you look for interesting nuggets
and disregard what to you seem like unnecessary words?
Your Learning Patterns immedi-
ately shape how you respond when
confronted with a page of text. Your
Sequence looks for headings and sub-
titles. Your Precision looks for capital-
ized and bold words. Your Technical
Reasoning looks away, silently groan-
ing, and your Confluence jumps in
looking for a new phrase or idea. As a
student, you are best served by looking
at the written page and thinking, “How
can I critically work my way through
this text?”
Wavebreakmedia/iStock/Thinkstock
Developing and honing your critical-reading skills
While the ability to read refers to an
requires self-awareness, grit, and critical thinking.
individual’s skill in translating letters
Make sure you are using all four Learning Patterns
into words and words into a message,
as you read.
critical reading requires the reader to
drill down to the writer’s intention—
to discern his or her thoughts, ideas, feelings, and messages. The critical reader sees words as
more than groups of letters, but rather as containers of thought to be mined for deep mean-
ing (Mumford, 1968). Critical reading also involves engaging with the material, analyzing its
soundness, and assessing its quality. Critical reading is thinking critically while you read!
As an intentional learner, there is no more important thing you can do than train yourself to
be a critical reader. Why? Because so much of what you read requires you to think critically.
Critical reading requires engaging and exercising the mind in a more robust and expansive
way than skimming for basic, literal meaning. It’s the difference between training for a mara-
thon and taking a leisurely stroll. Critical reading takes energy, focus, time, and intention. It
takes more than simply figuring out how to pronounce words, but rather understanding what
they mean—and also what they don’t. It means getting the message, both from the literal
words that appear on the page and their implied meaning.
Being a critical reader means you take an active role in the reading process. In other words,
don’t just sit and stare at the page. Engage! Seek out clues (found in headings and subheads)
and nuggets (in text boxes, summaries, graphics, and examples). These special items serve a
specific purpose. They should make it easier to connect with the text; their important con-
tent should attract your attention; their organization or visual presentation should bring the
information, ideas, and data to life.
Becoming a Critical Reader Section 4.3
A systematic way to approach critical reading is to break it down into three different stages—
exploring, reading, and revisiting. Each stage makes use of all four Patterns; no single Learn-
ing Pattern should dominate how you read. Critical reading requires that you use each
Learning Pattern with intention.
Explore
In Chapter 1 you learned that “chance favors the prepared mind.” So too does critical reading
—in fact, it requires it. What can you do to prepare your mind to think and read critically?
For starters, explore the text before you begin reading. This will help you get an overview of
the general message of the chapter, article, or book. Formulate questions that will help you
understand the text’s deeper meaning. The following questions will help you engage your
Learning Patterns as you explore the text.
1. What is the purpose of the reading? (Technical Reasoning)
2. Is the reading connected to a previous assignment? (Sequence)
3. What do I already know about the topic? (Precision)
4. What new insights will this reading provide? (Confluence)
Read
Once you have explored the content, you are ready to do a more thorough or close read-
ing. This time, focus on understanding and analyzing the author’s central argument or
point. As you read, ask yourself the following questions:
1. What is the thread that connects one section to another? (Sequence)
2. What new terms will I need to record, look up, and log for review? (Precision)
3. Do the diagrams, graphics, or tables contain data that support the author’s point of
view? (Technical Reasoning and Precision)
4. What overarching idea dominates the reading? (Confluence)
Revisit
The last step is to revisit the reading.
This is an important step that many
students skip! If you are not yet an
intentional learner, you may think
this is a waste of time. “I’ve already
read the text once! I have to read it
again?!” When learning new mate-
rial, you may in fact need to read it
multiple times. You may also need to
revisit those parts that remain unclear
or seem disconnected from the central
message. When considering multiple Jacoblund/iStock/Thinkstock
viewpoints, you may need to return to Although it may seem redundant to reread a text,
a reading to analyze where you agree discussion board posting, or assignment rubric,
with the author, where you disagree, revisiting material reinforces your knowledge of its
and why. You may already have some content.
Case Studies in Critical Reading Section 4.4
idea whether you agree (or disagree) with what you are reading. As you read, you likely
reacted to statements the author made. But it is only after you have read the entire piece
that you can clearly and fairly evaluate the argument. Revisiting the reading reinforces your
knowledge of its content and strengthens your critical-reading skills.
Ask yourself the following questions when revisiting a reading:
1. What is the reading’s overarching message? (Confluence)
2. Are there gaps in the author’s logic? If so, where? (Sequence)
3. How well does the author use reason and logic to build a case for his or her position?
(Technical Reasoning)
4. Do you agree with the author’s point of view? Why or why not? (Precision)
5. What information is implied or inferred? What underpins the likelihood that the
inference is correct? (Confluence and Precision)
Remember that there are many different purposes for reading. While all require you to use
critical-reading skills, they do not require you to use them to the same extent. Think about the
different types of reading you encounter every day. How would you approach reading a new
sick leave policy being implemented at work? What about a movie review? What questions
would you need to ask when reading a news article versus a novel?
4.4 Case Studies in Critical Reading
Whatever your approach, recognize that critical reading requires you to assess your method
and reconfigure your technique so that no single Learning Pattern dominates how you read.
Each of your Patterns can contribute to your understanding of a text. Critical reading requires
that you use each Learning Pattern with intention to extract maximum understanding from
a passage. Don’t allow your Avoid Patterns to dismiss a reading assignment; don’t use Avoid-
ance as an excuse for not engaging. If you are a Strong-Willed learner, don’t mistake your
confidence for competence. Always double-check your knowledge by reviewing key points,
terms, and overarching themes.
With this in mind, carefully read the following stories. See to whom you most relate. Consider
how you can develop your critical-reading skills by learning from the following models.
Sequence
Dani (S30, P23, TR20, C12) is the oldest
of four and the first in her family to go to “I read a textbook like I do a map. I look for
college. signs telling me what I can expect next.”
—Dani
With her Use First Sequence, she always fol-
lows the same order when reading a text-
book: headings, content, end-of-chapter
questions. She may read charts if they are clearly labeled but often sees other features as
distractions. Dani likes the SQ3R method (see Figure 4.1) because it gives her steps to fol-
low. However, to become a critical reader, Dani needs to tether her Sequence and develop
Case Studies in Critical Reading Section 4.4
strategies that go beyond a mere step-by-step approach. This is because not all critical-
reading situations allow the time the SQ3R method requires.
For example, Dani’s methodical Use First Sequence becomes a problem when taking timed
tests or quickly digesting a lot of written material. Her Use First Sequence holds her back
from completing work in a timely fashion. Whereas others skip to the next question or skim
the text, Dani lingers, rereading the material or figuring out the correct answer before moving
on. When she is not being intentional, her Use First Sequence and Avoid Confluence lock her
into a linear approach to reading material and completing assignments. If you Use Sequence
First, check out the Tips & Tools box for some do’s and don’ts when reading.
Figure 4.1: SQ3R
Use the SQ3R method to ensure you thoroughly read assignments, papers, textbooks, and discussion
posts.
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