Ashford 5 Week 4 Journal And Learning Styles Prior To Comple
Ashford 5 Week 4 Journaliq And Learning Stylesprior To Completing
Ashford 5: - Week 4 - Journal IQ and Learning Styles Prior to completing this journal, please review Gardner’s theory of Multiple Intelligences, watch the Environmental and Genetic Influences on Intelligence and Multiple Intelligence videos, and review any relevant Instructor Guidance. For this assignment, you will create a word Journal entry. First, you will reflect on what type of intelligence you feel you embody, according to Gardner’s theory, and why. Then, take this learning style quiz and report your results within the journal. How did your perception and the test results differ? How are intelligence and learning style similar, if at all? If they do not seem to be related, explain why you think that is. In what ways has either your intelligence type or your learning style benefited you in your development, and in what ways has it held you back? How can being aware of your intelligence type and learning style relate the value of continued learning by promoting success here in your educational journey at Ashford and in your personal life? You must cite all of your sources (including the video embedded above) in proper APA style. If you are unsure how to create an APA style reference page, please visit the Citation and Reference tutorial provided by the Ashford University Library which will show you how to find scholarly articles and how to assess the scholarly quality of the resource. NOTE: As you are completing your searches in the library search engines, check the boxes in the search engines of the library for scholarly, peer-reviewed sources. This allows you to find resources that have been evaluated by a number of experts in the field and do not represent just one person's opinion.
Paper For Above instruction
Introduction
Understanding the intricate relationship between intelligence and learning styles is pivotal for personal and academic development. Gardner’s theory of Multiple Intelligences posits that intelligence is not a singular concept but encompasses various modalities through which individuals excel (Gardner, 1983). Coupled with an awareness of personal learning styles, this framework enables learners to optimize their educational experiences. This paper reflects on my own intelligence type per Gardner’s theory, analyzes my learning style through a quiz, compares the results, and discusses how these insights influence my learning process within the context of Ashford University and beyond.
Gardner’s Theory of Multiple Intelligences and Personal Reflection
Howard Gardner’s model of Multiple Intelligences suggests that intelligence manifests in various forms, including linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences (Gardner, 1983). I identify predominantly with interpersonal intelligence, which involves the capacity to understand and interact effectively with others. This aligns with my strengths in communication, empathy, and social engagement, which have historically facilitated collaborative learning and leadership roles in academic settings.
My inclination toward interpersonal intelligence has helped me develop strong social skills, crucial for group projects, peer learning, and networking at Ashford University. For instance, my ability to interpret others’ perspectives enhances group cohesion and fosters productive dialogue. However, over-reliance on interpersonal skills may sometimes limit my independent critical thinking or solitary work, highlighting a potential area for growth.
Learning Style Assessment and Results
I completed a learning style quiz centered on auditory, visual, and kinesthetic modalities. The results indicated a predominantly kinesthetic learning style, characterized by a preference for hands-on activities, physical engagement, and experiential learning. This outcome resonated with my self-perception, as I find active participation, such as simulations or lab exercises, enhances my understanding and retention of new information.
Interestingly, while I perceived myself as a visual learner—since diagrams and visual aids often help me comprehend concepts—the quiz highlighted kinesthetic preferences more strongly. This divergence suggests that my learning preferences may be context-dependent and that my understanding of my learning style has evolved through experience.
Comparison of Perception and Test Results
Initially, I believed my learning style was primarily visual, due to my affinity for diagrams and charts. However, the quiz results shifted my perception toward kinesthetic learning. This discrepancy underscores that self-assessment may sometimes be limited or biased; external assessments can provide additional insights. Recognizing that I learn best through active engagement rather than passive observation aligns with research indicating the effectiveness of multi-modal learning approaches (Fleming & Mills, 1992).
This comparison illuminated the importance of flexibility in learning strategies. While visual aids are beneficial, incorporating kinesthetic activities—such as role-playing or hands-on tasks—may optimize my educational experience.
Relation Between Intelligence and Learning Style
While intelligence and learning styles are related in the sense that both influence how individuals acquire and process information, they are conceptually distinct. Intelligence pertains to innate or developed cognitive abilities, while learning styles represent preferred approaches to learning tasks (Pashler et al., 2008). For instance, possessing strong interpersonal intelligence does not necessarily determine that a person is a kinesthetic learner.
However, understanding one’s intelligence profile can inform effective learning strategies. For example, if I recognize my interpersonal intelligence, I might seek collaborative study methods, whereas knowing my kinesthetic preference encourages active participation. Both aspects can synergistically enhance learning outcomes when aligned.
Benefits and Challenges of Identified Traits
My interpersonal intelligence has been advantageous in collaborative projects, leadership positions, and developing strong communication skills, which are essential in the academic environment at Ashford University. Conversely, an overemphasis on social interaction might sometimes hinder independent critical analysis, requiring conscious effort to balance group work with solitary reflection.
Similarly, my kinesthetic learning style benefits me by enabling practical understanding and retention through active involvement. Nevertheless, reliance solely on kinesthetic methods could pose challenges when traditional lecture-based content is predominant. Recognizing these traits allows me to adopt versatile learning strategies that leverage my strengths and mitigate weaknesses.
Implications for Continued Learning and Personal Development
Awareness of my intelligence type and learning style fosters a growth-oriented mindset. It encourages me to tailor my study techniques—such as incorporating hands-on activities and collaborative learning—to maximize comprehension and retention. This approach aligns with research advocating adaptive learning strategies to improve academic success (Hattie & Timperley, 2007).
Furthermore, understanding these personal attributes enhances motivation and resilience, as I can identify effective methods that resonate with my cognitive profile. Such insights are crucial not only academically but also in lifelong learning pursuits, career development, and personal growth.
Conclusion
In conclusion, exploring Gardner’s Multiple Intelligences and my learning style has provided valuable self-awareness that directly impacts my educational journey. Recognizing that my strengths lie in interpersonal and kinesthetic modalities enables me to adopt more effective learning strategies, leading to improved academic performance and personal development. This reflective process underscores the importance of continual self-assessment and adaptation, essential components of lifelong learning and success at Ashford University and beyond.
References
Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137-155.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.
Surveys and resources on learning styles. (n.d.). Retrieved from the University of Southern California Libraries: https://libraries.usc.edu/
Additional scholarly sources and videos as required by the course curriculum and instructor guidance.