Final Reflection Kristina Bynum EXP 105 Ashford University

Final Reflectionkristina Bynumexp 105ashford Universitythere Was A Lot

Final Reflection Kristina Bynum EXP 105 Ashford University There was a lot of great information that I learned during this class. There was a great deal of information that I learned in regards to learning patterns and what it means to learn. This course opened my eyes to aspects of learning that I had previously never given thought to. I thought that I was crazy, and then I took this class. The process of learning is more complex than just retaining information that is received.

The concept of learning is more complex than one would think. I would explain learning first by defining what it means. To me, learning is the process of receiving and processing new information. Learning takes place in just about every aspect of life and not just in school. If I were to explain this to someone that has never taken this course, I would explain that in order to learn, you need an open mind regarding new information.

I would also explain that there are several different processes of learning. Although we touched on the Learning Patterns, there are others as well. In describing myself as a learner, I am first a Dynamic Learner, meaning that among the learning patterns, I have most of my scores in the use as needed range. My scores from my Personal Learning Profile were: Sequence 25, Precision 28, Confluence 21, and Technical Reasoning 25. I have learned and am still learning to tie in all of my Learning Patterns in order to achieve success.

To do so, I have to learn how to enhance my learning weaknesses by tethering and forging them. In doing this, I am able to even out all of my Learning Patterns to a level that will allow for suitable results. Going through this course, my Learning Patterns worked together in helping me decipher instructions and complete the required assignments. Precision is the highest score, and I used it as the first approach because it became probably one of my most important assets. I used the knowledge gained from the readings to complete most assignments.

Sequence is what ties everything together for me because I cannot do anything without order. Sequence allows me to complete assignments in an order that was comfortable and manageable. This made everything easier to handle. The biggest challenge I face is with my Confluence Learning Pattern. It is my lowest score and, honestly, is what I struggle with the most.

After learning about the Learning Patterns, I started to reflect on my life and habits. I struggle with my mind being all over the place at times. This can sometimes cause challenges because I tend to do more than necessary. Confluence tends to align with my imagination. If I can maintain this awareness, I will have all of my Learning Patterns on an even playing field.

Looking back at this course, I was amazed by the levels of learning and the detail involved. As I mentioned earlier, I never really thought much about the process of learning. I just knew that people learned every day and continuously acquired new knowledge. During the class, I would observe the people around me and compare their learning styles to mine. I also attempted to understand their Learning Patterns and how they differed from mine.

This course was an ideal way to re-engage with academic settings. Many of us have not been in a school environment for some time, and this course served as a perfect introduction to help us become successful learners. By understanding how we learn, future assignments will become easier to comprehend. I wouldn’t change the course because it effectively establishes clear expectations and foundational knowledge about learning processes.

Paper For Above instruction

Learning is a fundamental aspect of human existence, encompassing a complex, dynamic process that extends beyond formal education into every facet of daily life. Personal reflection on the learning journey reveals that understanding one's unique learning patterns can significantly enhance academic success and personal growth. Kristina Bynum’s experience in EXP 105 underscores the importance of self-awareness in learning, emphasizing the diversity of learning styles and the significance of integrating various learning patterns to achieve optimal results.

At the core of this reflection is the recognition that learning involves more than just retaining information; it requires the active reception, processing, and application of new knowledge. This holistic perspective aligns with contemporary educational theories that emphasize metacognition—thinking about one's learning processes—as essential for effective learning (Flavell, 1979). Such an understanding fosters an open mind toward acquiring new skills and information, which is vital in a rapidly changing world where adaptability is crucial (Dweck, 2006).

Kristina identifies herself as a predominantly dynamic learner, with specific scores in learning pattern categories such as Sequence, Precision, Confluence, and Technical Reasoning. Her self-assessment highlights the importance of leveraging strengths and addressing weaknesses within the broader context of learning strategies. For example, high precision enables her to analyze and implement detailed instructions effectively, while her reliance on sequence provides structure and organization in her academic work. Conversely, her lower score in confluence indicates she recognizes the need to develop more integrative and imaginative thinking, which could enhance her creative problem-solving abilities (Kolb, 1984).

The process of tethering and forging her learning weaknesses demonstrates a proactive approach to self-improvement. By consciously working to balance her learning patterns, Kristina exemplifies the principle that effective learners are those who adapt and refine their approaches based on feedback and self-reflection (Schön, 1983). This strategy echoes the concept of growth mindset, promoting continuous development in the face of challenges (Dweck, 2006). Her efforts to understand and integrate her learning patterns serve as a model for anyone seeking to optimize their educational experiences.

Reflecting on her personal habits reveals how awareness of learning styles influences behavior outside of academics. Kristina acknowledges her tendency for a scattered mind, linked to her lower confluence score. Recognizing this, she emphasizes the importance of maintaining focus and balancing her imagination with structure, which aligns with research suggesting that mindfulness and self-regulation can improve cognitive functioning and emotional well-being (Kabat-Zinn, 1994). Her insights demonstrate that self-awareness and intentionality are key to managing learning challenges effectively.

The course, designed as an introductory platform for re-engaging with academic routines, effectively fosters self-awareness of learning styles, which is crucial for academic success. By understanding their unique patterns, students can tailor study strategies, improve time management, and reduce frustration—ultimately leading to better performance and confidence (Pintrich & De Groot, 1994). Kristina’s reflection underscores that such courses serve as vital foundations for lifelong learning, especially for students returning to academic pursuits after a hiatus.

In conclusion, Kristina Bynum’s experience highlights the importance of recognizing and understanding personal learning patterns. Her journey illustrates that effective learning involves a continuous process of reflection, adaptation, and integration of various cognitive approaches. As she continues to develop her skills, especially in strengthening weaker patterns like confluence, she will enhance her overall learning efficacy. This self-awareness not only benefits academic achievement but also promotes resilience and lifelong learning, essential qualities in today’s dynamic global landscape.

References

• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive–Developmental Inquiry. American Psychologist, 34(10), 906–911.
• Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
• Pintrich, P. R., & De Groot, E. V. (1994). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 86(2), 331–339.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
• Schön, D. A. (1983). The Reflective Practitioner. Basic Books.
• Flavell, J. H. (1979). Metacognition and Cognitive Monitoring. American Psychologist, 34(10), 906–911.