Continuing the blog series on Make It Stick, let’s dive into Chapter 6, where science challenges the traditional concepts of learning styles, intelligence, and how we truly absorb knowledge. Ever wondered why some people seem to excel by learning on their own terms, breaking conventional molds? This chapter explores exactly that, unpacking real-life stories like that of Bruce Hendry, a self-made success who carved his path through relentless curiosity and hands-on problem-solving. It challenges the myths surrounding learning preferences, emphasizing instead a more adaptable, empowering approach to education.
Whether it's the grit shown by dyslexic achievers like Richard Branson, the multi-dimensional world of Gardner’s intelligences, or the strategic nature of dynamic testing, these concepts highlight that learning isn’t one-size-fits-all. Instead, this chapter invites us to rethink what it means to learn successfully and what tools, styles, and mindsets can best support that journey. Let's take a closer look at each element and discover how these insights might redefine your approach to mastering new skills.
The Story of Bruce Hendry and Active Learning from the Start
Bruce Hendry’s journey, detailed in this chapter, illustrates the power of active, self-directed learning. From a young age, Hendry’s drive for independence and curiosity fueled his ventures. He learned through hands-on experiences—whether flipping lots into houses or investing in railroad bonds—and, importantly, he extracted lessons and structured them into mental models for future decisions. Psychologists refer to this habit as "rule learning" or "structure building," where successful learners abstract underlying principles from experiences. For Hendry, active learning was a way of life, constantly analyzing patterns in his pursuits, ultimately shaping his keen ability to identify valuable investment opportunities (pp. 131-138).
Carol Dweck and Richard Branson
The work of Carol Dweck on growth mindset supports the notion that our beliefs about our abilities impact learning outcomes. This concept aligns with the success stories of figures like Richard Branson, who overcame the challenges of dyslexia through resilience and adaptability. Branson exemplifies how adversity can fuel creativity and strategic thinking. His story, along with others with learning challenges, highlights that a positive self-perception fosters adaptability and tenacity in learning (pp. 139-140).
Language Fluency and Reading Ability
Language fluency and reading skills are foundational to effective learning. However, for individuals with dyslexia, such as some high achievers, traditional learning methods pose obstacles. With early intervention and practice, learners with dyslexia can develop techniques to improve fluency and comprehension, which, in turn, help them overcome reading difficulties. Language proficiency enables a clearer understanding and retention of complex ideas, demonstrating how critical foundational skills are for effective learning (pp. 141-142).
VARK and Honey and Mumford Learning Styles
The VARK model by Neil Fleming categorizes learners into visual, auditory, reading, and kinesthetic styles (p. 144). Meanwhile, the Honey and Mumford Learning Styles Questionnaire identifies styles like "activist," "reflector," "theorist," and "pragmatist" (pp. 144-145). Although these frameworks encourage versatile teaching methods, evidence suggests that aligning instruction solely to a preferred style may not significantly enhance learning outcomes. Instead, the effective use of learning techniques, regardless of style, yields more consistent benefits.
Fluid and Crystallized Intelligence
Two critical types of intelligence—fluid and crystallized—play distinct roles in learning. Fluid intelligence involves problem-solving and abstract thinking, while crystallized intelligence comprises accumulated knowledge and experiences. Together, these intelligences enable lifelong learning and adaptation, suggesting that our ability to learn is not static but evolves as we encounter new experiences (pp. 146-147).
Multiple Intelligences: Logical-Mathematical, Spatial, and Beyond
Howard Gardner’s multiple intelligences theory broadens the concept of intelligence to include logical-mathematical, spatial, linguistic, kinesthetic, musical, interpersonal, intrapersonal, and naturalistic abilities (pp. 147-148). This model acknowledges the varied strengths individuals bring to learning, such as a musician's sensitivity to rhythms or a gardener’s ability to understand nature. Gardner’s framework encourages a more inclusive view of intelligence, empowering learners to harness their unique strengths across different domains.
Dynamic Testing
Dynamic testing, proposed by Robert Sternberg, involves a cyclical process of assessing, learning, and reassessing. This approach highlights learning as an ongoing journey, where we refine skills and fill knowledge gaps iteratively. Unlike static tests, dynamic testing adapts to the learner’s progress, focusing on continuous improvement rather than a one-time assessment (p. 152).
Rule Versus Example Learning
Lastly, learners are often categorized as either "rule" or "example" learners. Rule learners identify patterns and general principles to apply broadly, while example learners rely more on specific instances for learning. By comparing examples, example learners can improve their ability to generalize, aiding in problem-solving and the application of knowledge to novel situations (pp. 155-156).
In summary, Chapter 6 highlights that effective learning transcends fixed styles or rigid metrics, advocating for active engagement, resilience, and a growth mindset. Each concept reminds us that true mastery comes from embracing the diversity of our cognitive abilities, adapting our methods, and continuously refining our knowledge.
Eckert Centre is staffed with educational psychologists in Calgary, Alberta who specialize in teaching students of all ages the science of learning. Academic coaching services can support students of all ages to make what they are learning stick!
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Madison is a Psychology Assistant & Digital Marketing Assistant at Eckert Centre. She's currently deepening her understanding of psychology at the University of British Columbia. Madison brings her passion for mental health to our community through her writing. As our blogger in residence, her contributions offer a fresh perspective and shed light on the importance of mental wellbeing and school psychology. We are grateful for her eloquent words and the insights she shares on her journey towards cultivating a "Wise Self."
Works Cited
Brown, Peter C., Henry L. Roediger III, and Mark A. McDaniel. Make It Stick: The Science of Successful Learning. Belknap Press of Harvard University Press, 2014.
