Briana Foster

Analysis of Myself as a Learner:

Battling My Mythical Physics Monster

Dr. Martin

ED 593

April 16, 1998

 When I first entered college, I was primarily a passive learner. I would store the professors’ lecture materials in my mind and regurgitate the information when asked which was highly ineffective since the information held no meaning for me. In addition to this ineffective approach to learning, I had developed personal myths as a reaction to not succeeding. For example, because I had failed numerous times on math problems, I felt that I was not naturally able to comprehend math. My attitude changed when I approached a summer class in an entirely new manner. I became an active participant in my own learning, utilizing my "explorer" and "artist". I did not merely rely on what the professor and textbook told me, but sought out additional information to increase my understanding. I combined notes from my professor, textbook, and other resources and drew connections between the points made by each. Reflecting upon this information, I was able to relate my own experiences which made what I learned relevant to my own life.

I also attacked my own personal myth of my inability to succeed at math. No matter how difficult, I would not allow myself to give up on a problem. I would spend hours reading my notes and applying the concepts to the problems. Sometimes I had to admit to myself that I needed some help from an outside source. With the help of a friend, we were able to discuss the problem and explain it in such a way as to make it clear to me.

By the end of the course, I was able to take responsibility for my own learning. I had actively participated in the learning process and proved a personal myth concerning my own abilities to be false. The process of becoming a self-organized learner caused me to see success in a class as the ability to say that I had personally grown as a result of the experience.

Throughout my years as a high school student, I was able to maintain an A average while putting forth little effort into my classes. I was adept at regurgitating on exams and in essays the material that the instructors lectured to us. When I entered Truman State University, I attempted to utilize this same method of memorization and regurgitation in my classes but was not able to receive grades any higher than a B. I did not realize that college required students to analyze the theories presented during lectures and develop our own understanding of what was being taught. I had particular difficulty completing mathematical problems and as a result, I developed the belief that comprehending math on a deeper basis was a skill with which you were born; in the words of Sheila Harri-Augstein and Laurie Thomas, math was an "inborn talent" (1991). My personal myth was confirmed during every class in which mathematics played a role. After failing repeatedly on math problems, I decided that putting forth effort was a waste of time. My attitude changed last summer when I evolved into a self-organized learner during a six-week summer class.

In order to satisfy the core requirement for science credits, I needed to enroll in a physics course. I knew that the course would include extensive mathematical equations and I began to worry that my grades in the class would lower my grade point average and possibly cause me to lose my one remaining scholarship. When I informed my family and friends of my plan to enroll in physics, they cringed and shared horror stories concerning the extreme difficulty they had had with that particular course. Their reactions caused me to rise to the challenge: I had to prove that I could do well in the course.

In order to achieve this goal, I had to first examine how I had behaved as a student in the past. I had regarded learning as something that happened to me rather than an activity in which I participated; I would merely sit back during class and allow my teacher to tell me what I was supposed to know. I became aware that this technique did not work in my college classes when I received grades which were not as high I would have liked and I would leave my classes feeling as if I had learned nothing. In order to gain knowledge through this class, I needed to become an active participant in my learning.

My first step involved the refinement of what Roger von Oech would call my "explorer". Each night I would look ahead to what chapter we would cover the next day in class and read through the textbook. I highlighted important passages and condensed the points in my notebook. If I did not understand what the author was trying to say, I walked to the library and researched the topic in journals and books, making additional notes in my notebook. When I returned home, I translated the jargon of the various authors into my own words so that I could comprehend the meaning clearly. In class the next day, I juxtaposed the professor’s lecture notes with my own notes that I had collected the night before.

After collecting all of my notes, I needed to do something with the information. I referred to what von Oech would call my "artist" for inspiration as to what I should do. I felt that I needed to make what was involved in my physics course relevant to me. Similar to Harri-Augstein and Thomas, I believed that what we learn "depends upon what we bring to each event and what we make of each experience" (1991). By relating what I read in my textbook and what I heard from my professor to my own life, physics began to take on a purpose to me. After recording my notes, I would close my notebook and reflect upon what I had just read or heard. If we were discussing the effects of gravity and acceleration, I would construct an example in my head utilizing an event with which I was familiar, such as walking down the hill behind my grandparents’ house, and apply the theories that we had covered in class to the example. I would then copy these reflections in my notes to increase my understanding of the topics.

After changing my approach to learning, I knew that I had to confront my personal myth concerning mathematical problems. I decided that I would not allow myself to give up if I did not obtain the correct answer to a problem immediately. For approximately six hours a night, I poured through my notes and the textbook, searching for explanations and examples which resembled the assigned problems. I would work and rework each problem to ensure that I truly understood how I had solved the equation and that my solution was not merely an accident. On a few occasions, I had to swallow my pride and admit to myself that I did not understand the concept. In the past I had been able to rely on my own mind to solve problems and realizing that I needed help from a peer was an attack on my self-confidence. Luckily, a friend in the class could explain the problem in such a manner as to help clarify the question without making me feel as if I was incompetent. She acted as a guide, helping me work through the problem on my own rather than simply telling me the correct answer. As a result, I could comprehend numerous types of mathematical problems found in physics. I had proven to myself that I could succeed at math problems and that my personal myth was false.

By the end of the six-week session, I had achieved my goal of doing well in the physics class. I had taken the initiative to actively participate in my own learning rather than expecting the professor to merely pour facts into my head. I could discuss concepts found in our textbook and apply these concepts to everyday life. For the first time in my educational career, I felt as if I had truly gained knowledge during a class and grown as an educated individual. In addition to this personal growth, I was able to present my friends and family with my report card which stated the A for which I had worked so hard and earned.

Since this class, I have been able to apply these study techniques to other classes and succeed at understanding what is covered in the class. Because every class is unique, I sometimes have to alter my method of learning, experimenting with different approaches until I find one that works the best for me. I may not always receive an A at the end of the semester, but as long as I leave the class knowing that I have grown as a result of the experience, then I know that the class has been a success.

Harri-Augstein, S. & Thomas, L. (1991) Learning Conversations. London: Routledge.

Von Oech, R. (1986) A Kick in the Seat of the Pants. New York: Harper & Row, Publishers, Inc.