Accelerated coursework: refers to an intensive immersion into Let Me Learn process and practice through workshops, reading, reflection, and interactive activities with certified Let Me Learn practitioners and facilitators for the purpose of gaining additional expertise and greater facility using the Let Me Learn Process.
Advanced Learning System: refers to Let Me Learn’s system for developing intentional learners. The system includes a specific learning theory (the Interactive Learning Model), learning tools (the Learning Connections Inventory, the Learner Profile the Metacognitive Drill, and the Strategy Card, an array of skills decoding, metacognating, and FITing) , and a specific learning lexicon of terms that make up the Let Me Learn Process.
Affectation: refers to our feelings of worth and value as learners. This mental process focuses our emotive response to a learning task.
Assess: refers to an individual’s means of weighing his/her performance against another’s expectations for a specific task. This is the phase within an individual’s metacognitive cycle which launches reflective practice.
Avoid Pattern: refers to LCI scale scores that range from 7-17. An Avoid pattern has a volume equal to a Use first pattern. It will make itself heard in a learner’s internal metacognitive chatter. When an individual avoids a pattern, he/she will feel stress whenever he/she is asked to use that pattern without the benefit of intentional strategies.
Bridge Learner: refers to a learner whose LCI scores fall between 18-24 in all four patterns, and can apply each pattern on as-needed basis. I learn from listening to others and interacting with them. I am comfortable using all of the patterns. Sometimes I feel like a “jack of all trades and a master of none,” but I also find I can blend in, pitch in, and help make things happen as a contributing member of the group. I weigh things in the balance before I act. I lead from the middle by encouraging others rather than taking charge of a situation.
Cognition: refers to our internal processing of information. This mental process focuses on thinking.
Conation: refers to the pace, skill, autonomy, and manner with which we perform a task. This mental process focuses “doing” of a learning task.
Confluence: refers to the pattern which describes the way we use our imagination, take initiative and risks and brainstorm ways of approaching things in a unique manner. Confluence allows the learner to link disparate pieces of information into the “big picture.”
Connect: refers to relating the current learning context to prior learning experiences, gathering and reading information, asking questions and reviewing previous learning. It also may mean linking up with a peer in the classroom who can model what needs to be done and how to do it. This is the phase within an individual’s metacognitive cycle which launches reflective practice.
Decoding: refers to analyzing a task to determine which combination of the four patterns is required to complete the task successfully. Used as a way for learners to assess how to apply their patterns, i.e., tether, intensify, or forge their use.
Dynamic Learner: refers to the LCI scale scores of an individual who uses one or two patterns at the Use First level and any other combination of Avoid or Use as Needed for the remaining patterns. The combination of Use First with the other Use as Needed or Avoid patterns creates a dynamic different than either a Bridge Learner (one whose all four scale scores lie between 18-24) or a Strong-willed Learner (one who uses three or more Use First patterns resulting in the learner’s sense of being his/her own team).
Express: refers to the public performance of knowledge and/or a specific skill. This is the phase within an individual’s metacognitive cycle which typically follows Rehearsing. Publically performing the task opens the individual to receiving public feedback.
Forge: refers to increasing the use of an individual’s Avoid level of a specific learning pattern in order for that person to succeed in completing a specific task. An individual cane forge his/her use of a pattern by as much as five points for a limited period of time. Forging requires intention, strategies, and focused energy.
Group Covenant: refers to a written agreement among members of a team to work as a cooperative unit for the purpose of achieving a specific goal. Implicit in the covenant agreement is the willingness to honor each others’ learning patterns and resolve pattern differences as they arise. Most importantly the Covenant includes how its members will support and mentor each other in the use of their patterns.
Intensify: refers to increasing the use of an individual’s Use as Needed pattern more forcefully. An individual can intensify his/her use of a pattern by as much as five points for a limited period of time. Intensifying requires intention, strategies, and focused energy.
Intentional Learning: refers to making the learning experience work for the individual by decoding the task, matching the pattern-use required to the individual’s patterns, and then strategizing how to forge, intensify or tether the individual’s patterns to meet those of the task.
Intentional Teaching: refers to the teacher knowing his/her learning processes and how they shape the learning environment and activities the teacher brings to the classroom. Next intentional teaching involves a conscious effort on the part of the teacher to respect, value, and mentor the personal learning processes of his/her students. Finally intentional teaching relies on communicating with students about their learning processes vis a vis their peers and their teacher. Intentional teaching creates a dialogue about learning inside and outside the classroom.
Interactive Learning Model (ILM): refers to the simultaneous interactions of three mental processes, identified as: cognition, conation, and affectation which operate concurrently within each of the four operational patterns that make up each learner’s brain-mind interface. The model developed by Christine Johnston (1994) is based on research conducted in cognitive psychology, learning theory, multiple intelligences, and neuroscience.
Internal Chatter: see Metacognition and Metacognitive Process
Interpreting Learning Connections Inventory Scores: refers to interpreting the scale scores of an individual for each of the four learning patterns. As a result of the interpretation a individual can anticipate how he/she will respond to a particular task based on his/her patterns.
Learner Profile: see Personal Learning Profile
Learning: refers to our ability to take in the world around us and make sense of it so that we can respond to it in an efficient, effective, and appropriate manner.
Learning Connections Inventory (LCI): refers to the instrument (a two part, twenty-eight question self report tool with three open response written questions) which is administered to identify an individual’s combination of Learning Patterns. Responses to the 28 items are tallied forming a “score” representing the degree to which an individual uses each of four Learning Patterns: Sequence, Precision, technical Reasoning, Confluence. Each score is placed on a continuum which indicates the “range” or of level of use of each Pattern: Use First, Use as Needed, Avoid.
Learning Patterns/Learning Processes: are used interchangeably to refer Sequence, Precision, Technical Reasoning, and Confluence. Within each of these Patterns, the source and degree of the cognitive, conative, and affective characteristics of each determine the level to which an individual naturally “uses” each.
Let Me Learn cohort: refers to those individuals who have experienced LML accelerated coursework as members of a sustained learning community.
Let Me Learn community: refers to those individuals and organizations presently using the Let Me Learn Process® with intention.
Let Me Learn integrated system: see Advanced Learning System
LCI Charts: refers to a visual tool used to present LCI scores of individuals, showing each of their four patterns, typically expressed in the following order: sequence, precision, technical reasoning, and confluence.
Mental Processes: refer to the cognition, conation, and affectation occurring within each discrete Learning Pattern.
Metacognition: in its traditional use refers to thinking about one’s thinking. The term means much more when used within the context of the Let Me Learn Process. Metacognition as a LML term refers to the ability to hear the “talk” (sometimes referred to an internal chatter) among one’s learning Patterns and respond to the “talk” by using personal strategies to intervene in negative “talk” and respond positively to use one’s learning processes with intention.
Metacognitive Drill: refers to the seven terms LML uses to explain what the learner is experiencing as he/she is completing a learning task. These terms include Mull, Connect, Rehearse, Express, Assess, Reflect, and Revisit.
Metacognitive Process: refers to the phases of internal talk (internal chatter) which occurs among an individual’s four patterns as they consider the task before them
Mull: refers to considering, contemplating, even wallowing in the description or directions of an assignment until the learner is able to understand the expectations of the task and how he/she can make a conscious effort to begin his/her learning. Mulling may take minutes, hours or even days depending upon the nature of the task to be accomplished and the patterns of the learner seeking to respond to the task.
Patterns: see Learning Patterns/Learning Processes
Pattern Bias: refers to the belief that someone’s pattern combination is not desirable. The root of pattern bias is frequently an unintentional preference for one’s own use of learning patterns. Pattern bias affects an individual’s appreciation for and acceptance of another’s approach to completing a task or producing work product. Pattern bias is usually associated with assumptions about someone else’s Use First and Avoid patterns.
Pattern Characteristics: refers to the results of factor analyzing the responses of over 5000 nine-to-eighteen year olds and 4000 adults who responded to the various iterations of the Learning Connection Inventory during its development. Those factors that clustered together were then given a categorical label. The labels chosen were the following: Sequence, Precision, technical Reasoning, and Confluence.
Pattern Combination: refers to any combination of an individual’s four Learning Patterns.
Pattern Conflict: refers to the negative interaction of individuals as a result of pronounced pattern differences; the conflict which is generated as a result of individuals’ lack of communication concerning their differences in how each approaches learning.
Pattern Difference: refers to the difference of pattern combinations between/among individuals.
Pattern Driven: refers to an activity which becomes overwhelmingly associated with the use of one pattern not a balance of four patterns used in consort.
Pattern Fit: refers to the appropriate use of patterns to undertake a task successfully; the match between the task to be done and the pattern levels available to do the job.
Pattern Validity: refers to matching pattern scale scores to what the person has written as his/her short answer responses. This process known as “validating the LCI scores” uses a protocol for identifying words reflective of specific patterns. (See word wall below). This internal validity check helps strengthen reliance that an individual’s learning profile (LCI) is accurate for that individual.
Pattern Volume: refers to equating a pattern’s use with a voice volume to demonstrate the degree to which a pattern’s attributes influence the learner’s behavior. Use first patterns are equated to being “playground” volumes; use as needed as “classroom” volumes; and avoid usage are “soft-spoken or whisper” volumes. Individuals learn to make “adjustments” to the volume to match the pattern combination to the task at hand through metacognitive awareness and intention.
Personal Learning Profile: is a record of your learning Patterns described in your own words. It is a way of translating the Pattern scores into an authentic profile of yourself as a learner.
Range: see Learning Connections Inventory (LCI)
Reflect: refers to looking in a hand-held mirror, facing oneself, and asking, “What specifically did I do or not do that resulted in this learning outcome?” Reflection is an inward directed activity which reinforces the ownership of the individual’s learning strategies and intentional behaviors. This is the metacognitive phase that follows Assessment. This is the heart of becoming an intentional learner. This is where the buck stops.
Rehearse: refers to privately practicing a response to a learning task. The only audience (and critic) is the learner him or herself.
Revisit: refers to revisiting the original learning task, a similar task, or an extension of that task (new assignment) and applying what was learned through the metacognitive phases of Assessment and Reflection. This is where transferrable skills are applied to a specific task with the intention of demonstrating improvement over the previous performance. This is the metacognitive phase that fosters measureable improvement based upon the implementation of new learning strategies.
School patterns: refers to patterns that are frequently honored in school and/or classroom settings because of the bias of teachers for their own patterns. Elementary-Middle School patterns honored are usually sequence and precision because the overwhelming majority of these teachers lead with sequence and precision themselves.
Score: see Learning Connection Inventory (LCI)
Sequence: refers to the learning pattern which needs to organize, plan, and complete work assignments without interruption using clear instructions, as well as a time-frame which allows for checking work.
Precision: refers the learning pattern which seeks information and details, asks and answers questions, researches and documents facts.
Strategy Card: refers to a charted representation of the gap between a learner’s patterns and a particular task to be completed. A strategy of specific actions is written by the learner for those patterns which the learner recognizes need to be tethered, forged, or intensified in order to undertake the task successfully.
Strong-willed learners (SWLers): refers to learners whose scores are 25 or more in at least three out of four patterns. “I am my own team. I prefer to work alone so that I can control the plan, the ideas, the talk, the decisions, the process, and the outcomes. I lead from out in front. Sometimes others find it hard to follow my lead.”
Team of Patterns: see Pattern Combination.
Technical Reasoning: refers to the pattern which describes the way we seek relevant real world experiences and practical answers. This pattern is the pattern of the fewest words. It emphasizes the ability to problem-solve using independent private thinking and hands-on interaction.
Tether: refers to restraining the use of a Use first learning pattern. This is done with intention to allow the learner’s other patterns to be heard metacognitively and to operate more effectively.
Use as Needed: refers to LCI scale scores that range from 18-24. These are the patterns which tend to be lost among the more vocal pattern chatter of Use first and Avoid patterns.
Use First: refers to LCI scale scores that range from 25-35. A Use first pattern has a volume equal to an Avoid pattern It will make itself heard in a learner’s internal metacognitive chatter. Learners use this pattern first and begin their learning task relying on it.
Word Walls: refers to posters or charts which list words associated with each of the four patterns: sequence, precision, technical reasoning, and confluence. The posters provide learners with assistance in doing task analysis and creating strategy cards. (These are available from www.letmelearn.org/store).
Working memory: refers to one of our memory functions which receives stimuli that has passed through the interface of our Learning Patterns and requires translation into symbolic representation (words, numbers, musical notes, etc) and direction for storage for ready retrieval.