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Change Magazine - September-October 2010

Change Magazine - September-October 2010
by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining “learning styles”; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. But in separating the wheat from the pseudoscientific chaff in learning-styles theory, we will make clear that the wheat is contained in other educational approaches as well. A belief in learning styles is not necessary to incorporating useful knowledge about learning into one's teaching. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching one's teaching with that preferred learning mode. Resources 1. Related:  knowledge management

Why can't you sell Knowledge Management? I have just returned from delivering one of our accelerated Stage 3 KM courses in Helsinki, where how to sell Knowledge Management became a focus. It was a fantastic experience with some incredible thinkers, all senior manager, in the room. All our courses open with a ‘marketplace’, where participants share problems for discussion during the course, and what never ceases to surprise me is that, regardless of the location, EU, Middle East, USA, and without fail, one of the problems will be, ‘how do I sell Knowledge Management to the _____ (insert CEO, Board, Senior Management Team, staff etc.). This is still a real problem for Knowledge Managers and I am not going to get into the specifics of project context or measurement tools, but I am going to strip things back to the basics. How to sell Knowledge Management ‘up’… First, who decided that Knowledge Management was important enough to hold a position in the organisation in the first place? How to sell Knowledge Management ‘down’… 1. 2.

What Does Your Body Language Say About You? How To Read Signs and... - StumbleUpon Art by LaetitziaAs we all know, communication is essential in society. Advancements in technology have transformed the way that we correspond with others in the modern world. Because of the constant buzz in our technological world, it's easy to forget how important communicating face-to-face is. When conversing old-school style, it's not only speech we verbalize that matters, but what our nonverbal gestures articulate as well. Body language is truly a language of its own. 10% from what the person actually says40% from the tone and speed of voice50% is from their body language. Lowering one's head can signal a lack of confidence. Pushing back one's shoulders can demonstrate power and courageOpen arms means one is comfortable with being approached and willing to talk/communicate

Literacy and Essential Skills: Why Digital Literacy is Crucial The Guardian recently published an article called “No place in class for digital illiterates“. The article talks about how children who lack technology literacy skills are getting left behind. Writer Gavin Dudeney talks about changing definitions of literacy that now include “digital literacy” or the ability to use the Internet and interact with digital texts. As I was writing The Need For Increased Integration of Technology and Digital Skills in the Literacy Field in Canada I found research that suggests that Canada’s 9 Literacy and Essential Skills may be just the beginning. One of the 9 Essential Skills is “Computer Use”. Some researchers are suggesting that this term is too narrow. People need to know how to search for everyday information such as bus schedules, tax information and other important information that is part of every day living. As an educator, I worry about such approaches. Like this post? Like this: Like Loading...

Global Cool's - The Art of Conversation How to Learn (Almost) Anything This is a guest post by Glen Allsopp of PluginID. Have you ever read an informative book, only to later remember just a few main points — if anything at all? The problem might be that you’re using one of the least efficient ways of learning available. The Cone of Learning I remember back about 7 years ago when I was taking music lessons at school, there was a poster on the wall that really grabbed my attention. Image Credit After doing some research, I found that the contents of that poster were based upon the work of Edgar Dale back in 1969. Today, many of you may know this as the Cone of Learning, but beware: although the cone is in fact based upon the results of Dale’s research, the percentage figures were never actually cited by Dale, and added by others after the initial investigation. Based on the research we can see that: The Cone of Learning suggests why you are more likely to remember parts of a movie than you are from a book on the same topic. Learning Almost Anything

How To Future-Proof Your Education Why You Should Use Clickers In Your Classroom 5.49K Views 0 Likes If you were a professor giving instruction in a lecture hall, could you measure learning of the whole class at only 30 seconds? Where does knowledge come from? In most of the training courses I run, I ask the question "where does knowledge come from?" Always, every time, I get the answer "Experience - Knowledge comes from Experience". Never does anyone answer "Knowledge comes from Information". Never If you don't believe me, try it yourself. So why do we persevere with the Data/Information/Knowledge pyramid? If you believe in this pyramid, then your KM approach will be an extension of information management. If instead you believe that knowledge comes from experience, and shared knowledge comes from shared experience, then your KM approach will be based on review and transfer of experience, connection of people, and conversation. So we could in fact come up with a different pyramid, shown here, where experience leads to knowledge, which leads to decisions, and which leads to action. The great thing about this version of the pyramid, is that action leads back to experience. So the pyramids stack, as shown below. Guess which of these works better?

How to Always Remember People’s Names Have you ever found yourself in the embarrassing position of forgetting someone’s name, right at the most inappropriate time? This is an awkward and common situation, but by following some basic principles you can easily avoid it from ever happening to you again. 5 Steps to Commit Names to Memory 1. Be Motivated to Meet People The most important step in remembering people’s names is to acknowledge that people are important and you are genuinely interested in them. Very often we become too focused on our personal goals, letting relationships slip away. 2. Focus on the person. 3. We usually forget a name during the first few minutes after hearing it for the first time. Use it immediately. 4. If you’re still not getting results, we’ll need to resort to some memory tricks. Make the person’s face as vivid as possible. For some people, remembering the first letter of a name is enough for remembering it all. 5. How to Handle Those Sudden Memory Lapses? Try these more elegant solutions instead: 1.

Flipping the High School Classroom - Learning With Technology We're working on it. You can say that we're thinking outside the box, we are exploring possibilities, or that we just want to do something different. But really, what we're hoping to do is transform our approach to education by introducing the flipped classroom. If you look at that text link above (go ahead), it's obvious the effect it can have. But there's more to it than that. We now are approaching a time when we have to consider the new high school and how we'll continue on this path. Let's consider costs. And let's consider size. Individuality and responsibility are the main components to the model. We're working on it.

The best course I ever did, and 11 Top Tips for creative teaching | Transition Network Over the next few days we will be sharing the winning three stories in our Transition Training competition of courses people did that changed their lives. I thought it might be a good idea to start with my story of the course that impacted me the most in my life so far. In June 2001, I got off the bus in a small village in Lancashire, with a rather heavy bag and in somewhat inclement weather, to walk up the hill to Middlewood, a permaculture project set atop a hill in beautiful woodland. The walk was considerably longer than I had anticipated, the road, seemingly to nowhere, seemed to stretch on for miles. The reason for my trek was to do a course called Teaching Permaculture Creatively, led by Rod Everett. Middlewood was a stunningly beautiful place. The Middlewood Study Centre, with the yurt we studied in to the right. The course itself took place in a large yurt, in the round. Sure enough, it turned out we had learnt an astonishing amount of stuff.