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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.

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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. 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.

The best course I ever did, and 11 Top Tips for creative teaching 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. 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.

Time for knowledge and wisdom “I never have the time”. “The internet’s just providing too much information these days”. “No-one ever knows where to start with all this information”. Common symptoms of the Non-Believer, enough to stop him or her ever starting their own blog, podcast or bookmarking site. 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.

Dealing with the problems The Daily Motivator - Friday, September 13, 2013 The more you learn from your problems, the more effective you become at dealing with them. The more you learn from a problem, the less likely it is to trouble you again. When a difficult problem comes along it can be easy to feel sorry for yourself. Bright ideas to support child-initiated learning Using reclaimed and natural materials to encourage child-initiated learning opens up an extraordinary range of possibilities, as Linda Thornton and Pat Brunton describe. Outstanding practice in the Early Years Foundation Stage includes a balance between adult-led and child-initiated activities. In the Early Years Foundation Stage Profile (EYFSP) guidance, attention is drawn to the importance of child-initiated activity in making meaningful assessments of young children’s learning. The EYFSP guidance says that the key aspects of effective learning characteristics include children being willing to have a go being involved and concentrating having their own ideas choosing ways to do things finding new ways enjoying achieving what they set out to do.

Story colored glasses: The Confluence Sensemaking Framework The Confluence Sensemaking Framework (CSF) is a tool your group can use to make sense of any situation in order to make decisions about it. Here is how to use the framework. First, assemble a group of a few to several people who want to talk about something of mutual interest or concern, a problem or issue or topic. Next, find a space to meet in either physically or virtually.

Fossils, Time Capsules, Museums and other Knowledge Retention techniques I’ve been working this week with an organisation who are looking at knowledge retention from some major programmes with a significant gap (several years) between the closure of their current programmes and the start of the next phase of projects, when today’s lessons will be most relevant. Now let’s be clear here – knowledge transfer is always a better starting point than knowledge capture, I think that’s a given for KM. However, in this case, some kind of strategic knowledge capture is going to be necessary , as there is no guarantee that the staff with experience will be available in the future. I’m putting a brief together for them which will help them to involve the workforce in prioritising topics, conduct some media-rich interviews and create a set of knowledge assets with the needs of future projects in mind. The default position is just to let nature take its course and see what survives. Let’s call this the fossilisation option.