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Apps for Multiple Intelligences

Apps for Multiple Intelligences
Related:  Intelligence FormsUseful tools in the classroomTeaching and Learning

Guilford's Structure of Intellect Developing the views of L. L. Thurstone, Guilford rejected Charles Spearman's view that intelligence could be characterized in a single numerical parameter and proposed that three dimensions were necessary for accurate description: operations, content and products. Guilford's career[edit] Guilford graduated from the University of Nebraska before studying under Edward Titchener at Cornell. Promoted to Chief of the Psychological Research Unit at the U.S. Discharged as a full colonel after the war, Guilford joined the Education faculty at the University of Southern California and continued to research the factors of intelligence. Guilford's 20 years of research at Southern California were funded by the National Science Foundation, the Office of Education of the former Health, Education and Welfare Department, and the Office of Naval Research. Guilford's Structure of Intellect[edit] The Structure of Intellect theory advanced by Guilford was applied by Mary N. Operations dimension[edit]

Cognitive Style as Environmentally Sensitive Individual Differences in Cognition A Modern Synthesis and Applications in Education, Business, and Management Maria Kozhevnikov, Harvard Medical School, Department of Radiology, Athinoula A. Martinos Center for Biomedical Imaging, 149 Thirteenth St., Charlestown, MA 02129 E-mail: mkozhevn@nmr.mgh.harvard.edu Abstract The key aims of this article are to relate the construct of cognitive style to current theories in cognitive psychology and neuroscience and to outline a framework that integrates the findings on individual differences in cognition across different disciplines. Introduction The key aims of this article are to relate the construct of cognitive style to current theories in cognitive psychology and neuroscience and to outline a framework that integrates the findings on individual differences in cognition across different disciplines. The present article has the following major sections. Second, we review research on cognitive styles in the field of education and in business and management. G.

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Bloomin' Apps This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others. Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock​ Bloom's and SAMR: My thoughts

Michael Nielsen on Networked Science Transfert de connaissances Un article de Wikipédia, l'encyclopédie libre. Le transfert de connaissances, dans les domaines du développement et de l’apprentissage de l'organisation, est le problème pratique de la transmission de données d’une partie de l’organisation à une autre (ou aux autres) partie(s). Comme la gestion des connaissances, le transfert de connaissances cherche à organiser, créer, capturer ou distribuer des connaissances et assurer leur disponibilité pour les futurs utilisateurs. Il est considéré comme étant plus qu’un problème de communication. S’il s’agissait simplement de cela, un memorandum, un e-mail ou une réunion servirait alors de transfert de connaissances. Historique[modifier | modifier le code] Argote et Ingram (2000) définissent le transfert de connaissances comme « un processus à travers lequel une unité (un groupe, un service, ou une division) est affectée par l’expérience d’un autre[1] ». Un des enjeux-clés du transfert de connaissances se traduit par le transfert de compétence.

DidaSfera - Ambiente didattico digitale - Home Bloom’s Taxonomy: The 21st Century Version So much have been written about Bloom’s taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm. As a fan of Bloom’s pedagogy and being a classroom practitioner, I always look for new ways to improve my learning and teaching, and honestly speaking , if you are a teacher/ educator and still do not understand Bloom’s taxonomy then you are missing out on a great educational resource. The following article is a summary and a fruit of my long painstaking research in the field of Bloom’s taxonomy. Bloom’s taxonomy of learning as Wikipedia has put it is “ a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom ”. 1 – The cognitive : The intellectual or knowledge based domain consisted of 6 levels . Let us now go through the different domains stated here.

Promises and Perils on the Road to Superintelligence Global Brain / Image credit: mindcontrol.se In the 21st century, we are walking an important road. Our species is alone on this road and it has one destination: super-intelligence. The most forward-thinking visionaries of our species were able to get a vague glimpse of this destination in the early 20th century. Paleontologist Pierre Teilhard de Chardin called this destination Omega Point. Mathematician Stanislaw Ulam called it “singularity”: One conversation on the ever accelerating progress of technology and changes in the mode of human life, which gives the appearance some essential singularity in the history of the race beyond which human affairs, as we know them, could not continue. For thinkers like Chardin, this vision was spiritual and religious; God using evolution to pull our species closer to our destiny. Today the philosophical debates of this vision have become more varied, but also more focused on model building and scientific prediction. Promise #1: Omniscience Cadell Last

Scientists propose a new taxonomy to classify cognitive style across disciplines Educators have tried to boost learning by focusing on differences in learning styles. Management consultants tout the impact that different decision-making styles have on productivity. Various fields have developed diverse approaches to understanding the way people process information. “This new taxonomy of cognitive styles offers a clear categorization of different types of styles from basic and applied fields and thus eliminates the confusing labeling of styles, making it possible to integrate the findings on individual differences in cognition across different disciplines,” says researcher Maria Kozhevnikov, Associate Professor in psychology at the National University of Singapore and Associate in Neuroscience at Massachusetts General Hospital and lead author of the new report. The matrix is a work in progress, but the researchers believe it has direct applications for applied fields such as education and business/management:

Maslow's hierarchy of needs Maslow's hierarchy of needs, represented as a pyramid with the more basic needs at the bottom[1] Maslow's hierarchy of needs is a theory in psychology proposed by Abraham Maslow in his 1943 paper "A Theory of Human Motivation" in Psychological Review.[2] Maslow subsequently extended the idea to include his observations of humans' innate curiosity. His theories parallel many other theories of human developmental psychology, some of which focus on describing the stages of growth in humans. Maslow used the terms "physiological", "safety", "belongingness" and "love", "esteem", "self-actualization", and "self-transcendence" to describe the pattern that human motivations generally move through. Maslow's theory was fully expressed in his 1954 book Motivation and Personality.[5] The hierarchy remains a very popular framework in sociology research, management training[6] and secondary and higher psychology instruction. Hierarchy Physiological needs Safety needs Safety and Security needs include:

The Best Resources On Differentiating Instruction My colleague Katie Hull-Sypnieski is leading a February 1st Education Week Webinar on differentiating instruction, and I would strongly encourage people to participate. Katie’s the best teacher I’ve ever seen…. In addition, Katie and I have co-authored a piece for Education Week Teacher on the topic that will be appearing there soon (it’s appeared: The Five By Five Approach To Differentiation Success), and an upcoming post in my blog there will be talking about it, too (that two part series has also appeared). I also did a second two-part series in Ed Week on differentiation. Also, check out The Best “Fair Isn’t Equal” Visualizations. Given all that, a “The Best…” post was inevitable, and here it is. Here are my choices for The Best Resources On Differentiating Instruction: The Best Places To Get The “Same” Text Written For Different “Levels” Busting Myths about Differentiated Instruction is by Rick Wormeli. Reconcilable Differences? Deciding to Teach Them All is by Carol Ann Tomlinson.

The Heritability of Intelligence: Not What You Think | Beautiful Minds One of the longest standing assumptions about the nature of human intelligence has just been seriously challenged. According to the traditional “investment” theory, intelligence can be classified into two main categories: fluid and crystallized. Differences in fluid intelligence are thought to reflect novel, on-the-spot reasoning, whereas differences in crystallized intelligence are thought to reflect previously acquired knowledge and skills. According to this theory, crystallized intelligence develops through the investment of fluid intelligence in a particular body of knowledge. As far as genetics is concerned, this story has a very clear prediction: In the general population– in which people differ in their educational experiences– the heritability of crystallized intelligence is expected to be lower than the heritability of fluid intelligence. But is this story really true? For instance, here is the cultural load of the Wechsler Intelligence Test subtests: image credit: istockphoto.com

What is connectivism? In my last two posts on connectivism (here and here) I've alluded to but not made particularly explicit what I think connectivism actually is, even though I have been critiquing and exploring its boundaries. This post is an attempt to fairly briefly list what I think are among its more compelling shared ideas. I will draw substantially from George Siemens's most cited seminal article that has acted as a catalyst and gravitational centre for the idea, though I will also be adding odd bits of interpretation and extrapolation here and there that might not have been in the original and to which others have contributed. If connectivism makes any sense at all then knowledge about it is a networked phenomenon, not an individual invention. This is my bit of personal sense-making as I see it on this particular rainy day, not a definitive account to stand for all time, not a scholarly article citing its sources, not a theory, not a refutation of any other model of the idea. Connectivism

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