Learning styles Learning style is an individual's natural or habitual pattern of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn.[1] The idea of individualized learning styles originated in the 1970s, and has greatly influenced education.[2] Proponents of the use of learning styles in education recommend that teachers assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. David Kolb's model[edit] David A. David Kolb’s Experiential Learning Model (ELM) [5] 1. "Hands-on" and concertWants to doDiscovery methodSets objectives/schedulesAsks questions fearlesslyChallenges theoriesAdaptableReceive information from othersGut feeling rather than logic 2. "Hands-on" and theoryAnalogiesSpecific problemsTests hypothesisBest answerWorks aloneProblem solvingTechnical over interpersonal 3. 4. Learning Modalities[edit] 1. 2. 3. Descriptions of Learning Modalities: Other models[edit] 1.
Speed reading History[edit] Psychologists and educational specialists working on visual acuity used a tachistoscope to conclude[1] that, with training, an average person could identify minute images flashed on the screen for only one five-hundredth of a second (2 ms). Though the images used were of airplanes, the results had implications for reading.[citation needed] Methods[edit] Skimming[edit] Another form of skimming is commonly employed by readers on the Internet. [edit] Meta guiding is the visual guiding of the eye using a finger or pointer, such as a pen, in order for the eye to move faster along the length of a passage of text. Commercial speed reading programs[edit] Speed reading programs are available through courses, both in person or software based, and manuals. One point of difference between the various speed reading courses is the assertions concerning subvocalization. Speed reading courses and books take a variety of approaches to the concept of reading comprehension. Legentas[edit] U.S.
Polymath Leonardo da Vinci is regarded as a "Renaissance man" and is one of the most recognizable polymaths. A polymath (Greek: πολυμαθής, polymathēs, "having learned much")[1] is a person whose expertise spans a significant number of different subject areas; such a person is known to draw on complex bodies of knowledge to solve specific problems. The term was first used in the seventeenth century but the related term, polyhistor, is an ancient term with similar meaning. The term applies to the gifted people of the Renaissance who sought to develop their abilities in all areas of knowledge as well as in physical development, social accomplishments, and the arts, in contrast to the vast majority of people of that age who were not well educated. Renaissance ideal[edit] Robert A. This Renaissance ideal differed slightly from the "polymath" in that it involved more than just intellectual advancement. Related terms[edit] Polymath and polyhistor compared[edit] Other uses of 'polymath'[edit] See also[edit]
Digital Literacy + Digital Fluency Update 6/13/2012: We finally finished our book on this topic. It is available in print here, and in Kindle format here. You can also download a sample chapter here: here (601k PDF) Literacy and fluency* have to do with our ability to use a technology to achieve a desired outcome in a situation using the technologies that are available to us. ..and it applies to our ability to use digital technologies to have the intended positive effect on people and situations: Note that a literate person is perfectly capable of using the tools. *For the sake of simplicity, we have boiled all of this down to three levels of skill, and have given them what we think are easy-to-understand names. Related Posts: 11 Most Important Philosophical Quotations 1. “The unexamined life is not worth living” – Socrates (470-399 BCE) Socrates’ [wiki] belief that we must reflect upon the life we live was partly inspired by the famous phrase inscribed at the shrine of the oracle at Delphi, “Know thyself.” Socrates felt so passionately about the value of self-examination that he closely examined not only his own beliefs and values but those of others as well. 2. Commonly known as Ockham’s razor, the idea here is that in judging among competing philosophical or scientific theories, all other things being equal, we should prefer the simplest theory. The ultimate irony of Ockham’s razor may be that some have used it to prove God is unnecessary to the explanation of the universe, an idea Ockham the Franciscan priest would reject. 3. Referring to the original state of nature, a hypothetical past before civilization, Hobbes [wiki] saw no reason to be nostalgic. 4. On the heels of believing in himself, Descartes asked, What am I? 5. 6. 7. 8. 9. 10. 11.
Multipotentiality Multipotentiality is an educational and psychological term referring to the ability of a person, particularly one of intellectual or artistic curiosity, to excel in two or more different fields.[1] It can also refer to an individual whose interests span multiple fields or areas, rather than being strong in just one. Such individuals are called "multipotentialites." On the contrary, those whose interests lie mostly within a single field are called "specialists." While the term multipotentialite can be used interchangeably with polymath or Renaissance Person, the terms are not identical. One need not be an expert in any particular field to be a multipotentialite. Leonardo da Vinci may be the best historical example of an acknowledged genius who struggled with the difficulties associated with multipotentiality. Other notable multipotentialites throughout history are Averroes, Thomas Jefferson, Benjamin Franklin, René Descartes, Sir Isaac Newton, and Aristotle. External links[edit]
Four stages of competence In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. History[edit] The Four Stages of Learning provides a model for learning. It suggests that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use it. Eventually, the skill can be utilized without it being consciously thought through: the individual is said to have then acquired unconscious competence. [3] Several elements, including helping someone 'know what they don't know' or recognize a blind spot, can be compared to some elements of a Johari window, although Johari deals with self-awareness, while the four stages of competence deals with learning stages. The four stages of competence[edit] Fifth stage[edit] See also[edit] References[edit]
The Write Practice — Practical Inspiration Emotional intelligence Emotional intelligence (EI) can be defined as the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior.[1] There are three models of EI. The ability model, developed by Peter Salovey and John Mayer, focuses on the individual's ability to process emotional information and use it to navigate the social environment.[2] The trait model as developed by Konstantin Vasily Petrides, "encompasses behavioral dispositions and self perceived abilities and is measured through self report" [3] The final model, the mixed model is a combination of both ability and trait EI, focusing on EI being an array of skills and characteristics that drive leadership performance, as proposed by Daniel Goleman.[4] It has been argued that EI is either just as important as one's intelligence quotient (IQ). History[edit] Definitions[edit] Ability model[edit] Measurement[edit]
Dreyfus model of skill acquisition In the fields of education and operations research, the Dreyfus model of skill acquisition is a model of how students acquire skills through formal instruction and practicing. Brothers Stuart and Hubert Dreyfus proposed the model in 1980 in an influential, 18-page report on their research at the University of California, Berkeley, Operations Research Center for the United States Air Force Office of Scientific Research.[1] The original model proposes that a student passes through five distinct stages: novice, competence, proficiency, expertise, and mastery. The original five-stage model[edit] Michael Eraut summarized the five stages of increasing skill as follows:[2] Instead the original Dreyfus model is based on four binary qualities: Recollection (non-situational or situational)Recognition (decomposed or holistic)Decision (analytical or intuitive)Awareness (monitoring or absorbed) This leads to five roles: 1. Example uses of the model[edit] Criticism of the model[edit] See also[edit]
Psychology Psychology is an academic and applied discipline that involves the scientific study of mental functions and behaviors.[1][2] Psychology has the immediate goal of understanding individuals and groups by both establishing general principles and researching specific cases,[3][4] and by many accounts it ultimately aims to benefit society.[5][6] In this field, a professional practitioner or researcher is called a psychologist and can be classified as a social, behavioral, or cognitive scientist. Psychologists attempt to understand the role of mental functions in individual and social behavior, while also exploring the physiological and biological processes that underlie cognitive functions and behaviors. While psychological knowledge is often applied to the assessment and treatment of mental health problems, it is also directed towards understanding and solving problems in many different spheres of human activity. Etymology History Structuralism Functionalism Psychoanalysis Behaviorism Humanistic
Gifted education Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), or G/T) is a broad term for special practices, procedures, and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is. In 2011, the National Association for Gifted Children published a position paper that defined what a gifted student is. History[edit] Classical era to Renaissance[edit] Gifted and talented education dates back thousands of years. Sir Francis Galton[edit] One of the earliest Western studies of human abilities was conducted by Sir Francis Galton, who between 1888 and 1894 developed and compiled measurements of over 7,500 individuals to gauge their natural intellectual abilities. Lewis Terman[edit] Leta Hollingworth[edit] The Cold War[edit] Marland Report[edit] The report's definition continues to be the basis of the definition of giftedness in most districts and states.[14]
Learning to learn: Overcoming barriers to learning - Human Capital Organisations need staff to learn new skills constantly. Every CEO wants her team to have greater understanding of the customer, products and marketplace. So each year, Australian businesses of all sizes collectively spend at least $4bn on training – much of which is greeted with apathy, cynicism or outright avoidance by the staff. This is strange, because people actually like to learn. Get news stories like this straight to your inbox with our FREE newsletter The mystery is why do people so often disengage from learning and resist the new in the work environment? The most widely agreed reason is that people don’t have time, and it’s hard to argue with that one. The second reason why teams can seem uninterested in learning is less openly recognised. In some corporate cultures, people are afraid to ask questions or show any gap in their knowledge or understanding, for fear that it will be seen as a weakness. And the third reason is a bit sad. All three of these barriers can be overcome.