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.
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: 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]
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]
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.
Latent inhibition Theories[edit] The LI effect has received a number of theoretical interpretations. One class of theory holds that inconsequential stimulus pre-exposure results in reduced associability for that stimulus. The loss of associability has been attributed to a variety of mechanisms that reduce attention, which then must be reacquired in order for learning to proceed normally.[2] Alternatively, it has been proposed that LI is a result of retrieval failure rather than acquisition failure.[3] Such a position advocates that, following stimulus pre-exposure, the acquisition of the new association to the old stimulus proceeds normally. However, in the test stage, two associations (the stimulus-no consequence association from the pre-exposure stage and the stimulus-consequence stimulus association of the acquisition stage) are retrieved and compete for expression. Variation[edit] LI is affected by many factors, one of the most important of which is context. Physiology[edit] Pathology[edit] Notes[edit]
Intelligence quotient IQ scores have been shown to be associated with such factors as morbidity and mortality,[2][3] parental social status,[4] and, to a substantial degree, biological parental IQ. While the heritability of IQ has been investigated for nearly a century, there is still debate about the significance of heritability estimates[5][6] and the mechanisms of inheritance.[7] History[edit] Early history[edit] The English statistician Francis Galton made the first attempt at creating a standardised test for rating a person's intelligence. French psychologist Alfred Binet, together with Victor Henri and Théodore Simon had more success in 1905, when they published the Binet-Simon test in 1905, which focused on verbal abilities. The score on the Binet-Simon scale would reveal the child's mental age. General factor (g)[edit] The many different kinds of IQ tests use a wide variety of methods. An illustration of Spearman's two-factor intelligence theory. The War Years in the United States[edit] L.L. John B.
Genius A genius is a person who displays exceptional intellectual ability, creativity, or originality, typically to a degree that is associated with the achievement of an unprecedented leap of insight. This may refer to a particular aspect of an individual, or the individual in his or her entirety; to a scholar in many subjects (e.g. Gottfried Wilhelm Leibniz or Leonardo da Vinci or Marie Curie)[1] or a scholar in a single subject (e.g., Albert Einstein or Charles Darwin). There is no scientifically precise definition of genius, and the question of whether the notion itself has any real meaning has long been a subject of debate. Etymology[edit] Historical development[edit] Galton[edit] The assessment of intelligence was initiated by Francis Galton and James McKeen Cattell. Galton is regarded as the founder of psychometry (as well as other fields of assessment, such as fingerprinting). Galton now departed from Gauss in a way that became crucially significant to the history of the 20th century AD.
Intellectual giftedness Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have been based on IQ in the top 2 percent of the population, that is above IQ 130. The various definitions of intellectual giftedness include either general high ability or specific abilities. Identifying giftedness[edit] Overview[edit] The formal identification of giftedness first emerged as an important issue for schools, as the instruction of gifted students often presents special challenges. Definitions of giftedness[edit] Identification methods[edit] Savantism[edit]