Learning Methods - Teaching Methods
Learning is
storing information and
knowledge in your
memory so that it can
used in the future to
perform a particular action
effectively, or, that can
be used in a
thought process in order to
understand something
accurately. Learning
is a
process of
acquiring valuable knowledge and
information that can be
used to become more
aware and
more
intelligent. Learning must be
beneficial,
practical,
purposeful,
accumulative, and done in the correct
stages if you want
learning to be
effective and
efficient.
Learning is a
deliberate action with a
purpose
to
extract information for
processing and
storage, and
then
confirm the
accuracy of that
information through
experience,
use and
testing. Learning is the
cognitive process of acquiring
skill or
knowledge. Learning is the
process of
acquiring new knowledge or
modifying
existing
knowledge. Learning is the process of
modifying behaviors and
preferences and
obtaining a better understanding of
values.
Learning is the process of
improving skills.
Learning is
getting to know something
better, or
to
become more aware of something.
Learning
is an
experience that you
remember so that you can
make good decisions based on
that memory of that experience.
Live and
learn is not a guarantee.
Obtain is to come into
possession
of something
valid,
applicable, or
true. To acquire,
receive or get something through
mental or
physical states
or experiences.
Ascertain is to find
out and
discover
something by making an
inquiry or by other efforts. To
learn or
determine something with
certainty after a
calculation,
investigation,
experiment, survey, or
study. To
establish something or to make clear the
validity of something, as by
an
example or
explanation.
Cognitive Learning is an
immersive and active
process that
engages your senses
in a constructive and long-lasting way. It teaches you to
maximize your brain's potential and makes it
easier to
connect new information with
existing ideas, deepening the memory and retention capacity. Levels are
remembering, understanding, applying, analyzing,
evaluating, and creating.
There are
many different ways a person can
learn something. You learn in
some ways better than other ways and some
learning methods work better
than
others. The bottom line is,
you can learn anything you want, which means
the possibilities are endless. There is no greater source of
human power
than the
power of learning. The
worlds combined knowledge is waiting for you, so don't
hesitate, for
he who hesitates is lost. Everyone suffers from their own
ignorance. And the only
cure
for ignorance is
knowledge.
A Learning Revolution is upon us.
Student is a learner who is
studying on their
own or
learning on their own
or enrolled in a
school or an
educational institution.
TIL is short for
Today I Learned.
Active Learning -
Personalized Learning
-
Self Directed Learning -
Social Learning -
Experience Learning -
Reinforcement Learning -
Learn by
Reading -
Learning by Example -
Presentation -
Seeing the Whole Picture
-
Thinking -
Rote
Learning -
Game
Learning -
Machine Learning -
Adult
Education -
Home Schooling -
Computerized
Education SystemLearning is not
without risk, because you can learn the wrong things, and that happens a
lot, just look around. Most people don't even know they've learned the
wrong things.
Learning Theory describes how students receive, process, and retain
knowledge during learning. Cognitive, emotional, and environmental
influences, as well as prior experience, all play a part in how
understanding, or a world view, is acquired or changed and knowledge and
skills retained.
Learning Theories -
Methodology.
There are many benefits that comes from learning.
But learning takes
commitment.
Learning to
understand more
about yourself and learning to understand more about the world around you,
will require a
commitment to learning
and a promise to yourself that you will
continue to learn and
continue to seek more knowledge. If your main goal in learning is to
become more knowledgeable about yourself and become more knowledgeable
about the world around you, then you will
simultaneously become more knowledgeable about the world that is
inside you. Your
thoughts will become richer,
old memories will become more
meaningful, and
new thoughts will
become more amazing, all because you now have
more to work from. Having a larger vocabulary and having more
knowledge gives rise to
more ideas.
Learning begets learning, knowledge begets knowledge and skills
begets more skills. Learning
is everything that you are now and everything that you will be in the
future. Learning gives you
better thoughts, better ideas, better solutions, better understanding,
better skills and better awareness, and that's just the beginning.
Learning everything in this
website will
give you the
foundation that you
need to build on. From there, anything seems possible.
When we are young children, we
automatically learn certain things. Humans have an inherited ability to
remember certain things, especially letters, words and symbols. A memory
system is built into our brains. We don't have to tell our brains to save
words or to save symbols, our brain does it automatically, but not always,
because learning is not always automatic, and learning is sometimes
difficult when we have to deliberately learn something complex or learn
something new. But we have the most important skill needed to learn, which
is
language. Language is our super power. And
with any type of power, there is a responsibility. There is a right way to
do things and a wrong way to do things. Sometimes there are no
instructions or explanations that would help to guide a person through a
particular learning experience. Sometimes you're on your own and you have
to learn something on your own. This is where you can use language to
create a procedure for learning effectively and efficiently. And once you
understand that you can learn almost anything or learn most everything,
you then have to decide what are the most important things that you should
learn? And know when to learn things, and in
what order. When you learn in
stages, you create levels, and you
build upon each level, with each level giving you more knowledge and more
abilities. No has ever made it to the top level, just yet, mostly because
we haven't defined what a top level intelligence would look like. We still
have to get beyond the first level, we have to define every level we
become aware of and understand.
Little thing
to remember,
never stop
learning. But you also
need
to know what the most important things are that you should be
learning. You need to know exactly what
knowledge is, and know
why knowledge is important. You need to know exactly what
information is, and
know why accurate information is so extremely important. If you want to be
intelligent, you have to learn what
intelligence is. The goal of every educational activity should be to
become more intelligent. This requires
purpose, planning
and
managing. You have to know
what you are trying to
know.
You have to understand what you are trying to understand. You just can't
go to school or go to college and expect to become educated, especially
when you don't fully understand
what being educated is.
Don't take learning for
granted.
Everything that you have in life,
and
everything that you are, comes from learning,
and
remembering what you have learned. The
value that comes from
educating
yourself is immense. Learning is an
investment in yourself. And when you
educate yourself to a high degree, you will
find the answers to
problems a lot easier, and you will also
understand things a lot easier. When it comes to learning, you have to be
an
active participant in the
process of learning. No one can learn for
you. Like when going to a doctor, if you're not personally involved with
understanding your health, you will not
benefit from the knowledge and
information that you acquire that would help you to maintain a healthy
mind and strong body. Learning is the single most important
responsibility
that you have in life. Everything comes from learning. The reason why
you
are alive is because people learned things before you were born. Living
and learning are connected, and
not learning is not living. If you want to
stay connected to reality, you need to keep learning. And after you become
highly educated, you will
naturally want to
share your
wealth of
knowledge with as many people as possible. This way future generations
will also
benefit from
knowledge and information in the same way that you did, or maybe even
better. Learning is method of storing information in your brain. So it
makes perfect sense that you would want to
store the most valuable
information and knowledge that the world has to offer. And it also
makes perfect sense that you would want to learn how to use knowledge and
information
effectively and
efficiently as possible. Understand your
Attention Span
-
Figure it Out.
Learning
something new or learning new things is not without
risk or without
errors. A person may not learn
anything valuable if they learn something at the wrong time or in learn
something in the wrong way. Effective learning needs previous knowledge
and information that helps a person to understand new knowledge and
understand new information. Effective learning also needs
instructions on how to use new knowledge and information effectively
and efficiently. But even when you have everything that you need to learn,
you can still sometimes misunderstand something. This is why it is
extremely important that a person fully understands what learning is and
what learning is not. Learning is a focused ability that needs to be
maintained and updated continually in order to be effective and efficient.
Learning is not without risk or without errors. Learning is not just about
processing information and accurately storing information, learning is a
full investigation in how to effectively and efficiently utilize future
potential energy that is derived from learning something valuable.
Learning is like having the worlds greatest battery, a battery that is
always increasing the amount of energy that it can hold and always
increasing the amount of energy and power that it can produce. But that is
only if you do it
correctly.
People know how to learn, for the most part.
It's just that a lot of people are not accurately choosing the right
things they should be learning. People don't have a
learning plan. People don't have
a
learning schedule. People
don't have
learning goals.
People don't have
effective ways of
measuring what they have learned so far, or
effective ways of measuring what
they still need to learn. If people had the
necessary tools and technology, and
also had access to the worlds most valuable knowledge and information,
along with
clear instructions on
how to use tools, technology and knowledge
effectively and
efficiently, then every person on
earth would have the ability to solve almost any problem in the world and
continually make things
better
for each other and for the planet. "When people
only hear what they want to hear,
learning becomes
dysfunctional and dangerous, and
the illusion of learning
becomes destructive". If you don't want to learn, then no one can help
you. If you are determined to learn, then no one can stop you, unless
you're a victim of
censorship, like
millions of people are.
You have to be ready to learn - You have to want to learn
You have to be in the right
mindset.
You have to have a
purpose when learning something. You have to be
asking questions. What
am I trying to understand? What do I want to walk away with? What valuable
information am I trying to acquire? When you learn with purpose you are
more
engaged in learning
and you will also
remember more of what you have learned. If
you're reading with no learning purpose in mind, then you will learn very
little. This is why one of the most important things that you
need to know when it comes to learning is that you have to have particular
goals in mind, and you also have to
document
and
organize the things
that you learn that are important to your
goals, like learning to understand
yourself more accurately, and learning how to
understand other people more
accurately, and
understanding how the earth sustains life, and how everything that you do,
and don't do, has an
effect on yourself, on the world, and on other
people. Always update and edit your research. Use a diary, a journal, a
notebook or any
other technology that can help you
store and save your knowledge and research.
Writing things
down has many benefits.
Count
the Words.
You must also fully
understand the learning process and
understand the things that disturb or impede learning and the
things that motivate learning. You need to understand the mental factors
that affect learning and motivation, the
physical factors that affect
learning, things like pain, fatigue, anxiety or fear. You must also
understand the environmental factors that affect learning, and the
emotional and social factors that affect learning, and the methodology of
instructions that affect learning and motivation. This is why
knowing how to teach yourself is
so extremely important. If you know how to effectively and efficiently
teach yourself, then you can never blame the teacher for not wanting to
learn. But in order for you to become the best teacher, you must learn how
to be the best teacher. And when you become a great teacher, then you will
always love going to class, because your teacher is the best.
Personalized Learning.
Things that
can Impede Learning or Discourage Learning:
Anxiety,
Confidence,
Skill,
Neglect,
Misconceptions,
Information Bubbles,
Propaganda,
Ego,
Fear,
Stress,
Nutrition,
Sleep,
Time and
Resources.
Learning Readiness refers to how likely a
person is to seek out knowledge and
participate in the learning process.
The person is aware of a problem or is ready to act in solving it.
Apply
Yourself and
manually activate the
learning process towards a
specific
goal.
Apply is to put in the effort that is
required to achieve a
goal. To work hard at something and
take the
responsibility of
learning
seriously in order to
master a subject
and clearly understand it. To put an action into
service and work for a particular
purpose and be pertinent,
relevant or applicable.
Apply can also mean to
ask
for something. What will be your biggest take-away?
If you can't
understand
something, that means you're missing something, and that something is
knowledge and
information. If you
want to understand things, you have to
learn things. Your ability to
understand things in life comes from the amount of knowledge and
information that you have acquired through
self-education, as well as having
many
observational experiences that you
objectively analyzed for
their
value. When you learn to
understand things more and more each day, the more you will understand
things more and more each day.
Personalized Learning
-
Music -
Breathing.
If you're not engaged with learning or
interested
in learning something, then you're not learning effectively.
Learning is not automatic. And you can't
pretend to understand
something unless you enjoy lying to yourself. Learning needs a
goal. Our brains are designed to learn. But our brains require
deliberate
control of the
information input, because if you're not aware of
what you're learning, or fully understand what you're learning, then
knowledge becomes
vague and your awareness is more
subconscious than
conscious. Learning requires documentation and not just memory, especially
knowing that
human memory
occasionally has flaws. Knowledge can be lost and
knowledge can become
worthless if you never write your knowledge down for
future generations to benefit from in
the same way that you benefitted from the knowledge of previous
generations.
Engaged Learning requires
research,
investigation and
documentation. Learning that is not
based on research, investigation and documentation, is not effective
learning. So now that you read this, what have you learned?
You learn best when you fully understand how valuable learning is. The
flow state is the best state
of mind to be in when learning. And you
have to be
searching and wanting to learn something if you truly want to
learn something valuable. The only way to
stumble upon something is when
you're looking for something else or doing something else. If you don't
look, you don't find, and if you stop
noticing things, then you stop learning things. You have to be looking
and you have to be learning, even when you're doing nothing or just
relaxing or even when your not looking intentionally or learning something
intentionally, you still have to be ready and be aware of learning
moments, even if it is a delayed reaction. You might not notice something
right away or have the time to notice something when it's happening, but
you will still have that opportunity later when you replay that experience
in our mind and take the time to ask questions. So you can still have an
opportunity to learn something even when you're doing nothing, and this is
mostly because you understand what learning is. Learning is a big part of
your life, and the value and the benefits that comes from learning, are
limitless.
The most effective way to know things
is to be searching for things and be wanting to learn things. You
don't learn anything by accident or randomly. The only way to learn
something randomly, or to stumble upon something valuable, is to have
already learned that
learning can happen anywhere and at anytime. But if
you have not yet learned how valuable and beneficial learning is, you will
not learn things even when those opportunities to learn are right in front
of you. You can't see what you have never learned to see. Learning never
stops because there will always be
questions that need
answers. But if you stop seeking answers, you will stop learning. And you
don't know which questions to ask, then getting the right answers is
almost impossible. Learning is natural when you're young, but when you get
older and more mature, learning becomes a skill that needs practice, and
learning also needs to adapt and progress so as to be more effective and
be more efficient. Learning is the greatest source of power that every
human is born with. But learning needs to be
fostered and maintained. The
lack of knowledge creates vulnerabilities and can also cause mistakes
happen more often. That makes learning one of the most important
responsibilities in your life. Not to take learning seriously is to never
have lived, especially if you never learn what living is or learned
what life is.
You need to make learning fun and
make learning enjoyable so that you stay motivated.
Reward yourself as you make
progress. Always have a plan, a
goal and a
purpose when learning. Have
a method and a system that is effective and efficient. But you don't want
to over do it, so you need to pace yourself and you have to find a rhythm,
and also be flexible.
Spaced repetition learning is a
good memory boosting technique and a good way to keep track of your
progress and memory.
One simple brain hack might boost learning and improve mental health.
Curiosity supercharges
people's memory for paintings they saw while pretending to be an art
thief. Shifting from a high-pressure mindset to a
curious one improves
people's memory, finds new research. Study participants pre-meditating a
robbery in a virtual art museum remembered more paintings than those
executing the heist in-the-moment.
It's not just knowing the best way to learn something new, but also knowing the
best state of mind to be in.
The
Optimal Learning State is being
rested,
not starving
and being
ready to learn in a
good environment. (
Breathe -
Listen) Being in the
flow
is the mental state of operation in which a person
performing an activity
is fully
immersed in a feeling of
energized
focus, full involvement, and
enjoyment in the
process of the
activity. In essence,
Flow is characterized by complete
absorption in
what one does. Being in the
Zone is being
focused on what you are doing, so much so, that you are
unaware of all the distractions
happening around you.
How the information is
presented can also affect learning.
Managing Time and knowing the
best times to learn can also
help.
Thinking -
Layers
-
Time LoopIf you're not in the
right mind to learn, or you feel
that something is unnecessary to learn, then learning
becomes ineffective. And if the
information and
knowledge presented to you is
fragmented, out of
sequence or
incoherent, that also makes learning
ineffective. The bottom line is, "
You can learn anything
you put your mind to, but not everything that you
put your mind to can be learned. There is always a
preferred sequence when learning
something new, and there is always a preferred
method of learning something
new. Did you ever wonder why you did not learn something? You know you can
learn because you have a memory, so what happened? Maybe the message was
not
delivered effectively, or
not understood effectively, or a little both? Do you need to be
inspired to learn or just understand the
importance of learning and the
process
of learning?
Take Away is a key fact,
point, or idea that should be remembered from a lesson, presentation,
discussion or a meeting. Something important that should be learned.
Takeaway is a conclusion to be made based
on presented facts or information. A main point or key message to be
learned or understood from something experienced or observed.
Key Takeaway refers to any learning point
or even teaching moment from a real-life experience. It can also come from
reading or observation, or attending a seminar or conference, or even from
a small talk encounter. "The Key take away here is that Learning is
extremely important."
Avail to use
something to one's advantage in order to be of use to or
useful as a means of
serving.
Everything is about Learning. If you
want to be
intelligent, you have to learn
how to be intelligent. If you want to be good at a particular sport, you
have to learn how to be good at a particular
sport. If you want to be
happy, you have to learn what
happiness is. If you want to be
good, you have to learn
what being good is. If you want
love,
you have to learn what love is and what love is not. And just remembering
is not enough.
Memories of your knowledge and
information needs to have
instructions
on how to use that knowledge and information effectively and efficiently.
Your
DNA has information and the
instructions. So you see, the
process
of learning and applying knowledge is necessary for life. But even though
learning is natural, you must take learning
seriously and use learning
effectively and
efficiently, if not, then you will be
vulnerable to many
dangers,
you will struggle, and you will keep making the same
mistakes
over and over again
unknowingly.
Learning is necessary for living a good life. So please don't take
learning for
granted. Everything hinges on this one thing. Learning might not seem important to you, but
learning is important to everything else in the world. Learning is the
most important
responsibility
for all life, without learning, there would be no
life because life would not be able
to
adapt. "Life does not tell you what
to do, you have to learn what to do."
You have to
deliberately educate yourself and do
self directing
research that
investigates in a
systematic way all the
things that you still don't know, so that you
learn the right things at the right times
and keep
progressing. When
people stop
learning, then the
idle mind becomes the
devils workshop.
What happens when
you don't learn enough? Every day that you do not move forward is
another day that you will be left behind. If you're not moving forward
then you're falling behind. Even when you're close, you can still be far
behind.
First, you have to
collect and accumulate knowledge and information. Then you have to
process knowledge and information,
because understanding what you're learning is important. Then you have to
organize knowledge and
information, and not just physically organize it, but also
organize
knowledge and
information in your
mind, this way you can
effectively use knowledge and information and also
remember knowledge and information using
associations. And last but not
least, you have to understand what you're
building and
always have clear goals to remind
yourself of why you are on this path that you have chosen. If you lose
sight of your goals or forget that you have a purpose in life, then you can
easily get
discouraged and
become
vulnerable
to depression. So always remember that you're not just
building
intelligence and acquiring valuable skills, you are on an incredible
journey of discovery. So don't worry about the mistakes that you made or
worry about the
mistakes that other people made, keep learning, keep
progressing and keep moving forward. The world
is going to test you from time to time, so you will
need some quick answers to certain questions when
tragedy strikes. And some of those
questions are..What are my
priorities?
Who do I
help first? What can
I learn from this? How do I
solve this
problem and keep this problem from happening again in the future? And
will I need to
adapt?
Start Knowing and Stop
Dohing - Knowing is
Growing.
Doh is an expressing of frustration at the
realization that you did
something
foolish and things
have turned out badly or
not as
planned. The expression was made famous by Homer J. Simpson.
The Simpsons: Many
D'ohs of Homer (youtube).
Learning is
the best brain exercise
and the
best cognitive brain training program
that helps you to stay
mentally fit and
keeps your
brain staying sharp. This makes
learning at
BK101 the best
mental fitness program that you can do.
5 Hour Rule is to invest around
an hour
a day in
deliberate learning.
That's 5 hours of the 168 hours that you have in one week. You have to
learn certain things in order to understand certain things. (Always
continue your studies).
Not learning is like always
living in the past. You never
live in the present or do
you
think about the future and
think about new ways on how to make the future better. You have to keep
updating what you know and keep learning. Learning is one of the reasons
why life even exists. If the cells in your body could not learn and update
their
DNA, no life would exist. When
your cells DNA is not updated, then a virus could infect the cell and then
damage the cell, or even kill the cell, all because the DNA did not have
the necessary information, or the information that the DNA had was wrong,
which made the cell
vulnerable to
the virus.
And what you
learn could have an affect on what your cells learn. So
can can easily say that
Learning is in your Blood.
But
inheritance does not always
protect you from
ignorance,
especially your own ignorance. Learn from your past but don't live in the
past. Live in the present and think about the future, because that's how
reality works,
life is a continuum. So you
need to continually learn and
go with
the flow of life. It will be a much smoother ride that way.
Reflective Practice is the ability to
reflect on
one's actions so as to engage in a process of
continuous learning.
Reversal Learning requires a subject to
flexibly adjust their behavior when the
reward-related contingencies that
they have previously learned are reversed. For some time, a widely-voiced
idea was that reversal leaning paradigms primarily measured
inhibitory control of
responding.
Unschooling.
One of the most
beautiful things that comes from learning is that you don't have to do
something bad, dangerous or risky in order to understand how bad,
dangerous or
risky something is. This saves people from making
mistakes they don't have
to make, which also
saves time.
Even if you feel the need to
verify something for yourself, you still have to acknowledge the risk
and dangers that are explained by the information passed on from other
people, people who have previous experience with a particular action you
are thinking about doing.
Learning is a Time Loop.
I'm willing to learn, even though I will learn things that will break
my heart and disappoint me, but I'm still willing to learn, and that is
something I can never give up. Because learning is the
path to salvation, and there is
no other path, because not learning is standing still and not learning is
giving up. And the reason why everyone is alive is because humans before
us did not give up and they kept on going and they continued to learn.
That is what a human is, and that is what life is. If it were not, then we
would not be here. Nothing would be here.
Adult
Learning -
Mindset.
Docile is someone
willing to be taught, led,
supervised or directed. Someone who is ready and willing to be taught.
Someone who is teachable, gentle and easily handled or managed.
Not Passive or
Indoctrination.
People pretend to know and
they also feel like they know enough. But it's only when they start
learning is when they finally
realize how little they know, which is normal.
Nothing more damaging to the Human Mind than the illusion of learning.
Not learning how important learning is can cause serious damage to the
brain by implanting mental disorders and cognitive dysfunctions. There
for, not teaching the importance of learning should be criminal act. It's
negligent child abuse. Schools need to teach "Learning". Students need to
learn
how to ask questions,
they need to know how to understand things. The importance of learning
must be fully understood. Please Learn, you have
Nothing to Lose and Everything to Gain.
Information is taken
in, then the information is
processed, and then it's
stored, all
this is done without a procedure. But what if you had a
procedure? Then
certain information would be
taken in, and then it would be
carefully
processed and compared to already stored information. Then the
information would be carefully
stored in the right places so that it can be
easily recalled. This would all be possible because you now have more
knowledge and more information to analyze all new information coming in,
and you also have a procedure.
Brain
Plasticity.
Knowing how to Read is a persons greatest
strength and an extremely important skill to have. Once you can
decipher written languages, and then
accurately
process the information
that's imbedded within the
written language, and, if you can have
access to the worlds most valuable knowledge
and information, then your potential is endless, and you can
accomplish almost anything that you want and reach any goal you desire.
The value of your life will be enormous. If you can't read and decipher
language, then learning,
development and
progress will be
obstructed. Don't waste your potential, reading and learning are
responsibilities that should never be taken for granted.
Question Everything.
Children Love to Learn. So it's our job to
make sure that
The Love of Learning is
never impeded or diminished in any way shape or form.
Your
memory is your greatest strength, but
your memory can also be your
greatest
weakness.
Learning is not just
about remembering, learning is more about
understanding
and
formulating information and knowledge correctly so
that it is used effectively and efficiently, just
Remembering
is not enough.
Know
what to Learn and When to Learn
Teaching Resources
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Curriculum
Designing
Learning
Specialist
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Presentation
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Music
Educational Psychology is the branch of psychology concerned with the
scientific study of human learning. The study of learning processes, from
both
cognitive and behavioral
perspectives, allows researchers to understand individual differences in
intelligence, cognitive development, affect,
motivation, self-regulation,
and
self-concept, as well as their role in learning. The field of
educational psychology relies heavily on quantitative methods, including
testing and measurement, to enhance educational activities related to
instructional design, classroom management, and
assessment, which serve to
facilitate learning processes in various educational settings across the
lifespan.
Cognitive Load
(overload).
Researchers uncover brain region's role in hearing and learning. The
human brain is remarkably adept at adjusting what we
hear based on
contexts, like our current environment or priorities, but it's still
unknown how exactly the brain helps us detect,
filter and react to sounds.
Now, biologists are a step closer to solving that mystery. Using an animal
model, the researchers found that the
orbitofrontal cortex, a brain region associated with decision-making
but not typically linked to
hearing, plays a
central role in helping the auditory cortex (a primary hearing center of
the brain) adapt to changing contexts or situations. Have you ever noticed
how you can suddenly hear your refrigerator humming in the background when
you focus on it? Or how the sound of your name instantly catches your
attention even in a noisy crowd? The human brain is remarkably adept at
adjusting what we hear based on contexts, like our current environment or
priorities, but it's still unknown how exactly the brain helps us detect,
filter and react to sounds.
Philosophy of Education examines the definition,
goals and meaning
of education.
Institutions.
Educational Philosophies can refer either to the
application of
philosophy to
the problem of education, examining the definition, goals and
meaning of
education, or to any particular vision of or approach to education.
Teaching Method comprises the principles and methods used by teachers
to
enable student learning. These
strategies are determined partly on subject matter to be taught and partly
by the nature of the learner. For a particular teaching method to be
appropriate and efficient it has to be in relation with the characteristic
of the learner and the type of learning it is supposed to bring about.
Suggestions are there to design and selection of teaching methods must
take into account not only the nature of the subject matter but also how
students learn. In today's school the trend is that it encourages a lot of
creativity. It is a known fact that human advancement comes through
reasoning. This reasoning and original thought enhances creativity. The
approaches for teaching can be broadly classified into
teacher centered and student
centered. In a teacher-centered approach to learning,
teachers are the main
authority figure in this model. Students are viewed as "empty vessels"
whose primary role is to passively receive information (via lectures and
direct instruction) with an end goal of
testing and assessment. It is the
primary role of teachers to pass knowledge and information onto their
students. In this model, teaching and assessment are viewed as two
separate entities. Student learning is measured through
objectively scored tests
and assessments. In Student-Centered Approach to Learning, while teachers
are the authority figure in this model, teachers and students play an
equally active role in the learning process. The teacher's primary role is
to
coach and
facilitate student learning and
overall comprehension of material. Student learning is measured through
both formal and informal forms of assessment, including group projects,
student portfolios, and class participation. Teaching and assessments are
connected; student learning is continuously measured during teacher
instruction. Commonly used teaching methods may include class
participation, demonstration, recitation, memorization, or combinations of
these.
Passive Learning (indoctrination) -
Self-Directed Learning
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Active Learning
Learning Sciences works to
further scientific understanding of learning as well as to engage in the
design and implementation of learning innovations, and the improvement of
instructional methodologies. Research in the learning science
traditionally focuses on cognitive-psychological, social-psychological,
and cultural-psychological foundations of human learning, as well as on
the design of learning environments.
Implicit Learning
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Rote Learning
Learning with understanding is facilitated when new and
existing knowledge is structured
around the major concepts and principles of the discipline. Learners use
what they already know to construct new understandings. Learning is
facilitated through the use of metacognitive strategies that identify,
monitor, and regulate cognitive processes. Learners have different
strategies, approaches, patterns of abilities, and learning styles that
are a function of the interaction between their heredity and their prior
experiences. Learners’ motivation to learn and sense of self affects what
is learned, how much is learned, and how much effort will be put into the
learning process. The practices and activities in which people engage
while learning shape what is learned. Learning is enhanced through
socially supported interactions.
Didactic Method is a teaching method that
follows a consistent scientific approach or educational style to engage
the student's mind.
Educational Neuroscience is an emerging
scientific field that brings together researchers in
cognitive
neuroscience, developmental cognitive neuroscience, educational
psychology, educational technology, education theory and other related
disciplines to explore the interactions between biological processes and
education. Researchers in educational neuroscience investigate the neural
mechanisms of
reading, numerical cognition,
attention and their attendant
difficulties including dyslexia, dyscalculia and ADHD as they relate to
education. Researchers in this area may link basic findings in cognitive
neuroscience with educational technology to help in
curriculum
implementation for mathematics education and reading education. The aim of
educational neuroscience is to generate basic and applied research that
will provide a new
transdisciplinary account of learning and teaching,
which is capable of informing education. A major goal of educational
neuroscience is to bridge the gap between the two fields through a direct
dialogue between researchers and educators, avoiding the "middlemen of the
brain-based learning industry". These middlemen have a vested commercial
interest in the selling of "neuromyths" and their supposed remedies.
Theories about Learning
Learning is your
Path to Power, but only if you learn which
knowledge, information and skills gives you the
power.
1: You need to define what
learning is use this ability in
the most effective and most efficient way possible.
2: You need to
define the knowledge and information that would increase your
understanding of yourself and the world around you.
3: You need to
accurately
measure what you are
learning, so that you keep moving forward and continue to increase your
potential.
Intelligence Testing
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Personalized Learning
You have been given a
superpower
called Learning,
but just like all
powers, there are inherent
responsibilities and
vulnerabilities, so please
use your power
wisely.
Multiple Intelligences
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Competence -
Thinking -
Brain Plasticity
Learn to Learn -
Self Directed Learning - Learning is a skill that you
have to understand if you want learning to be effective.
There are many
tools to help humans to transfer Information and knowledge into the brain.
A broader definition of learning could help stimulate interdisciplinary
research. By embracing a broader definition of learning that includes
any behavioral
adaption
developed in response to regular features of an environment, researchers
could better collaborate across the fields of psychology, computer
science, sociology, and genetics, according to a new Perspectives on
Psychological Science article. Different systems use different mechanisms
for storing information, learning changes and
adapts as a system
responds to its environment.
Organizing Knowledge Cognitively is a system of grouping and
categorizing our brain to use, sort and store information. System changes
and adapts as the amount of knowledge about a particular subject changes and grows.
Learning Curve
is intended to mean that the activity is difficult to learn for some
people. A learning curve with a steep start actually represents rapid progress.
Personalized Learning - Tailored Education
Personalized Learning is to
tailor
education to
meet the
different needs of students.
Every person a little different. Everyone
processes information a
little differently depending on the
level of knowledge
they have, their
upbringing,
their
skill level, the
quality of education they
received, their
biases, their
perspective,
their
beliefs, their
fears, their
mindset, their
mood, their
memory, as well as, the personal
experiences they had. No
two people have the exact same
cognition, not even
twins. The current
system of education ignores
individuality by having
grade structures based on age.
The brains of school
children develop at
different rates and in different ways, just as their bodies do.
Testing also needs to be
personilized.
Brain Wave Matching -
Processing Speed -
Speed Reading -
Lessons -
Hope PC -
Multi-Disciplinary -
Presentation -
E-learning
Individualization is a process of planning
and implementing learning experiences that are responsive to each child's
interests, strengths, and needs.
Personalized
Learning is more than just knowing all the different ways that a person can
learn
knowledge and
skills, it's more about
knowing what you need to learn
and
when you need to learn it. Every student needs to
understand their education goals
and understand
why certain knowledge and information is extremely valuable
and important. If a person does not understand the
incentive of
learning, then they will not have the
motivation to learn and they
will not perceive the need to retain certain knowledge and information,
because they will
not fully understand how to use it and why it's so
important to have. And this happens to almost every student on the planet.
This is the foundation of learning. You need to
accurately see your future
and how your home will be built and how it will look in the future.
And your heart and mind is your home. Do you want a beautiful home? Do you
want an intelligent home? Do you want a sturdy home? Your home will be
what ever you want your home to be as long as you put in the work and the
investment that's needed to build your home. Students can only have a
future if they are given the necessary knowledge and information that's
needed in order to reach that future. Personalized learning is also about
having the
freedom to learn in your own time and
learning at your own pace. Having the ability to
choose the best
time to learn new knowledge and having the ability to
adjust the speed at
which you learn new knowledge, will benefit you in many ways. When
schools
restrict your freedom to choose what learning time and speed is best for
you, then learning will not be as effective as it can be. And when schools
restrict your freedom to choose what you need to learn, then that too will
also cause learning to be ineffective.
Personalized Learning is more
like a
personalized journey.
Your
learning how to learn and learning how you like to travel physically
and mentally. Whether you travel by vehicle, car, plane, boat, bicycle or
foot, a person will like to learn in a way that is the most enjoyable to
them, and also be the most effective and the most efficient way to learn.
This way every person will always have time to enjoy life. In order to
have a good life you need to learn how to acquire a good life. Learning is
about building up time and energy that's needed for living. If a student
is not happy about what they're learning, then they need to know why. Is
it the right time to learn this? What is the incentive and motivation to
learn this? Every student must be a self directing learning machine that
can solve problems and make changes on their own, and also manage
themselves effectively and efficiently. If a student does not understand
the responsibility of learning, then they will not understand a lot of
things and they will never reach their full potential. This is why every
student
must see and understand
their education as a whole, and not just the parts. To live with
purpose you have to learn with purpose. Know your
purpose.
Eclectic is selecting the
best way of doing something using
various
styles or ideas that are composed of
different elements drawn from
various
sources.
Differentiated Instruction is teaching that involves providing all
students within their diverse classroom community of learners
a range of different avenues for understanding new
information (often in the same classroom) in terms of: acquiring
content; processing, constructing, or making sense of ideas; and
developing teaching materials and assessment measures so that all students
within a classroom can learn effectively, regardless of differences in
ability. Students vary in culture, socioeconomic status, language, gender,
motivation, ability/disability, personal interests and more, and
teachers must be aware of these varieties as they
plan curriculum. By considering varied learning needs, teachers can
develop personalized instruction so that all children in the classroom can
learn effectively. Differentiated classrooms have also been described as
ones that respond to student variety in readiness levels, interests and
learning profiles. It is a classroom that includes all students and can be
successful. To do this, a teacher sets different expectations for task
completion for students based upon their individual needs. By
instructing through multiple learning pathways, more "dendritic pathways
of access" are created. This can be achieved by using several senses (i.e.
sight, sound, smell) or by creating cross-curricular connections. When
more regions of the brain store data about a subject, there is
more interconnection and cross-referencing of
data from multiple storage areas in response to a single cue, meaning
one has learned rather than memorized.
PDF.
Personalize Learning -
Personalized Learning -
Personalized Medicine
Computerized Adaptive Testing is a form of computer-based test that
adapts to the examinee's
ability level. For this reason, it has also been called
tailored testing. In other words, it is a
form of computer-administered test in which the next item or set of items
selected to be administered depends on the correctness of the test taker's
responses to the most recent items administered.
Knewton personalized learning.
Eclectic Approach is a method of language education that combines
various approaches and methodologies to teach language depending on the
aims of the lesson and the abilities of the learners. Different teaching
methods are borrowed and adapted to suit the requirement of the learners.
It breaks the monotony of the class. In addition, It is a conceptual
approach that does not merely include one paradigm or a set of
assumptions. Instead, eclecticism adheres to or is constituted from
several theories, styles, and ideas in order to gain a thorough insight
about the subject, and draws upon different theories in different cases.
‘Eclecticism’ is common in many fields of study such as psychology,
martial arts, philosophy, teaching, religion and drama.
Special Education -
Entry Exams
Student-Centered Learning aims to develop
learner autonomy and independence by putting responsibility for the
learning path in the hands of students.
Independent Learning -
Self-Directed Learning
High Performing Students -
Gifted
Self-Regulated Learning refers to learning that
is guided by metacognition (thinking about one's thinking), strategic
action (planning, monitoring, and evaluating personal progress against a
standard), and motivation to learn. "Self-regulated" describes a process
of taking control of and evaluating one's own learning and behavior.
Confidence-Based Learning measures the correctness of a learner's
knowledge and confidence in that knowledge. It is designed to increase
retention and
minimize the effects of guessing,
which can skew the results of traditional single-score assessments. It
distinguishes between what individuals think and actually know. The
measurement allows
creating a customized learning
plan for each learner. The process, similar to quality improvement
processes such as Six Sigma, continues until the learner achieves total
mastery – defined as validly achieving confidence and correctness for 100%
of the content twice in a row. Mastery leads to putting the knowledge into
practice.
Blended Learning
is a formal education program in which a student learns at least in part
through delivery of content and instruction via digital and online media
with some element of student control over time, place, path, or pace.
Simultaneous.
Instructional Scaffolding is a learning
process designed to promote a deeper level of learning. Scaffolding is the
support given during the learning process which is tailored to the needs
of the student with the intention of helping the student achieve his/her
learning goals. Instructional scaffolding is the provision of sufficient
support to promote learning when concepts and skills are being first
introduced to students. There are three essential features of scaffolding
that facilitate learning. The first feature has to do with the interaction
between the learner and the expert. This interaction should be
collaborative for it to be effective. The second, learning should take
place in the learner's zone of proximal development. To do that the expert
needs to be aware of the learner's current level of knowledge and then
work to a certain extent beyond that level. The third feature of
scaffolding is that the scaffold, the support and guidance provided by the
expert, is gradually removed as the learner becomes more proficient. These
supports are gradually removed as students develop autonomous learning
strategies, thus promoting their own cognitive, affective and psychomotor
learning skills and knowledge. Teachers help the students master a task or
a concept by providing support. The support can take many forms such as
outlines, recommended documents, storyboards, or key questions. The
support and guidance provided to the learner is compared to the scaffolds
in building construction where the scaffolds provide both "adjustable and
temporal" support to the building under construction. The support and
guidance provided to learners facilitate internalization of the knowledge
needed to complete the task. This support is weaned gradually until the
learner is independent. For
scaffolding to be effective teachers need to pay attention to the
following: The selection of the learning task: The task should ensure that
learners use the developing skills that need to be mastered. The task
should also be engaging and interesting to keep learners involved. The
anticipation of errors: After choosing the task, the teacher needs to
anticipate errors the learners are likely to commit when working on the
task. Anticipation of errors enables the scaffolder to properly guide the
learners away from ineffective directions. The application of scaffolds
during the learning task: Scaffolds could be organized in "simple skill
acquisition or they may be dynamic and generative". The consideration of
emotive or affective factors: Scaffolding is not limited to a cognitive
skill but it also relates to emotive and affect factors. During the task
the scaffolder (expert) might need to manage and control for frustration
and loss of interest that could be experienced by the learner.
Encouragement is also an important scaffolding strategy.
Betty's Brain is a software environment to help
promote students' understanding of metacognitive skills and to reinforce
river ecosystem knowledge as part of a science curriculum. It is a
qualitative constraint system, using node-link diagrams to represent
models for teaching complex scientific and engineering domains in high
school. The system specifically focuses on reinforcing so called
self-regulatory skills that promote both self monitoring and self
assessment as one might expect of an independent learner.
Individualized Education Plan is a program
developed to ensure that a child with an identified disability who is
attending an elementary or secondary educational institution receives
specialized instruction and related services.
Individualized Education Program or IEP is a legal document under
United States law that is developed for each public school child in the
U.S. who needs special education. It is created through a team of the
child's parent(s) and district personnel who are knowledgeable about the
child's needs. IEPs must be reviewed every year to keep track of the
child's educational progress. An IEP outlines the special education
experience for all eligible students with a disability. An eligible
student is any child in the U.S between the ages of 3-21 attending a
public school and has been evaluated as having a need in the form of a
specific learning disability, autism, emotional disturbance, other health
impairments, intellectual disability, orthopedic impairment, multiple
disabilities, hearing impairments, deafness, visual impairment,
deaf-blindness, developmental delay, speech/language impairment, or
traumatic brain injury. The IEP describes present levels of performance,
strengths, and needs, and creates measurable goals based on this data. It
provides accommodations, modifications, related services, and specialized
academic instruction to ensure that every eligible child receives a "Free
Appropriate Public Education" (FAPE) in the "Least Restrictive
Environment" (LRE). The IEP is intended to help children reach educational
goals more easily than they otherwise would. The four component goals are:
conditions, learner, behavior, and criteria. In all cases, the IEP must be
tailored to the individual student's needs as identified by the IEP
evaluation process, and must help teachers and related service providers
(such as paraprofessional educators) understand the student's disability
and how the disability affects the learning process. The IEP describes how
the student learns, how the student best demonstrates that learning, and
what teachers and service providers will do to help the student learn more
effectively. Developing an IEP requires the team to evaluate the student
in all areas of suspected disability, consider the student's ability to
access the general education curriculum, consider how the disability
affects the student's learning, and choose a federal placement for the
student. As long as a student qualifies for special education, the IEP is
mandated to be regularly maintained and updated up to the point of high
school graduation or prior to the 21st or 22nd birthday. If a student in
special education attends university upon graduation, they are no longer
"children with disabilities" under the Individuals with Disabilities
Education Improvement Act of 2004 and are instead protected under Section
504. They can apply for and receive Section 504 accommodations, but the
process is very different. Placements in public schools often occur in
"general education" classrooms. Other types of placements include RSP
(within a resource room), Special Day Class, Self Contained Class,
Co-Teacher and specialized classes, or sub-specialties taught by a special
education teacher. Students can also be removed from an IEP if it is
determined the student is no longer eligible upon reevaluation. An IEP is
meant to ensure that students receive an appropriate placement not only in
special education classrooms or special schools. It is designed to give
the student a chance to participate in regular school culture and
academics as much as is possible for that individual student. In this way,
the student is able to have specialized assistance only when such
assistance is absolutely necessary, and otherwise maintains the freedom to
interact with and participate in activities to the same extent of their
non-disabled/general education peers.
Transformative Learning is the
expansion of
consciousness through the
transformation
of basic
worldview and
specific
capacities of the self. Transformative learning is facilitated through
consciously directed processes such
as appreciatively accessing and receiving the symbolic contents of the
unconscious and
critically
analyzing underlying premises. Transformative Learning, as a theory,
says that the process of "
perspective transformation" has three
dimensions: psychological (
changes in
understanding of the
self),
convictional (
revision of
belief systems), and
behavioral (
changes in
lifestyle).
Learning Transitions
are growths and developments an individual makes in their learning
progress, especially when planning for one's future.
Transitional
Learning transforms learning and learners through increasing and
incremental depths of involvement and responsibility. Learners develop
experience, confidence, skills in problem-solving, collaborative learning,
teamwork, decision-making, organization and self-responsibility.
Transfer of Learning can be defined as the ability of a learner to
successfully apply the behavior, knowledge, and skills acquired in a
learning event to the job, with a resulting improvement in job
performance. Learning transfer occurs when people apply information,
strategies, and skills they have learned to a
new situation or context.
Critical
Pedagogy is the
freedom from
oppression through an
awakening
of the critical consciousness. Issues of
social justice and democracy are
not distinct from acts of teaching and learning. Critical consciousness
encourages individuals to
effect change in their
world through social critique and political action in order to
self-actualize.
Pedagogy of the Oppressed of critical pedagogy, proposes a pedagogy
with a new relationship between teacher, student, as well as, society and
the relationship between the
colonizer
and the colonized.
Critical Theory is any approach to
humanities and
social philosophy
that
focuses on society and
culture to attempt to
reveal, critique, and
challenge power structures. With roots in
sociology and literary
criticism, it argues that social problems stem more
from
social structures and cultural
assumptions rather than from individuals. Some hold it to be an
ideology,
others
argue that ideology is the principal obstacle to human
liberation.
Critical theory finds applications in various fields of study, including
psychoanalysis, sociology, history, communication theory, philosophy and
feminist theory.
Active Learning - Engaged - Involved
Active Learning is a
teaching method
and a form of learning in which teaching strives to directly
involve students in the
learning process more directly than in other
methods.
Knowledge Construction is a process by which learners actively
build their understanding of a topic or concept through
exploration, reflection, and
interaction. It involves constructing
meaning
from the information and
experiences gained
through
learning activities and projects.
Constructivism is the theory that says learners construct knowledge rather
than just
passively take in information.
As people experience the world and
reflect upon
those experiences, they build their own representations and
incorporate new information into their
pre-existing knowledge or schemas.
Some of the principles of active
learning are:
Purposive: the
relevance of the
task to the students' concerns.
Reflective:
students'
reflection on the
meaning of what is learned.
Negotiated: negotiation of
goals and
methods of learning between students and teachers.
Critical: students appreciate different ways and means of learning
the content.
Complex: students compare
learning tasks with complexities
existing in real life and making
reflective analysis.
Situation-driven: the
need of the
situation is considered in order to establish learning tasks.
Engaged: real life tasks are reflected in
the activities conducted for learning. Active learning requires
appropriate learning environments through the implementation of correct
strategy.
Characteristics of learning environment
are: Aligned with constructivist strategies and evolved from
traditional philosophies. Promoting
research based learning through
investigation and contains authentic scholarly content. Encouraging
leadership skills of the students through self-development activities.
Creating atmosphere suitable for
collaborative learning
for building knowledgeable
learning communities. Cultivating a dynamic environment
through interdisciplinary learning and generating high-profile activities
for a better learning
experience. Integration of
prior knowledge with new knowledge
to incur a
rich structure of knowledge among the students. Task-based
performance enhancement by giving the students a realistic practical sense
of the subject matter learnt in the classroom.
Active learning
typically draws on combinations of several principles. For example, a
well-run debate will draw on virtually all, with the exceptions of dual
coding, interleaving, and spaced practice. In contrast, passively
listening to a lecture rarely draws on any.
Examples of "active learning" activities include: A class
discussion may be held in person or in an online environment. Discussions
can be conducted with any class size, although it is typically more
effective in smaller group settings. This environment allows for
instructor guidance of the learning experience. Discussion requires the
learners to think critically on the subject matter and use logic to
evaluate their and others' positions. As learners are expected to discuss
material constructively and intelligently, a discussion is a good
follow-up activity given the unit has been sufficiently covered already.
Some of the benefits of using discussion as a method of learning are that
it helps students explore a diversity of perspectives, it increases
intellectual agility, it shows respect for students’ voices and
experiences, it develops habits of collaborative learning, it helps
students develop skills of synthesis and integration (Brookfield 2005). In
addition, by having the teacher actively engage with the students, it
allows for them to come to class better prepared and aware of what is
taking place in the classroom. A think-pair-share activity is when
learners take a minute to ponder the previous lesson, later to discuss it
with one or more of their peers, finally to share it with the class as
part of a formal discussion. It is during this formal discussion that the
instructor should clarify misconceptions. However students need a
background in the subject matter to converse in a meaningful way.
Therefore, a "think-pair-share" exercise is useful in situations where
learners can identify and relate what they already know to others. So
preparation is key. Prepare learners with sound instruction before
expecting them to discuss it on their own. If properly implemented, it
saves instructor time, keeps students prepared, helps students to get more
involved in class discussion and participation and provide cumulative
assessment of student progress. The "think-pair-share" method is useful
for teachers to hear from all students even those who are quiet in class.
This teaching method functions as a great way for all the students in the
class to get involved and learn to work together and feel comfortable
sharing ideas. It can also help teachers or instructors to observe
students and see if they understand the material being discussed. This is
not a good strategy to use in large classes because of time and logistical
constraints (Bonwell and Eison, 1991). Think-pair-share is helpful for the
instructor as it enables organizing content and tracking students on where
they are relative to the topic being discussed in class, saves time so
that he/she can move to other topics, helps to make the class more
interactive, provides opportunities for students to interact with each
other (Radhakrishna, Ewing, and Chikthimmah, 2012). A learning cell is an
effective way for a pair of students to study and learn together. The
learning cell was developed by Marcel Goldschmid of the Swiss Federal
Institute of Technology in Lausanne (Goldschmid, 1971). A learning cell is
a process of learning where two students alternate asking and answering
questions on commonly read materials. To prepare for the assignment, the
students read the assignment and write down questions that they have about
the reading. At the next class meeting, the teacher randomly puts students
in pairs. The process begins by designating one student from each group to
begin by asking one of their questions to the other. Once the two students
discuss the question, the other student ask a question and they alternate
accordingly. During this time, the teacher goes from group to group giving
feedback and answering questions. This system is also called a student
dyad. A short written exercise that is often used is the "one-minute
paper." This is a good way to review materials and provide feedback.
However a "one-minute paper" does not take one minute and for students to
concisely summarize it is suggested that they have at least 10 minutes to
work on this exercise. A collaborative learning group is a
successful way to learn different material for different classes. It is
where you assign students in groups of 3-6 people and they are given an
assignment or task to work on together. This assignment could be either to
answer a question to present to the entire class or a project. Make sure
that the students in the group choose a leader and a note-taker to keep
them on track with the process. This is a good example of active learning
because it causes the students to review the work that is being required
at an earlier time to participate. (McKinney, Kathleen. (2010). Active
Learning. Normal, IL. Center for Teaching, Learning & Technology.) To
create participation and draw on the wisdom of all the learners the
classroom arrangement needs to be flexible seating to allow for the
creation of small groups. (Bens, 2005). A student debate is an active way
for students to learn because they allow students the chance to take a
position and gather information to support their view and explain it to
others. These debates not only give the student a chance to participate in
a fun activity but it also lets them gain some experience with giving a
verbal presentation. (McKinney, Kathleen. (2010). Active Learning. Normal,
IL. Center for Teaching, Learning & Technology.) A reaction to a video is
also an example of active learning because most students love to watch
movies. The video helps the student to understand what they are learning
at the time in an alternative presentation mode. Make sure that the video
relates to the topic that they are studying at the moment. Try to include
a few questions before you start the video so they pay more attention and
notice where to focus at during the video. After the video is complete
divide the students either into groups or pairs so that they may discuss
what they learned and write a review or reaction to the movie. (McKinney,
Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching,
Learning & Technology.) A small group discussion is also an example of
active learning because it allows students to express themselves in the
classroom. It is more likely for students to participate in small group
discussions than in a normal classroom lecture because they are in a more
comfortable setting amongst their peers, and from a sheer numbers
perspective, by dividing the students up more students get opportunities
to speak out. There are so many different ways a teacher can implement
small group discussion in to the class, such as making a game out of it, a
competition, or an assignment. Statistics show that small group
discussions is more beneficial to students than large group discussions
when it comes to participation, expressing thoughts, understanding issues,
applying issues, and overall status of knowledge. Just-in-time teaching
promotes active learning by using pre-class questions to create common
ground among students and teachers before the class period begins. These warmup exercises are generally open ended questions designed to encourage
students to prepare for class and to elicit student's thoughts on learning
goals. A class game is also considered an energetic way to learn because
it not only helps the students to review the course material before a big
exam but it helps them to enjoy learning about a topic. Different games
such as Jeopardy! and crossword puzzles always seem to get the students'
minds going. (McKinney, Kathleen. (2010). Active Learning. Normal, IL.
Center for Teaching, Learning & Technology.) Learning by teaching is also
an example of active learning because students actively research a topic
and prepare the information so that they can teach it to the class. This
helps students learn their own topic even better and sometimes students
learn and communicate better with their peers than their teachers. Gallery
Walk is also an example of active learning where students in groups move
around the classroom or workshop actively engaging in discussions and
contributing to other groups and finally constructing knowledge on a topic
and sharing it.
Active Learning Research
Sources:
Maxim I:
Think it
Through.
1. Evoking deep processing: extending
thinking beyond “face
value” of information (Craig et al., 2006; Craik & Lockhart, 1972).
2.
Using desirable difficulty: ensuring that the activity is neither too easy
nor too hard (Bjork, 1988, 1999; VanLehn et al., 2007).
3. Eliciting
the generation effect: requiring recall of relevant information (Butler &
Roediger, 2007; Roediger & Karpicke, 2006).
4. Engaging in deliberate
practice: promoting practice focused on learning from errors (Brown,
Roediger, & McDaniel, 2014; Ericsson, Krampe, & Tesch-Romer, 1993).
5.
Using interleaving: intermixing different problem types.
6. Inducing
dual coding:
presenting information both verbally and visually (Kosslyn,
1994; Mayer, 2001; Moreno & Valdez, 2005).
7. Evoking emotion:
generating feelings to enhance recall (Erk et al., 2003; Levine & Pizarro,
2004; McGaugh, 2003, 2004).
Maxim II: Make and Use Associations.
8.
Promoting chunking: collecting information into organized units (Brown,
Roediger, & McDaniel, 2014; Mayer & Moreno, 2003).
9. Building on prior
associations: connecting new information to previously stored information
(Bransford, Brown, & Cocking, 2000; Glenberg & Robertson, 1999; Mayer,
2001).
10. Presenting foundational material first: providing basic
information as a structural “spine” onto which new information can be
attached (Bransford, Brown, & Cocking, 2000; Wandersee, Mintzes, & Novak,
1994)
11. Exploiting appropriate examples: offering examples of the
same idea in multiple contexts (Hakel & Halpern, 2005)
12. Relying on
principles, not rote: explicitly characterizing the dimensions, factors or
mechanisms that underlie a phenomenon (Kozma & Russell, 1997; Bransford,
Brown, & Cocking, 2000)
13. Creating associative chaining: sequencing
chunks of information into stories (Bower & Clark, 1969; Graeser, Olde, &
Klettke, 2002)
14. Using spaced practice: spreading learning out over
time (Brown, Roediger, & McDaniel, 2014; Cepeda et al., 2006, 2008; Cull,
2000)
15. Establishing different contexts: associating material with a
variety of settings (Hakel & Halpern, 2005; Van Merrienboer et al., 2006)
16. Avoiding interference: incorporating distinctive retrieval cues to
avoid confusion (Adams, 1967; Anderson & Neely, 1996).
Lessons.
Action Learning is an approach to
problem solving. It involves
taking action
and reflecting upon the results. This helps improve the problem-solving
process as well as simplify the solutions developed by the team. Since
action learning has proven to be very effective in developing a number of
individual leadership and team problem-solving skills, it has become a
component in corporate and organizational leadership development programs.
This strategy is different from the "one size fits all" curriculum that is
characteristic of many training and development programs. Confucius once
said, "I hear and I forget; I see and I remember; I do and I understand,"
and action learning is a cycle of doing and reflecting.
Journalism -
Cultural Studies.
Reflective Practice is the ability to
reflect on
one's actions so as to engage in a process of
continuous learning.
Inquiry-Based Learning is a form of active learning that starts by
posing questions,
problems or scenarios. It contrasts with traditional education, which
generally relies on the teacher presenting facts and their own knowledge
about the subject. Inquiry-based learning is often
assisted by a facilitator rather than a
lecturer. Inquirers will identify
and research issues and questions to develop knowledge or solutions.
Inquiry-based learning includes problem-based learning, and is generally
used in small scale investigations and projects, as well as research. The
inquiry-based instruction is principally very closely related to the
development and practice of thinking and problem solving skills.
Positive Education is an approach to education
that draws on
positive psychology's emphasis of
individual strengths and
personal motivation to promote learning. Unlike traditional school
approaches in which teachers attempt to
tailor their material to a
mythical "average" student, and move the class altogether using the
material through one teaching and
testing style, positive schooling
teachers use techniques that focus on the
well-being of individual
students. Teachers use methods such as developing
tailored goals for each
student to
engaged learning and working with them to
develop the plans
and
motivation to reach their goals. Rather than pushing students to
achieve at a set grade level, seen through the emphasis of standardized
testing, this approach attempts to
customize learning goals to individual
students' levels. Instead of setting students to compete against one
another, learning is viewed as a
cooperative process where teachers learn
to respect their students and each student's input is valued.
Progressive Education is the
emphasis on
learning by doing –
hands-on projects, expeditionary learning,
experiential learning.
Integrated curriculum focused on thematic units. Integration of
entrepreneurship into education. Strong emphasis on
problem solving and
critical thinking. Group work and development of
social skills.
Understanding and action as the goals of learning as opposed to rote
knowledge. Collaborative and cooperative learning projects. Education for
social responsibility and democracy Highly personalized learning
accounting for each individual's personal goals. Integration of community
service and
service learning projects into the daily curriculum. Selection
of subject content by looking forward to ask what skills will be needed in
future society. De-emphasis on textbooks in favor of varied learning
resources. Emphasis on lifelong learning and social skills Assessment
by evaluation of child's projects and productions.
21st Century Skills
-
Outdoor Education -
Green Schools -
Naturalist Intelligence
Laboratory School or
demonstration school is an
elementary or
secondary school operated in association with a university, college,
or other teacher education institution and used for the training of future
teachers,
educational experimentation,
educational research, and professional development.
Response to Intervention is an approach to
academic and
behavioral intervention used in the United States to provide
early, systematic, and appropriately intensive assistance to children who
are at risk for or already underperforming as compared to appropriate
grade- or age-level standards. RTI seeks to prevent academic and
behavioral failure through universal screening, early intervention,
frequent progress monitoring, and increasingly intensive research-based
instruction or interventions for children who continue to have difficulty.
RTI is a multileveled approach for aiding students that is adjusted and modified as needed.
Response to intervention (PDF).
Self Directed Learning
-
Learning Procedure
Learning is more effective when active. Engaging students through
interactive activities,
discussions, feedback and
AI-enhanced technologies resulted in improved academic performance
compared to traditional lectures, lessons or readings, faculty concluded
after collecting research into active learning. The research also found
that effective active learning methods use not only hands-on and minds-on
approaches, but also hearts-on, providing increased emotional and social
support.
Personalized Learning -
Problem Based Learning -
Experience Learning -
Reading
Scientists say active early learning shapes the adult brain. An
enhanced learning environment during the first five years of life shapes
the brain in ways that are apparent four decades later.
Design-Based Learning is an inquiry-based form of learning, or
pedagogy, that is based on integration of design thinking and the design
process into the classroom at the K-12 and post-secondary levels. The
design process is an iterative process that has a variety of sequential
steps: Investigate context. Identify needs. Develop criteria. Generate
alternatives. Select alternative. Prototype/test. Produce. Evaluate. A
similar approach is the ADDIE Model of instructional design, a framework
of generic processes used by instructional designers and training
developers. It represents a descriptive guideline with five distinct
phases: Analysis. Design. Development. Implementation. Evaluation.
Social Learning - Group Learning - Collaborative
Collaborative Learning is a situation in which two or more people learn or attempt to learn something together.
Co-Learning is an interactive
collaborative learning
process which includes the construction of real
communities of practice by means of a
dynamic and participatory involvement of their elements that are
predisposed to the
collective construction
of knowledge.
Imitate -
Active Learning -
Learning Spaces -
Social Learning -
Experience Learning
Collaborative Information Seeking is a field of
research that involves studying situations, motivations, and methods for
people working in
collaborative groups for information seeking projects,
as well as building systems for supporting such activities. Such projects
often involve
information searching or
information retrieval,
information gathering, and
information sharing. Beyond that, CIS can
extend to collaborative information synthesis and
collaborative
sense-making.
Collaborative Problem Solving
-
Collaborative Classroom -
Collaborative Internet
Co-Construction is a distinctive approach where the emphasis is on
collaborative or partnership working. The approach includes some more
interactional processes such as cooperation and coordination.
Collective Learning
- Crowd Learning (essay)
Social Learning Theory is a cognitive process
that takes place in a social context and can occur purely through
observation or direct instruction, even in the absence of motor
reproduction or direct reinforcement.
Social Learning.
Cooperative Education is a structured method of combining
classroom-based education with practical work experience. A cooperative
education experience, commonly known as a "co-op", provides academic
credit for structured job experience, and is taking on new importance in
helping young people to make the school-to-work transition. It falls under
the umbrella of work-integrated learning (alongside internships, service
learning and clinical placements) but is distinct, as it alternates a
school term with a work term in a structured manner, involves a
partnership between the academic institution and the employer, and
generally is both paid and intended to advance the education of the
student.
Internship is a period of work experience offered by an organization
for a limited period of time.
Apprenticeship involves the student working for an employer where he
or she is taught and supervised by an experienced employee of the chosen
organization.
Job
Shadowing is a short term opportunity that introduces the student to a
particular job or career by pairing the student with an employee of the
workplace.
On the Job Training
-
Career Path Testing
-
Professionals
-
Holistic
Field
Trip or excursion is a journey by a group of people to a place away
from their normal environment.
Organizational Learning is the process of creating, retaining, and
transferring knowledge within an organization. An organization improves
over time as it gains experience. From this experience, it is able to
create knowledge. This knowledge is broad, covering any topic that could
better an organization. Examples may include ways to increase production
efficiency or to develop beneficial investor relations. Knowledge is
created at four different units: individual, group, organizational, and
inter organizational.
Practice-Based Professional Learning is understood in contrast to
classroom- or theory-based learning. It is kindred to terms such as
work-based learning.
Work-Based
Learning is an educational strategy that provides students with
real-life work experiences where they can apply academic and technical
skills and develop their employability.
Project-Based Learning is a student-centered pedagogy that involves a
dynamic classroom approach in which it is believed that students acquire a
deeper knowledge through active exploration of real-world challenges and
problems. Students learn about a subject by working for an extended period
of time to investigate and respond to a complex question, challenge, or
problem. It is a style of active learning and inquiry-based learning. PBL
contrasts with paper-based, rote memorization, or teacher-led instruction
that presents established facts or portrays a smooth path to knowledge by
instead posing questions, problems, or scenarios.
Networked Learning is a process of developing
and
maintaining connections with people and
information, and
communicating
in such a way so as to
support one another's learning. The central term in
this definition is connections. It takes a relational stance in which
learning takes place both in relation to others and in relation to
learning resources.
Mentor Mob.
Peer Learning is an educational practice in which
students interact
with other students to attain educational goals." In this context, it can
be compared to the practices that go by the name cooperative learning.
Peers can inspire more people to learn than teachers do.
On the Job Training.
Peer Mentoring is a form of
mentorship that usually takes place
between a person who has lived through a specific experience (peer mentor)
and a person who is new to that experience (the peer mentee).
Professional
Guide.
Peer Feedback
where
feedback is given by
one student to another to provide students more
opportunities to learn from each other. Two or more students work together
to check each other's work and give comments to the peer partner. Comments
from peers are called as peer feedback. Peer feedback can be in the form
of corrections, opinions, suggestions, ideas to each other. Thus, peer
feedback is a two-way process in which one cooperates with the other.
Peer Counseling is a helping process
that involves one-on-one interaction or interaction between members of a
group, who have several things in common. In an academic setting, it
usually refers to students helping their fellow students. Academic
difficulties, exam stress. Adjustment issues with teachers, other students
Peer Counselor assists clients in the development of strengths-based
recovery goals and provides information on ways to maintain personal
wellness and recovery. The Peer Counselor works collaboratively with other
members of the care team to provide these services.
Peer Support occurs when people provide
knowledge, experience, emotional, social or practical help to each other.
It commonly refers to an initiative consisting of trained supporters
(although it can be provided by peers without training), and can take a
number of forms such as peer mentoring, reflective listening (reflecting
content and/or feelings), or counseling. Peer support is also used to
refer to initiatives where colleagues, members of self-help organizations
and others meet, in person or online, as equals to give each other
connection and support on a reciprocal basis.
Peer Support is distinct from other forms of
social support in that the source of
support is a peer, a person who is similar in fundamental ways to the
recipient of the support; their relationship is one of equality. A peer is
in a position to offer support by virtue of relevant experience: he or she
has "been there, done that" and can relate to others who are now in a
similar situation. Trained peer support workers such as peer support
specialists and peer counselors receive special training and are required
to obtain Continuing Education Units, like clinical staff. Some other
trained peer support workers may also be law-enforcement personnel and
firefighters as well as emergency medical responders The social peer
support also offers an online system of distributed expertise,
interactivity, social distance and control, which may promote disclosure
of personal problems.
Peer
Support Specialist is a person with "lived experience" who has been
trained to support those who struggle with mental health, psychological
trauma, or substance use. Their personal experience of these challenges
provide peer support specialists with expertise that professional training
cannot replicate. Some roles filled by peer support specialists include
assisting their peers in articulating their goals for recovery, learning
and practicing new skills, helping them monitor their progress, supporting
them in their treatment, modeling effective coping techniques and
self-help strategies based on the specialist's own recovery experience,
supporting them in advocating for themselves to obtain effective services,
and developing and implementing recovery plans.
Peer Education is an approach to health promotion, in which community
members are supported to promote health-enhancing change among their
peers. Peer education is the teaching or sharing of health information,
values and behavior in educating others who may share similar social
backgrounds or life experiences. Rather than health professionals
educating members of the public, the idea behind peer education is that
ordinary lay people are in the best position to encourage healthy behavior
to each other.
Peer
Tutor is anyone who is of a similar status as the person being
tutored. In an undergraduate institution this would usually be other
undergraduates, as distinct from the graduate students who may be teaching
the writing classes; in a K-12 school this is usually a student from the
same grade or higher. There are some basic rules to establishing your peer
tutoring program, the key to success is a clear objective. Thorough
planning and evidence gathering activities will contribute to
substantiation of the decisions you will make.
Observational Learning is learning that occurs through
observing the
behavior of others. It is
a
form of social learning which takes various forms,
based on various processes. In humans, this form of learning seems to not
need reinforcement to occur, but instead, requires a
social model such as a parent,
sibling, friend, or teacher with surroundings. Particularly in childhood,
a model is
someone of authority or
higher status in an environment. In animals, observational learning is
often based on
classical
conditioning, in which an
instinctive behavior
is elicited by observing the behavior of another (e.g. mobbing in birds),
but other processes may be involved as well.
Learning Society -
Watching People.
Learning by Observation reduces Cognitive Bias. Research suggests that
observing others' decision-making
can teach people to
make better
decisions themselves. The research tested the effectiveness of a new
debiasing training strategy and
reports first evidence that
watching
others make decisions can improve our own decision making, either by
learning from their
mistakes
or learning from their
successes.
Reciprocal Teaching is an instructional activity that takes the form
of a
dialogue between
teachers and students regarding segments of text for
the purpose of constructing the meaning of text. Reciprocal teaching is a
reading technique which is thought to promote students' reading
comprehension. A
reciprocal approach provides students with four specific
reading strategies that are actively and consciously used to support
comprehension: Questioning, Clarifying, Summarizing, and Predicting. Palincsar (1986) believes the purpose of reciprocal teaching is to
facilitate a group effort between teacher and students as well as among
students in the task of bringing meaning to the text. Reciprocal teaching
is best represented as a dialogue between teachers and students in
which participants take turns assuming the role of teacher. Reciprocal
teaching is most effective in the context of small-group collaborative
investigation, which is maintained by the teacher or reading tutor.
Reading Rockets.
Learning by Teaching is a method of teaching in which students are
made to learn material and prepare lessons to teach it to the other
students. There is a strong emphasis on acquisition of life skills along
with the subject matter. After preparation by the teacher, students become
responsible for their own learning and teaching. The new material is
divided into small units and student groups of not more than three people
are formed. Students are then encouraged to experiment to find ways to
teach the material to the others. Along with ensuring that students learn
the material, another goal of the method, is to teach students life skills
like respect for other people, planning, problem solving, taking chances
in public, and communication skills. The teacher remains actively
involved, stepping in to further explain or provide support if the
teaching-students falter or the learning-students do not seem to
understand the material. The method is distinct from tutoring in that LdL
is done in class, supported by the teacher, and distinct from student
teaching, which is a part of teacher education.
Peer Assessment is a process whereby students or their peers
grade assignments or tests based
on a teacher’s
benchmarks. The practice
is employed to save teachers time and improve students' understanding of
course materials as well as improve their metacognitive skills.
Rubrics are often used in
conjunction with Self- and
Peer-Assessment.
Peer Education is an approach to
Health
Promotion, in which
Community Members
are supported to promote health-enhancing change among their
peers. Peer
education is the teaching or sharing of health information, values and
behavior in educating others who may share similar social backgrounds or
life experiences. Rather than
Health
Professionals educating members of
the public, the idea behind peer education is that ordinary lay people are
in the best position to encourage healthy behaviour to each other.
Inclusion Education refers to a model wherein
special needs students
spend most or all of their time with non-special (general education) needs
students. Inclusive education means different and
diverse students learning side by
side in the same classroom. They enjoy field trips and after-school
activities together. They participate in student government together. And
they attend the same sports meets and plays.
Community Learning Methods
-
Tutoring
-
Unschooling
Personal Learning Network is an informal
learning network that consists of the people a learner interacts with and
derives knowledge from in a
personal learning environment. In a PLN, a
person makes a connection with another person with the specific intent
that some type of learning will occur because of that connection.
Networked Learning is a process of developing
and maintaining connections with people and information, and communicating
in such a way so as to support one another's learning. The central term in
this definition is connections. It takes a relational stance in which
learning takes place both in relation to others and in relation to
learning resources.
Open Study - Social Studying
-
Organizational Learning -
Study Skills
Service Learning is an educational approach that
combines learning objectives with community service in order to provide a
pragmatic, progressive learning experience while meeting societal needs.
Deeper Learning is a set of student
educational outcomes
including acquisition of robust core academic content, higher-order
thinking skills, and learning dispositions. Deeper learning is based on
the premise that the nature of work, civic, and everyday life is changing
and therefore increasingly requires that formal education provides young
people with mastery of skills like analytic reasoning, complex problem
solving, and teamwork.
Purpose.
Experience Learning - Problem Based Learning
Experience is
knowledge a person gets by
doing something themselves or
by
watching
someone else do something.
Experience is learning through actions.
Experiences are
investigations into your
abilities and a method used to
increase your understanding of yourself and the world around you.
Demonstration Teaching
-
Real Life Examples -
Outdoor Learning -
On the Job Training
-
Virtual Reality -
Holodeck -
Vocational Training
-
Degrees
Experiential Learning is the process of
learning through experience, and is more specifically defined as "learning
through reflection on doing".
Experiential Education is a philosophy of education that describes the
process that occurs between a teacher and student that infuses direct
experience with the
learning
environment and content.
Active Learning -
Collaborative Learning.
People don't always Experience the Same Thing in the Same Way.
Everyone processes information a little differently in their own way.
Processing differences depends on a persons particular education
background, their culture, their experiences, their beliefs, and all the
things that they have learned so far in their life.
Real-World Application is connecting
instruction to real-world applications that gives meaning to learning,
makes it practical, and can help to develop connections with the greater
community. Incorporating
real-world examples
becomes more authentic to students because they will be able to
connect the learning to the bigger picture rather
than just the classroom. Students construct meaning and produce knowledge,
students use disciplined inquiry to construct meaning, and students aim
their work toward production of discourse, products, and performances that
have value or meaning beyond success in school.
Authentic Learning builds on the concept of
“
learning by doing” to increase a student’s engagement. To succeed, this
method needs to have meaning or value to the student, embody in-depth
learning.
Reflective Practice is the ability to reflect on
an action so as to engage in a process of continuous learning. According
to one definition it involves "paying critical attention to the practical
values and theories which inform everyday actions, by examining practice
reflectively and reflexively. This leads to developmental insight". A key
rationale for reflective practice is that experience alone does not
necessarily lead to learning; deliberate reflection on experience is
essential.
Constructivist Learning is
an
active process in which learners are active sense
makers who seek to build coherent and organized knowledge. Students
co-construct their learning, with the teacher serving as a guide or
facilitator (oftentimes using technology as a facilitating tool). The
teacher doesn’t function in a purely didactic manner. Constructivism helps
students develop problem-solving skills, critical thinking and creative
skills and apply them in meaningful ways.
Inquiry-based instruction,
a type of constructivist learning, has students identify real world
problems and then pose and find answers to their own questions.
Constructionism is when
learners construct
mental models to understand the world around them. Constructionism
advocates student-centered, discovery learning where students use
information they already know to acquire more knowledge. Students learn
through participation in project-based learning where they make
connections between different ideas and areas of knowledge facilitated by
the teacher through coaching rather than using lectures or step-by-step
guidance. Further, constructionism holds that learning can happen most
effectively when people are active in making tangible objects in the real
world. In this sense, constructionism is connected with experiential
learning and builds on Jean Piaget's epistemological theory of
constructivism. Constructionist learning involves students drawing their
own conclusions through creative experimentation and the making of social
objects. Instead of having students memorize geography facts, a teacher
could give students blank maps that show unlabeled rivers, lakes, and
mountains, and then ask the students to decipher where major cities might
be located without the help of books or maps. This would require students
to locate these areas without using prepared resources, but their prior
knowledge and reasoning ability instead.
Problem-Based Learning is a constructionist method which allows
students to learn about a subject by exposing them to multiple problems
and asking them to construct their understanding of the subject through
these problems. This kind of learning can be very effective in mathematics
classes because students try to solve the problems in many different ways,
stimulating their minds. The following five strategies make problem-based
learning more effective: The learning activities should be related to a
larger task. The larger task is important because it allows students to
see that the activities can be applied to many aspects of life and, as a
result, students are more likely to find the activities they are doing
useful. The learner needs to be supported to feel that they are beginning
to have ownership of the overall problem. An authentic task should be
designed for the learner. This means that the task and the learner's
cognitive ability have to match the problems to make learning valuable.
Reflection on the content being learned should occur so that learners can
think through the process of what they have learned. Allow and encourage
the learners to test ideas against different views in different contexts.
Problem
Based Learning is a student-centered pedagogy in which
students learn about a subject through the
experience of solving an
open-ended problem. Students learn both thinking strategies and domain
knowledge.
Action Learning
(real life examples).
Learner-driven self-identified goals and outcomes.
Students do independent, self-directed study before returning to
larger group. Learning is done in small groups of 8–10 people, with a
tutor to facilitate discussion. Trigger materials such as paper-based
clinical scenarios, lab data, photographs, articles or videos or patients
(real or simulated) can be used. The Maastricht 7-jump process helps to
guide the PBL tutorial process. Based on principles of adult learning
theory. All members of the group have a role to play. Allows for knowledge
acquisition through combined work and intellect. Enhances teamwork and
communication, problem-solving and encourages independent responsibility
for shared learning - all essential skills for future practice. Anyone can
do it as long it is right depending on the given causes and scenario.
Learning from Mistakes.
Project Based Learning is a student-centered pedagogy that involves a dynamic classroom approach
in which students acquire a deeper knowledge through active exploration of
real-world challenges and problems. Students learn about a subject by
working for an extended period of time to investigate and respond to a
complex question, challenge, or problem. It is a style of active learning
and inquiry-based learning. PBL contrasts with paper-based, rote
memorization, or teacher-led instruction that simply presents established
facts or portrays a smooth path to knowledge by instead posing questions,
problems or scenarios.
Discovery Learning is a technique of inquiry-based learning and is
considered a constructivist based approach to education. It is also
referred to as problem-based learning, experiential learning and 21st
century learning.
Lessons.
Phenomenon-Based Learning is a multidisciplinary, constructivist form
of learning or pedagogy where students study a topic or concept in a
holistic approach instead of in a subject-based approach.
Outcome-Based Education bases each part of an
educational system around goals (outcomes). By the end of the educational
experience, each student should have achieved the goal. There is no single
specified style of teaching or assessment in OBE; instead, classes,
opportunities, and assessments should all help students achieve the
specified outcomes. The role of the faculty adapts into instructor,
trainer, facilitator, and/or mentor based on the outcomes targeted.
Outcomes Driven Model.
Outdoor Education usually refers to organized
learning that takes place in
the outdoors or outside.
Exploration is the
act of searching for the purpose of discovery of information or resources.
-
Adventure Schools.
Experience Sampling Method is when a person
stops at certain times and make notes of their experience in real time.
The point is for them to record temporal things like feelings while in the
moment (right then, not later; right there, not elsewhere).
Nonformal Learning includes various structured learning situations
which do not either have the level of curriculum, syllabus, accreditation
and certification associated with 'formal learning', but have more
structure than that associated with 'informal learning', which typically
take place naturally and spontaneously as part of other activities. These
form the three styles of learning recognised and supported by the OECD.
Examples of non-formal learning include swimming sessions for toddlers,
community-based sports programs, and programs developed by organisations
such as the Boy Scouts, the Girl Guides, community or non-credit adult
education courses, sports or fitness programs, professional conference
style seminars, and continuing professional development. The learner's
objectives may be to increase skills and knowledge, as well as to
experience the emotional rewards associated with increased love for a
subject or increased passion for learning.
Reinforcement Learning differs from standard
supervised learning in that correct input/output pairs are never
presented, nor sub-optimal actions explicitly corrected. Further, there is
a focus on on-line performance, which involves finding a balance between
exploration (of uncharted territory) and exploitation (of current
knowledge).
Reinforcement -
Praise -
Gratification Rewards
Classical Conditioning -
Operant Conditioning
Transfer of
Learning is the dependency of human conduct, learning, or performance
on prior experience. Educational transfer of learning involves one's own
transferring of knowledge and skills from one problem solving situation to
the next.
"I remember the experiences in my life more then the thoughts and ideas
that I had. I remember the class experiences that I had more then I
remember the tests that I took. You see, experience is a stronger memory.
We need to combine tests with experience."
Experiential Knowledge is knowledge gained
through experience, as opposed to a priori (before experience) knowledge:
it can also be contrasted both with propositional (textbook) knowledge,
and with practical knowledge.
Experiential Education
describes the process that occurs between a teacher and student that
infuses direct experience with the learning environment and content.
Experience Curve Effects expresses the
relationship between equations for
experience and efficiency or between
efficiency gains and investment in the effort.
Experience is the knowledge or
mastery of an
event or subject gained through involvement in or exposure to it.
Kids want to know things and learn about things
and they also want to experience things. And kids want to experience
things that other people experienced, they want to be that person. A
person may be
envious or are
jealous of them so they want experience more than the other person did so
they will
not feel inadequate
or left out. People like to prove that they are special too. Some people
want others to envy them and to be jealous of their success. But this is
illogical behavior and an unhealthy form of competition that degrades
society and degrades relationships. Don't have experiences for the wrong
reasons.
Experience Point is a unit of measurement used in many tabletop
role-playing games (RPGs)
and role-playing video games to quantify a player character's progression
through the game. Experience points are generally awarded for the
completion of quests, overcoming obstacles and opponents, and for
successful role-playing.
Empiricism is a
theory which believes that all
knowledge comes from
experience. (
Reading
is the experience that can accumulate the most knowledge).
Errorless Learning states that
errors are not necessary for
learning to occur. Errors are not a function of learning or vice versa
nor are they blamed on the learner. Errors are a function of poor analysis
of behavior, a poorly designed shaping program, moving too fast from step
to step in the program, and the lack of the prerequisite behavior
necessary for success in the program." Errorless learning can also be
understood at a synaptic level, using the principle of Hebbian learning,
which says
Neurons that fire together wire
together.
Visual Learning is a style in which a learner
utilizes graphs, charts, maps and diagrams.
Mind Maps.
Visual Thinking is the phenomenon of thinking
through visual processing. Described as seeing words as a series of
pictures.
Visual Processing is the
sequence of steps that information takes as it flows from visual sensors
to cognitive processing.
Spatial Intelligence
Learning Cycle is a concept of how
people learn from experience. A
learning cycle will have a number of stages or phases, the last of which
can be followed by the first. In 1933, John Dewey described five phases or
aspects of reflective thought: In between, as states of thinking, are (1)
suggestions, in which the mind leaps forward to a possible solution; (2)
an intellectualization of the difficulty or perplexity that has been felt
(directly experienced) into a problem to be solved, a question for which
the answer must be sought; (3) the use of one suggestion after another as
a leading idea, or hypothesis, to initiate and guide observation and other
operations in the collection of factual material; (4) the mental
elaboration of the idea or supposition as an idea or supposition
(reasoning, in the sense in which reasoning is a part, not the whole of
inference); and (5) testing the hypothesis by overt or imaginative action.
John Dewey, How We Think, 1933. In the 1940s, Kurt Lewin developed action
research and described a cycle of: Planning, Action, Fact finding, about
the result of the action. In the early 1970s, David A. Kolb and Ronald E.
Fry developed the experiential learning model (ELM), composed of four
elements: Concrete experience, Observation of and reflection on that
experience, Formation of abstract concepts based upon the reflection,
Testing the new concepts, Testing the new concepts gives concrete
experience which can be observed and reflected upon, allowing the cycle to
continue. Peter Honey and Alan Mumford developed Kolb and Fry's ideas into
slightly different learning cycle. The stages are: Doing something, having
an experience, Reflecting on the experience, Concluding from the
experience, developing a theory, Planning the next steps, to apply or test
the theory. While the cycle can be entered at any of the four stages, a
cycle must be completed to give learning that will change behaviour. The
cycle can be performed multiple times to build up layers of learning. The
5E learning cycle was developed by Biological Sciences Curriculum Study,
specifically for use in teaching science. The learning cycle has four
phases: Engage, in which a student's interest is captured and the topic is
established. Explore, in which the student is allowed to construct
knowledge in the topic through facilitated questioning and observation.
Explain, in which students are asked to explain what they have discovered,
and the instructor leads a discussion of the topic to refine the students'
understanding. Extend, in which students are asked to apply what they have
learned in different but similar situations, and the instructor guides the
students toward the next discussion topic. The fifth E stands for
Evaluate; in which the instructor observes each student's knowledge and
understanding, and leads students to assess whether what they have learned
is true. Evaluation should take place throughout the cycle, not within its
own set phase. In the 1990s, Alistair Smith developed the Accelerated
Learning Cycle, also for use in teaching. The phases are: Create the
supportive learning environment - safe but stimulating. Connect the
learning - useful knowledge we already have. Give the big picture.
Describe the learning outcomes we want to achieve. Input - new information
to enable the activity. Activity. Demonstrate the findings of the
activity. Review for recall and retention. Unlike other learning cycles,
step 8 is normally followed by step 2, rather than step 1. In the 2000s,
Fred Korthagen and Angelo Vasalos (and others) developed the ALACT model,
specifically for use in personal development. The five phases of the ALACT
cycle are: Action, Looking back on the action, Aspects of essential
awareness, Creating alternative methods of action, Trial. As with Kolb and
Fry, trial is an action that can be looked back on. Korthagen and Vasalos
listed coaching interventions for each phase and described "levels of
reflection" inspired by Gregory Bateson's hierarchy of logical types. In
2010, they connected their model of reflective learning to the practice of
mindfulness and to Otto Scharmer's Theory U, which, in contrast to a
learning cycle, emphasizes reflecting on a desired future rather than on
past experience.
In between, as states of
thinking, are (1) suggestions, in which the mind leaps forward to a
possible solution; (2) an intellectualization of the difficulty or
perplexity that has been felt (directly experienced) into a problem to be
solved, a question for which the answer must be sought; (3) the use of one
suggestion after another as a leading idea, or hypothesis, to initiate and
guide observation and other operations in the collection of factual
material; (4) the mental elaboration of the idea or supposition as an idea
or supposition (reasoning, in the sense in which reasoning is a part, not
the whole of inference); and (5) testing the hypothesis by overt or
imaginative action. Doing something, having an experience. Reflecting on
the experience. Concluding from the experience, developing a theory.
Planning the next steps, to apply or test the theory.
Engage, in which a student's interest is
captured and the topic is established.
Explore,
in which the student is allowed to construct knowledge in the topic
through facilitated questioning and observation.
Explain, in which students are asked to explain what they have
discovered, and the instructor leads a discussion of the topic to refine
the students' understanding.
Extend, in
which students are asked to apply what they have learned in different but
similar situations, and the instructor guides the students toward the next
discussion topic. Create the supportive learning environment - safe but
stimulating.
Connect the learning - useful
knowledge we already have.
Give the big picture.
Describe the learning outcomes we want to achieve.
Input - new information to enable the activity. Activity.
Demonstrate the findings of the activity.
Review
for recall and retention.
Action. Looking
back on the action. Aspects of essential awareness. Creating alternative
methods of action. Trial.
Double-Loop Learning entails the modification of goals or
decision-making rules in the light of experience. The first loop uses the
goals or decision-making rules, the second loop enables their
modification, hence "double-loop". Double-loop learning recognizes that
the way a problem is defined and solved can be a source of the problem.
This type of learning can be useful in organizational learning since it
can drive creativity and innovation, going beyond adapting to change to
anticipating or being ahead of change. Double-loop learning is contrasted
with "single-loop learning": the repeated attempt at the same problem,
with no variation of method and without ever questioning the goal.
Double-loop learning is used when it is necessary to change the mental
model on which a decision depends. Unlike single loops, this model
includes a shift in understanding, from simple and static to broader and
more dynamic, such as taking into account the changes in the surroundings
and the need for expression changes in mental models. It is required if
the problem or mismatch that starts the organizational learning process
cannot be addressed by small adjustments because it involves the
organization's governing variables. Organizational learning in such cases
occurs when the diagnosis and intervention produce changes in the
underlying policies, assumptions, and goals. According to Argyris, many
organizations resist double-loop learning due to a number of variables
such as resistance to change, fear of failure, and overemphasis on
control.
Validated Learning is a unit of progress process and describes
learnings generated by trying out an initial idea and then measuring it
against potential customers to validate the effect. Each test of an idea
is a single iteration in a larger process of many iterations whereby
something is learnt and then applied to succeeding tests. Typical steps in
validated learning: Specify a goal, Specify a metric that represents the
goal, Act to achieve the goal, Analyze the metric – did you get closer to
the goal? Improve and try again.
Reflective Practice is the ability to reflect on one's actions so as
to engage in a process of continuous learning. According to one definition
it involves "paying critical attention to the practical values and
theories which inform everyday actions, by examining practice reflectively
and reflexively. This leads to developmental insight". A key rationale for
reflective practice is that experience alone does not necessarily lead to
learning; deliberate reflection on experience is essential. Gibbs presents
the stages of a full structured debriefing as follows: (Initial
experience),
Description. "What happened?
Don't make judgments yet or try to draw conclusions; simply describe."
Feelings. "What were your reactions and
feelings? Again don't move on to analyzing these yet."
Evaluation. "What was good or bad about the
experience? Make value judgments."
Analysis.
"What sense can you make of the situation? Bring in ideas from outside the
experience to help you." "What was really going on?" "Were different
people's experiences similar or different in important ways?"
Conclusions (general). "What can be
concluded, in a general sense, from these experiences and the analyses you
have undertaken?" Conclusions (specific). "What can be concluded about
your own specific, unique, personal situation or way of working?"
Personal action plans. "What are you going
to do differently in this type of situation next time?" "What steps are
you going to take on the basis of what you have learnt?" Gibbs'
suggestions are often cited as "Gibbs' reflective cycle" or "Gibbs' model
of reflection", and simplified into the following six distinct stages to
assist in structuring reflection on learning experiences: Description,
Feelings, Evaluation, Analysis, Conclusions, Action plan. Benefits to
reflective practice include: Increased learning from an experience or
situation. Promotion of deep learning. Identification of personal and
professional strengths and areas for improvement. Identification of
educational needs. Acquisition of new knowledge and skills. Further
understanding of own beliefs, attitudes and values. Encouragement of
self-motivation and self-directed learning. Could act as a source of
feedback. Possible improvements of personal and clinical confidence.
Limitations to reflective practice include:
Not all practitioners may understand the reflective process. May feel
uncomfortable challenging and evaluating own practice. Could be
time-consuming. May have confusion as to which situations/experiences to
reflect upon. May not be adequate to resolve clinical problems. David
Somerville and June Keeling suggested eight simple ways that professionals
can practice more reflectively: Seek feedback: Ask "Can you give me some
feedback on what I did?" Ask yourself "What have I learnt today?" and ask
others "What have you learnt today?" Value personal strengths: Identify
positive accomplishments and areas for growth. View experiences
objectively: Imagine the situation is on stage and you are in the
audience. Empathize: Say out loud what you imagine the other person is
experiencing. Keep a journal: Record your thoughts, feelings and future
plans; look for emerging patterns. Plan for the future: Plan changes in
behavior based on the patterns you identified. Create your own future:
Combine the virtues of the dreamer, the realist, and the critic.
Perceptual Learning is the process of learning
improved skills of perception. These improvements range from simple
sensory discriminations (e.g., distinguishing two musical tones from one
another) to complex categorizations of spatial and temporal patterns
relevant to real-world expertise (e.g., reading, seeing relations among
chess pieces, knowing whether or not an X-ray image shows a tumor).
Sensory modalities may include visual, auditory, tactile, olfactory, and
taste. Perceptual learning forms important foundations of complex
cognitive processes (i.e., language) and interacts with other kinds of
learning to produce perceptual expertise. Underlying perceptual learning
are changes in the neural circuitry. The ability for perceptual learning
is retained throughout life.
Auditory Learning is a learning style in which a
person learns through listening. An auditory learner depends on hearing
and speaking as a main way of learning. Auditory learners must be able to
hear what is being said in order to understand and may have difficulty
with instructions that are drawn but if the writing is in a logical order
it can be easier to understand . They also use their listening and
repeating skills to sort through the information that is sent to them.
Whole Body Learning -
Behavior Modification -
Breathing
Dual Education System combines apprenticeships
in a company and
vocational education at a vocational school in one
course.
Cooperative Education is a structured method of
combining classroom-based education with practical work experience. A
cooperative education experience, commonly known as a "co-op", provides
academic credit for structured job experience.
Cooperative Learning is an educational approach
which aims to organize classroom activities into academic and social
learning experiences.
Situated Learning is the relationship
between learning and the social situation in which it occurs.
Emergent Curriculum planning curriculum that
focuses on being responsive to children's interests to create meaningful
learning experiences. It can be practiced at any grade level.
Vocal Learning is the ability to modify acoustic and
syntactic sounds, acquire new
sounds via
imitation, and produce
vocalizations. "Vocalizations" in this case refers only to sounds
generated by the
vocal organ
(mammalian larynx or avian syrinx) as opposed to by the lips, teeth, and
tongue, which require substantially less motor control. A rare trait,
vocal learning is a critical substrate for
spoken
language and has only been detected in eight animal groups despite the
wide array of vocalizing species; these include humans, bats, cetaceans,
pinnipeds (seals and sea lions), elephants, and three distantly related
bird groups including songbirds, parrots, and hummingbirds. Vocal learning
is distinct from
auditory learning,
or the ability to form
memories of sounds heard,
a relatively common trait which is present in all vertebrates tested. For
example, dogs can be trained to understand the word "sit" even though the
human word is not in its innate auditory repertoire (auditory learning).
However, the dog cannot imitate and produce the word "sit" itself as vocal
learners can.
Contextual Learning occurs only when students
process new information or knowledge in such a way that it makes sense to
them in their own frames of reference (their own inner worlds of memory,
experience, and response). The mind naturally seeks meaning in context by
searching for relationships that make sense and appear useful.
Brain circuit helps us learn by watching others. Scientists pinpoint
neural interactions that are necessary for observational learning.
Simultaneous Subject Teaching
Integrative Learning
Sequence Learning
Apprenticeship
Intern
On the Job Training
Passion Based Learning:
Standards-based education stifles engagement and
passion in students. We
must switch from a control narrative in the classroom to a passion
narrative. Passion-based learning is about finding a “hero,” learning what
makes him/her successful, and acquiring the practices and the norms of
established practitioners in that field. The Schoolwide Enrichment Model
identifies student strengths, nurtures skills, and creates authentic
opportunities for students to utilize these skills not just as students,
but as practicing professionals providing experiences and opportunities to
work and learn with others in the fields in which they are interested.
Informal learning referred to as
learning by
experience or just as experience.
Peripatetic School is walking while you learn.
Place-Based Education
employing students and school staff in
solving community problems. The
community as one of the primary resources for learning.
Learning Outside the Classroom -
Personalized Learning
Total Physical Response is a language
teaching method based on the coordination of language and physical
movement. In TPR, instructors give commands to students in the target
language, and students respond with whole-body actions.
Professional Development is learning to earn or
maintain professional credentials such as academic degrees to formal
coursework, conferences and informal learning opportunities situated in
practice.
Vocational Learning (careers)
Associative Learning
(Simultaneous)
Vicarious Observational Learning is learning
that occurs through
observing the behavior of others,
which needs to be selective in order to be accurate.
You need to be Careful what you Learn.
Imitating Others.
Flip Teaching is
an instructional strategy and a type of blended learning that reverses the
traditional learning environment by delivering instructional content,
often online, outside of the classroom. It moves activities, including
those that may have traditionally been considered homework, into the
classroom. In a flipped classroom, students watch online lectures,
collaborate in online discussions, or carry out research at home and
engage in concepts in the classroom with the guidance of a mentor.
Vimeo.
Reverse Instruction
is the idea of having students consume learning content (i.e. ‘the
lecture’) outside of the classroom, usually as homework, thereby freeing
up valuable face-to-face classroom time to reinforce materials and work on
assigned work (work that may have been homework in the traditional
classroom). This approach is also referred to as “flipping the classroom”.
Learning by Teaching
allows pupils and students to prepare and to teach
lessons, or parts of lessons. Choosing their own methods and didactic
approaches in teaching classmates that subject.
Show and Tell is a common expression about
showing an audience something and telling them about it. It is used to
teach young children the skills of
public speaking.
Social Constructionism
(influences) -
People Smart
Social Emotional Learning
is the process through which children and adults acquire and effectively
apply the knowledge, attitudes, and skills necessary to understand and
manage emotions, set and achieve positive goals, feel and show empathy for
others, establish and maintain positive relationships, and make
responsible decisions.
Language and Thought (thinking)
Breakthrough in Decoding Brain Function. New research advances
understanding of the function of the brain’s
anterior cingulate cortex and its tie to human learning.
Applied Behavior Analysis is analyzing the
principles of learning theory and systematically applying this technology
to change behavior of social significance.
Learning Styles refers to a range of
differences in individuals' learning abilities.
Learning Styles -
7 Styles of Learning (image photo)
An Explanation of Learning Styles
Q-Learning
is a model-free
Reinforcement Learning
Technique. It works by learning an action-value function that
ultimately gives the expected utility of taking a given action in a given
state and following the optimal policy thereafter.
Kinesthetic Learning (tactile) -
Body Intelligence
-
Breathing
Movement in Learning
is a teaching method based on the concept that humans
learn better through
movement.
Psychomotor Learning is the relationship between
cognitive functions and physical movement. Psychomotor learning is
demonstrated by physical skills such as movement, coordination,
manipulation, dexterity, grace, strength, speed; actions which demonstrate
the fine motor skills such as use of precision instruments or tools.
E-Learning - Enhanced Learning using Technology
Computer Supported Collaborative Learning takes place via
social interaction using a
computer or
through the
Internet.
Self Directed Learning -
Teaching Machine -
Interface -
Holodeck -
Personalized Learning
Adaptive Learning is an educational method which
uses computers as
interactive teaching devices, and to orchestrate the
allocation of human and mediated resources according to the
unique needs
of each learner.
Interactive Learning is a pedagogical approach that incorporates
social networking and urban computing into course
design and delivery.
Interactive Learning has evolved out of the hyper-growth in the use of
digital technology and
virtual communication, particularly by students.
Interactive is capable of acting on or
influencing each other.
Social Learning -
Experience Learning -
Visual Learning
Augmented Learning
is an
on-demand learning technique where the
environment adapts to the
learner. By providing remediation on-demand, learners can gain greater
understanding of a topic while stimulating discovery and learning.
Asynchronous Learning is a student-centered
teaching method that uses
online learning resources to
facilitate
information sharing outside the constraints of time and place among a
network of people.
Inquiry Based Learning starts by posing
questions,
problems or
scenarios—rather than simply
presenting established
facts or portraying a smooth path to knowledge.
Inquiry-Based Learning -
Redbird Learning -
Virtual Learning
Programmed Instruction is learning material in a
kind of textbook or
teaching
machine or computer. The medium presents the material in a logical and
tested sequence. The text is in small steps or larger chunks. After each
step, learners are given a question to test their comprehension. Then
immediately the correct answer is shown. This means the learner at all
stages makes responses, and is given immediate knowledge of results
Secret to more efficient learning. Order counts when studying just
about any subject. Children and students of all ages learn better when
seeing an object before hearing its description. Object-Label Learning is
when a student sees an object first and then is provided with the label.
Label-Object Learning is the reverse order in which a student sees a label
first.
Video Instructions -
Video Conference
-
Lessons -
Tutor
Virtual Learning Environment
is a
Web-based platform for the digital aspects of courses of study,
usually within educational institutions. VLEs typically: allow
participants to be organized into cohorts, groups and roles; present
resources, activities and interactions within a course structure; provide
for the different stages of assessment; report on participation; and have
some level of integration with other institutional systems. For those who
edit them VLEs may have a de facto role as authoring and design
environments. VLEs have been adopted by almost all higher education
institutions in the anglosphere.
Learning Environment can refer to an educational approach, cultural
context, or
physical setting in which teaching
and learning occur. The term is commonly used as a more definitive
alternative to "classroom", but it typically refers to the context of
educational philosophy or
knowledge experienced
by the student and may also encompass a variety of learning cultures—its
presiding ethos and characteristics, how individuals interact, governing
structures, and philosophy. In a societal sense, learning environment may
refer to the culture of the population it serves and of their location.
Learning environments are highly diverse in use, learning styles,
organization, and educational institution. The culture and context of a
place or organization includes such factors as a way of thinking,
behaving, or working, also known as organizational culture. For a
learning
environment such as an educational institution, it also includes such
factors as operational characteristics of the instructors, instructional
group, or institution; the philosophy or knowledge experienced by the
student and may also encompass a variety of learning cultures—its
presiding ethos and characteristics, how individuals interact, governing
structures, and philosophy in learning styles and pedagogies used; and the
societal culture of where the learning is occurring.
Experience.
Online Learning -
Digital Teaching Platform (PDF)
E-Learning is the study and ethical practice of
facilitating learning and improving performance by creating, using, and
managing appropriate technological processes and resources.
E-learning describes the cognitive science principles of effective
multimedia learning using
electronic educational technology. The underlying theoretical premise,
cognitive load theory, describes the amount of mental effort that is
related to performing a task as falling into one of three categories:
germane, intrinsic, and extraneous. Germane cognitive load: the mental
effort required to process the task's information, make sense of it, and
access and/or store it in long-term memory (for example, seeing a math
problem, identifying the values and operations involved, and understanding
that your task is to solve the math problem). Intrinsic cognitive load:
the mental effort required to perform the task itself (for example,
actually solving the math problem). Extraneous cognitive load: the mental
effort imposed by the way that the task is delivered, which may or may not
be efficient (for example, finding the math problem you are supposed to
solve on a page that also contains advertisements for books about math).
Reducing extraneous load by eliminating visual and auditory effects and
elements that are not central to the lesson, such as seductive details
(the coherence principle). Reducing germane load by delivering verbal
information through audio presentation (narration) while delivering
relevant visual information through static images or animations (the
modality principle). Controlling intrinsic load by breaking the lesson
into smaller segments and giving learners control over the pace at which
they move forward through the lesson material (the segmenting principle).
Empirically established principles.
Multimedia
principle: Deeper learning is observed when words and relevant
graphics are both presented than when words are presented alone (also
called the multimedia effect). Simply put, the three most common elements
in multimedia presentations are relevant graphics, audio narration, and
explanatory text. Combining any two of these three elements works better
than using just one or all three.
Modality
principle: Deeper learning occurs when graphics are explained by
audio narration instead of onscreen text. Exceptions have been observed
when learners are familiar with the content, are not native speakers of
the narration language, or when only printed words appear on the screen.
Generally speaking, audio narration leads to better learning than the same
words presented as text on the screen. This is especially true for walking
someone through graphics on the screen, and when the material to be
learned is complex or the terminology being used is already understood by
the student (otherwise see "pre-training"). One exception to this is when
the learner will be using the information as a reference and will need to
look back to it again and again.
Coherence
principle: Avoid including graphics, music, narration, and other
content that does not support the learning. This helps focus the learner
on the content they need to learn, and minimizes cognitive load imposed on
memory by irrelevant and possibly distracting content. The less learners
know about the lesson content, the easier it is for them to get distracted
by anything shown that is not directly relevant to the lesson. For
learners with greater prior knowledge, however, some motivational imagery
may increase their interest and learning effectiveness.
Contiguity principle: Keep related pieces
of information together. Deeper learning occurs when relevant text (for
example, a label) is placed close to graphics, when spoken words and
graphics are presented at the same time, and when feedback is presented
next to the answer given by the learner.
Segmenting principle: Deeper learning occurs when content is broken
into small chunks. Break down long lessons into several shorter lessons.
Break down long text passages into multiple shorter ones.
Signaling principle: The use of visual,
auditory, or temporal cues to draw attention to critical elements of the
lesson. Common techniques include arrows, circles, highlighting or bolding
text, and pausing or vocal emphasis in narration. Ending lesson segments
after the critical information has been given may also serve as a
signalling cue. Learner control principle:
Deeper
learning occurs when learners can control the rate at which they
move forward through segmented content. Learners tend to do best when the
narration stops after a short, meaningful segment of content is given and
the learner has to click a "continue" button in order to start the next
segment. Some research suggests not overwhelming the learner with too many
control options, however. Giving just pause and play buttons may work
better than giving pause, play, fast forward, reverse buttons. Also, high
prior-knowledge learners may learn better when the lesson moves forward
automatically, but they have a pause button that allows them to stop when
they choose to do so.
Personalization principle:
Deeper learning in multimedia lessons occur when learners experience a
stronger social presence, as when a conversational script or learning
agents are used. The effect is best seen when the tone of voice is casual,
informal, and in a 1st person ("I" or "we") or 2nd person ("you") voice.
For example, of the following two sentences, the second version conveys
more of a casual, informal, conversational tone: A. The learner should
have the sense that someone is talking directly to them when they hear the
narration. B. Your learner should feel like someone is talking directly to
them when they hear your narration. Also, research suggests that using a
polite tone of voice ("You may want to try multiplying both sides of the
equation by 10.") leads to deeper learning for low prior knowledge
learners than does a less polite, more directive tone of voice ("Multiply
both sides of the equation by 10."), but may impair deeper learning in
high prior knowledge learners. Finally, adding pedagogical agents
(computer characters) can help if used to reinforce important content. For
example, have the character narrate the lesson, point out critical
features in on-screen graphics, or visually demonstrate concepts to the
learner. Pre-training principle: Deeper learning occurs when lessons
present key concepts or vocabulary prior to presenting the processes or
procedures related to those concepts. According to Mayer, Mathias, and
Wetzel, "Before presenting a multimedia explanation, make sure learners
visually recognize each major component, can name each component and can
describe the major state changes of each component. In short, make sure
learners build component models before presenting a cause-and-effect
explanation of how a system works." However, others have noted that
including pre-training content appears to be more important for low prior
knowledge learners than for high prior knowledge learners. Redundancy
principle: Deeper learning occurs when lesson graphics are explained by
audio narration alone rather than audio narration and on-screen text. This
effect is stronger when the lesson is fast-paced and the words are
familiar to the learners. Exceptions to this principle include: screens
with no visuals, learners who are not native speakers of the course
language, and placement of only a few key words on the screen (i.e., labelling critical elements of the graphic image). Expertise effect:
Instructional methods, such as those described above, that are helpful to
domain novices or low prior knowledge learners may have no effect or may
even depress learning in high prior knowledge learners. Such principles
may not apply outside of laboratory conditions. For example, Muller found
that adding approximately 50% additional extraneous but interesting
material did not result in any significant difference in learner
performance. There is ongoing debate concerning the mechanisms underlying
these beneficial principles, and on what boundary conditions may apply.
Social-constructivist – this pedagogy is particularly well afforded by the
use of discussion forums, blogs, wiki and online collaborative activities.
It is a collaborative approach that opens educational content creation to
a wider group including the students themselves. The
One Laptop Per Child
Foundation attempted to use a constructivist approach in its project. Laurillard's conversational model is also particularly relevant to
eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach
to the use of discussion boards. Cognitive perspective focuses on the
cognitive processes involved in learning as well as how the brain works.
Emotional perspective focuses on the emotional aspects of learning, like
motivation, engagement, fun, etc. Behavioural perspective focuses on the
skills and behavioural outcomes of the learning process. Role-playing and
application to on-the-job settings. Contextual perspective focuses on the
environmental and social aspects which can stimulate learning. Interaction
with other people, collaborative discovery and the importance of peer
support as well as pressure. Mode neutral Convergence or promotion of ‘transmodal’
learning where online and classroom learners can coexist within one
learning environment thus encouraging interconnectivity and the harnessing
of collective intelligence. For many theorists, it’s the interaction
between student and teacher and student and student in the online
environment that enhances learning (Mayes and de Freitas 2004). Pask’s
theory that learning occurs through conversations about a subject which in
turn helps to make knowledge explicit has an obvious application to
learning within a VLE.
E-learning Maturity Model is a model to assess the
capability of electronic educational technology or e-learning processes.
Educational Technology is the study and ethical practice of
facilitating learning and improving performance by creating, using, and
managing appropriate technological processes and resources. Educational
technology is the use of both physical hardware, software, and educational
theoretic to facilitate learning and improve performance by creating,
using, and managing appropriate technological processes and resources.
This field, which is also called
EdTech
or
EduTech, has been described as
a persisting initiative that seeks to bring learners, teacher, and
technical means together in an effective way. In addition to experiential
knowledge drawn from educational practice, educational technology is based
on theoretical knowledge that emerge out of various disciplines such as
communication, education, psychology, sociology, artificial intelligence,
and computer science, among others. It encompasses several domains
including learning theory, computer-based training, online learning, and
m-learning, where
mobile technologies are used.
Technology Integration is the use of
technology
tools
in general content areas in education in order to allow students to apply
computer and
technology skills to learning and problem-solving. Generally
speaking, the curriculum drives the use of technology and not vice versa.
Technology integration is defined as the use of technology to enhance and
support the educational environment. Technology integration in the
classroom can also support classroom instruction by creating opportunities
for students to complete assignments on the computer rather than with
normal pencil and paper. In a larger sense, technology integration can
also refer to the use of an integration platform and APIs in the
management of a school, to integrate disparate SaaS (Software As A
Service) applications, databases, and programs used by an educational
institution so that their data can be shared in real-time across all
systems on campus, thus supporting students' education by improving data
quality and access for faculty and staff.
Self-Regulated Learning refers to several concepts that play major
roles in learning, and which have significant relevance in e-learning. is
one of the domains of
self-regulation, and is aligned most closely with
educational aims. Broadly speaking, it refers to learning that is guided
by metacognition (thinking about one's thinking), strategic action
(planning, monitoring, and evaluating personal progress against a
standard), and motivation to learn. "Self-regulated" describes a process
of taking control of and evaluating one's own learning and behavior. A
self-regulated learner "monitors, directs, and regulates actions toward
goals of information acquisition, expanding expertise, and
self-improvement”. In particular, self-regulated learners are cognizant of
their academic strengths and weaknesses, and they have a repertoire of
strategies they appropriately apply to tackle the day-to-day challenges of
academic tasks. These learners hold incremental beliefs about intelligence
(as opposed to entity, or fixed views of intelligence) and attribute their
successes or failures to factors (e.g., effort expended on a task,
effective use of strategies) within their control. Finally, students who
are self-regulated learners believe that opportunities to take on
challenging tasks, practice their learning, develop a deep understanding
of subject matter, and exert effort will give rise to academic success
(Perry et al., 2006). In part, these characteristics may help to explain
why self-regulated learners usually exhibit a high sense of self-efficacy.
In the educational psychology literature, researchers have linked these
characteristics to success in and beyond school. Self regulated learners
are successful because they control their learning environment. They exert
this control by directing and regulating their own actions toward their
learning goals. Self regulated learning should be used in three different
phases of learning. The first phase is during the initial learning, the
second phase is when troubleshooting a problem encountered during learning
and the third phase is when they are trying to teach others.
Self-regulation from the social cognitive perspective looks at the triadic
interaction among the person (e.g., beliefs about success), his or her
behavior (e.g., engaging in a task), and the environment (e.g., feedback
from a teacher). Zimmerman et al. specified three important
characteristics of self-regulated learning: self-observation (monitoring
one's activities); seen as the most important of these processes.
self-judgment (self-evaluation of one's performance) and self-reactions
(reactions to performance outcomes). To the extent that one accurately
reflects about one's progress towards a learning goal, and appropriately
adjusts the actions to be performed in order to maximize performance and
foreseeable outcome; effectively, at this point one'self has become
self-regulated. During a student's school career the primary goal of
teachers is to produce self-regulated learners by using such theories as
Information Processing Model (IPM). By storing the information into
long-term memory (or a live document like a Runbook) the learner can
retrieve it upon demand and apply to tasks, becoming a self-regulated
learner. Zimmerman suggested that self-regulated learning process better
with three stages. Forethought, learners' preparing work before
performance on their studying; Volitional control, which is also called
"performance control", occurs in the learning process. It involves
learners attention and willpower; Self-reflection, happens in the final
stage when learners review their performance toward final goals. At the
same time, focusing on their learning strategies during the process is
also efficient for their final outcomes. To increase positive attitudes
and academic performance, expert learners should be created. Expert
learners develop self-regulated learning strategies. One of these
strategies is the ability to develop and ask questions and use these
questions to expand on their own prior knowledge. This technique allows
the learners to test the true understanding of their knowledge and make
correction about content areas that have a misunderstanding. When learners
engage in questioning, it forces them to be more actively engaged in their
learning. It also allows them to self analyze and determine their level of
comprehension. This active engagement allows the learner to organize
concepts into existing schemas. Through the use of questions, learners can
accommodate and then assimilate their new knowledge with existing schema.
This process allows the learner to solve novel problems and when the
existing schema does not work on the novel problem the learner must
reevaluate and assess their level of understanding.
Examples of self-regulated learning strategies in
practice: Self-Assessment: fosters planning, assess what skills the
learner has and what skills are needed. Allows students to internalize
standards of learning so they can regulate their own learning (Laskey &
Hetzel, 2010). Wrapper Activity: activity based on pre-existing learning
or assessment task. This can be done as a homework assignment. Consist of
self-assessment questions to complete before completing homework and then
after completion of homework. This will allow the learner to draw their
own conclusions about the learning process. Think Aloud: This involves the
teacher describing their thought process in solving a problem.
Questioning: Following new material, student develop questions about the
material. Reciprocal Teaching: the learner teaches new material to fellow
learners.
Unsupervised Learning (artificial intelligence) -
Machine Learning -
Digital Learning.
Learning Pathway is the chosen route taken by a learner through a
range of e-learning activities, which allows them to build knowledge
progressively. With learning pathways, the control of choice moves away
from the tutor to the learner. For any particular topic, such a pathway
would provide both a theory of instruction and a guideline for teachers
and curriculum developers. A learning pathway is a designated route
through online classes, courses, and other educational programs that is
designed to help someone achieve a learning goal, for example, prepare for
a specific career or update skills. Interactive courseware aids learners
to access information and tools by which they can construct personalized
transitions between the information to be accessed and their own cognitive
structures. The process of navigation enables learners to experience the
content of interactive courseware. Learning pathways also reveal the
learning trails while learners traverse any interactive environment. Since
learners have unique knowledge structures based upon their experiences and
abilities, the ways that they choose to access, interact, and interrelate
messages in interactive courseware also vary. Studies on pathways help us
to explore and explain human behaviors during learning processes".
Learning Path as the ideal sequence of learning activities that drives
employees to reach proficiency in their job in the shortest possible time.
In the Learning Paths methodology a Learning Path is created for the
entire job done by an employee. By looking at learning as a complete
process rather than a single event, a Learning Path enables employers and
employees to find new ways to drive out time, waste and variability in
training which leads to improved results and reduced costs.
Practice Learning - Repetition - Rote
Practice Learning is the act of
rehearsing a
behavior
over and over, or engaging in an
activity again and again, for
the purpose of improving or mastering it, as in the phrase "
practice makes
perfect". Sports teams practice to prepare for actual games.
Focused Learning.
Power Law of Practice states that the logarithm
of the reaction time for a particular task decreases linearly with the
logarithm of the number of practice trials taken. It is an example of the
learning curve effect on performance.
10,000 Hours -
Training -
Coaching -
Skill
Rehearsal
is a form of practicing, to ensure that all details of the subsequent
performance are adequately prepared and coordinated.
Routines -
Cycles.
Habituation is a form of learning in which an
organism decreases or ceases to respond to a
stimulus after repeated
presentations. Essentially, the organism learns to stop responding to a
stimulus which is no longer biologically relevant.
Spaced Repetition is a
learning technique that
incorporates increasing intervals of time between subsequent review of
previously learned material in order to exploit the psychological spacing
effect.
Repetition is an
event that repeats. The
repeated use of the same word
or word
pattern. The act of doing or performing something over and over
again.
Memory Techniques -
Learn without Memorizing
Rote Learning is a memorization technique based
on repetition. The idea is that one will be able to quickly recall the
meaning of the material the more one repeats it. Better alternatives
to just rote learning include
meaningful learning,
associative learning, and
active learning. Without
redundancy.
“Too often we give children answers to remember rather than problems
to solve.” -
Roger
Lewin
Distributed Practice where
practice is broken up
into a number of short sessions - over a longer period of time.
Varied Practice refers to the use of a
training
schedule that includes frequent changes of task so that the performer is
constantly confronting novel representations of the to-be-learned
information.
Problem Solving -
Creative Thinking -
Intelligence
Inculcating is to
teach and impress by
frequent repetitions or admonitions or cautionary advice about something
imminent.
Memorizing is a good thing. But memorizing becomes bad
when our memory is used to
memorize
propaganda or lies that
manipulate the truth or
deviate
from reality. This is why so many kids grow up to be
ignorant adults.
Just because people can
remember facts and details about a person, place or an event
for a test, that does
not mean that they understand what that something means as a whole. Just
remembering facts and details is almost useless if you can't explain what
those facts and details mean. It's like having words without definitions.
You're not processing anything valuable, you're just recalling information
without any purpose, without any intent and without any understanding.
Another good reason why education needs to improve and start providing
more knowledge and information that every person in the world needs. When
you dumb down schools, colleges and universities, then people end not even
knowing what dumbing down means.
Repetition as a rhetorical device is the
simple repeating of a word, within a short space of words (including
in a poem), with no particular placement of the words to secure emphasis.
It is a multilinguistic written or spoken device, frequently used in
English and several other languages, and so rarely termed a figure of
speech.
Summer
Slide is a decline in reading ability and other academic skills
that can occur over the summer months.
Summer Learning Loss is the loss of academic skills and knowledge over
the course of summer holidays. (This happens because schools don't
understand teaching and learning,
if kids can
forget what they learn, then they're not learning. Summer schools
and
homework are
indicators that schools are failing).
Flashcard is a set of cards bearing information,
as words or numbers, on either or both sides, used in classroom drills or
in private study. One writes a question on a card and an answer overleaf.
Flashcards can bear vocabulary, historical dates, formulas or any subject
matter that can be learned via a question-and-answer format. Flashcards
are widely used as a learning drill to aid memorization by way of spaced
repetition.
Redundancy refers to information that is
expressed more than once.
Aptitude (skills) -
Aptitude (instruct) -
Competence
Hierarchy Learning models for representing
purported structural and/or functional relationships between data,
information, knowledge, and wisdom. "Typically information is defined in
terms of data, knowledge in terms of information, and wisdom in terms of
knowledge".
Internet -
E-Learning
Online Learning
vs.
Classroom Learning
Concept Learning are the mental categories that
help us classify objects, events, or ideas, building on the understanding
that each object, event, or idea has a set of common relevant features.
Thus, concept learning is a strategy which requires a learner to compare
and contrast groups or categories that contain concept-relevant features
with groups or categories that do not contain concept-relevant features.
Indigenous Education -
Culture
Holistic Education is when each person finds
identity, meaning, and purpose in life through connections to the
community, to the natural world, and to humanitarian values such as
compassion and peace. Holistic education aims to call forth from people an
intrinsic reverence for life and a passionate love of learning.
Implicit Learning - Explicit Learning
Implicit Learning is the learning of complex
information as a chance consequence,
without awareness of what has
been learned. Learning how to ride a bicycle or how to swim, are cited as
demonstrations of the nature of implicit learning and its mechanism. It
has been claimed that implicit learning differs from explicit learning by
the absence of consciously accessible knowledge. Evidence supports a clear
distinction between implicit and explicit learning; for instance, research
on amnesia often shows intact implicit learning but impaired explicit
learning. Another difference is that brain areas involved in working
memory and attention are often more active during explicit than implicit
learning.
Explicit Knowledge
-
Implicit Knowledge.
Explicit is something precisely and
clearly communicated or readily observable and leaving nothing to
implication. In accordance with fact or the primary meaning of a term.
Not Vague and
Not Assumed or Implied.
Subliminal Messaging is sensory
stimuli
Below an
individual's threshold for conscious perception. A recent review of
functional magnetic resonance imaging (fMRI) studies shows that subliminal
stimuli activate specific regions of the brain despite participants being
unaware. Visual stimuli may be quickly flashed before an individual can
process them, or flashed and then masked, thereby interrupting the
processing. Audio stimuli may be played below audible volumes or masked by
other stimuli.
Brain Washing -
Passive Learning.
Brain waves reflect different types of learning. For the first time,
researchers have identified neural signatures of
explicit and implicit learning.
Implicit Memory is one of the two main types of
long-term human memory. It is acquired
and used
unconsciously,
and can affect thoughts and behaviours. One of its most common forms is
procedural memory, which helps people performing certain tasks without
conscious awareness of these previous experiences. Implicit memory's
counterpart is known as explicit memory or declarative memory, which
refers to the conscious, intentional recollection of factual information,
previous experiences and concepts. Evidence for implicit memory arises in
priming, a process whereby subjects are measured by how they have improved
their performance on tasks for which they have been subconsciously
prepared. Implicit memory also
leads to the
illusion-of-truth effect, which suggests that subjects are more
likely to rate as true those statements that they have already heard,
regardless of their truthfulness. In daily life, people rely on implicit
memory every day in the form of procedural memory, the type of memory that
allows people to remember how to tie their shoes or ride a bicycle without
consciously thinking about these activities. Research into implicit memory
indicates that it operates through a different mental process from
explicit memory.
Neurological Mechanisms -
Hypnosis
Purposes of Learning
Music as a Teaching Tool -
Music
Teaching and Learning are the same subject. You can't teach
unless you learn and you can't learn unless you teach, even
if you are teaching yourself. Teaching and learning are part
of the same process that's needed to transfer information.
And you need to be conscious of the process of transferring
information, you need to ask
these 5 questions, What am I learning? (define the
information?) Why am I learning this? (the importance and
value of this information?) Where am I learning this?
(options and choices?) When am I learning this? (options and
choices?) How am I learning this? (options and choices?)
W-W-W-W-H.
These Retention Rates are not
Normal, you can remember a 100% of what you have read, hear and see, you just
have to learn how. You don't want to limit the ways that you can learn.
In Japan,
teachers had always depended on jugyokenkyu, which translates
literally as “
Lesson
Study,” a set of practices that Japanese teachers use to
hone their craft. A teacher first plans lessons, then teaches in
front of an audience of students and other teachers along with
at least one university observer. Then the observers talk with
the teacher about what has just taken place. Each public lesson
poses a hypothesis, a new idea about how to help children learn.
And each discussion offers a chance to determine whether it
worked. Without jugyokenkyu, it was no wonder the American
teachers’ work fell short of the model set by their best
thinkers. Without jugyokenyku, Takahashi never would have
learned to teach at all. Neither, certainly, would the rest of
Japan’s teachers. -
NY Times.
The goal is to create personalized programs of instruction and
custom lesson plans that are based on the students skill level
and learning style.
People with
Synesthesia tend to perform better on memory tasks,
particularly involving color, abstract patterns or words and
this can also be transferred to creative disciplines such as
music.
-
Science Daily.
Hattie Ranking Influences Effect Sizes Achievement Rangliste.
(Image Chart) -
An overview of the Hattie effect size list that contains 138
influences and effect sizes across all areas related to student
achievement.
"Anyone who can learn can eventually become
a teacher, but not every teacher will continue to learn, Why?"
Time Loop - Learning
Groundhog Day Time Loop Film with Bill Murray is a great example of the power of
learning. We are not living the exact same day over and over again, but we
are living day by day in
succession, and living
day by day requires learning. Everyone has second chances in
life, it's called tomorrow, which begins today. You have a memory, so
feed it effectively
and use it effectively.
Time Travel -
Memory Failures -
Cycles
Time Loop Stories are nothing new:1892 — "Christmas Every Day"
by William Dean Howells*, adapted for film in 1996
1904 — "The Defence
of Duffer's Drift" by Ernest Dunlop Swinton*
1941 — "Doubled and
Redoubled" by Malcolm Jameson
1950 — "Friday, the Nineteenth" by
Elisabeth Sanxay Holding
1973 — "12:01 PM" by Richard A. Lupoff
1981
— "One Fine Day" by Leon Arden
1990 — "12:01 PM," short film adaptation
directed by Jonathan Heap
1992 — "Cause and Effect," episode of "Star
Trek: The Next Generation"
1993 — "Groundhog Day," story by Danny Rubin
and directed by Harold Ramis
1993 — "12:01," TV movie adaptation
directed by Jack Sholder
1998 — "Run, Lola, Run" directed by Tom Tykwer*
1998 — "Same Time Last Week," episode of "The Angry Beavers"
1999 — "Deja
vu All Over Again," episode of "Charmed"
1999 — "Monday," episode of
"The X-Files"
2000 — "Window of Opportunity," episode of "Stargate SG-1"
2004 — "All You Need Is Kill" by Hiroshi Sakurazaka
2006 — "Day Break,"
ABC television drama
2010 — "Before I Fall" by Lauren Oliver, adapted
for film in 2017
2011 — "Source Code," directed by Duncan Jones*
2014 — "Edge of Tomorrow" a.k.a. "Live. Die. Repeat.," directed by Doug
Liman
2016 — "ARQ," directed by Tony Elliott
2017 — "Hot Mess Time
Machine," episode of "The Mindy Project"
2017 — "Happy Death Day,"
directed by Christopher B. Landon
2017 — "Naked," directed by Michael
Tiddes, Netflix remake of "Naken" (2000)
2017 — "A Day," directed by
Cho Sun-ho
2017 — "Magic To Make The Sanest Man Go Mad," episode of
"Star Trek: Discovery"
Time Loop is a
plot device in which periods
of time are repeated and re-experienced by the characters, and there is
often some hope of breaking out of the cycle of repetition. Time loop is
sometimes used to refer to a
causal loop;
although they appear similar, causal loops are unchanging and
self-originating, whereas time loops are constantly resetting: when a
certain condition is met, such as a death of a character or a clock
reaches a certain time, the loop starts again, with one or more characters
retaining the memories from the previous loop.
Stories with time loops commonly
center on the character learning from each successive loop through time.
Time-Lapse
(photography) -
Time Narrative
Time Loop can be seen as a type of metaphor for
ignorance. If you never learn
anything new, everyday will seem like the same day, because you're living
life through the same eyes and through the same knowledge. You're just
spinning round and round
and never
progressing
. You're not advancing, only slowly decaying.
Theories about Learning
Education Theory seeks to know, understand and
prescribe
educational policy and practice.
Learning Theories are instructional design
principles and how they relate to teaching and
learning.
Learning Theories -
Learning Theories (youtube)
Science of Learning (PDF) -
Science of Learning -
Learning Processes
and
Learning Theory's
Scientific Methods for Learning
Learning Theory in education are the conceptual
frameworks describing how information is absorbed, processed, and retained
during learning. Cognitive, emotional, and environmental influences, as
well as prior experience, all play a part in how understanding, or a world
view, is acquired or changed and knowledge and skills retained.
Learning Specialists
-
Tutors
Educational Neuroscience is an emerging scientific field that brings
together researchers in
cognitive
neuroscience, developmental cognitive neuroscience,
educational psychology,
educational technology, education theory and other related disciplines
to explore the interactions between biological processes and education.
Researchers in educational neuroscience investigate the neural mechanisms
of reading, numerical cognition, attention and their attendant
difficulties including dyslexia, dyscalculia and ADHD as they relate to
education. Researchers in this area may link basic findings in cognitive
neuroscience with educational technology to help in curriculum
implementation for mathematics education and reading education. The aim of
educational neuroscience is to generate basic and applied research that
will provide a new transdisciplinary account of learning and teaching,
which is capable of informing education. A major goal of educational
neuroscience is to bridge the gap between the two fields through a direct
dialogue between researchers and educators, avoiding the "middlemen of the
brain-based learning industry". These middlemen have a vested commercial
interest in the selling of "neuromyths" and their supposed remedies.
Bloom's Taxonomy
is a set of three
hierarchical models used to classify educational
learning objectives into levels of complexity and specificity. The three
lists cover the learning objectives in cognitive, affective and sensory domains.
Epistemology studies the nature of
knowledge, the rationality of belief, and justification.
Precision Teaching is a precise and systematic method of evaluating instructional tactics and curricula.
Authentic Instruction -
Classroom Management
Education Reform Teaching Styles
Learning Disabilities
Behavior
How to Study Tips
Audio Books
Questioning
TestingUnlearning - Relearning
Unschooling Extended Learning
Lesson Study
Linear vs.
Non-linear
Cognitive Science
Memory Vulnerabilities
Sleep-Learning is an attempt to
convey
information to a sleeping person, typically by playing a sound recording
to them while they sleep. Research on this has been inconclusive. Some
early studies tended to discredit the technique's effectiveness, while
others have found that the brain indeed reacts to stimuli and processes
them while we are asleep.
Analogies -
Psychometrics
Synesthesia is when the stimulation of one
sensory or cognitive
pathway leads to automatic, involuntary experiences in a second sensory or
cognitive pathway.
Learning Object is "a collection of content
items, practice items, and assessment items that are combined based on a
single learning objective.
Imperative Programming
-
Logic -
Wisdom -
Enlightenment
Theory of Mind is the ability to attribute
mental states—beliefs, intents, desires, pretending, knowledge, etc.—to
oneself and others and to understand that others have beliefs, desires,
intentions, and perspectives that are different from one's own.
Reflective Practice
Hybrid Education Models -
Innovative Learning Designs
Constructivist Theory is a philosophical
viewpoint about the nature of knowledge. Specifically, it represents an
epistemological stance.
Modeling Instruction
Procedural Knowledge also known as imperative
knowledge, is the knowledge exercised in the performance of some task. See
below for the specific meaning of this term in cognitive psychology and
intellectual property law.
Lateral Thinking
Learning Strategies -
Learning Management System
Learning Styles (youtube) -
Learning Techniques (PDF)
Alternative Education encompasses many different
pedagogical approaches differing from that of the mainstream pedagogy
employed in a culture. Such alternative learning environments may be found
within state, charter, and independent schools as well as home-based
learning environments. Many, but not all
educational alternatives
emphasize small class sizes, close relationships between students and
teachers and a sense of community.
Advanced Placement offers college-level
curricula and
examinations to high school students.
International Baccalaureate offers four educational
programmes for children aged 3–19. The learner profile concisely describes
the aspirations of a global community that shares the values underlying
the IB’s educational philosophy. The IB learner profile describes the
attributes and outcomes of education for international-mindedness.
Teach Learning Styles
Whole Brain Teaching
Teachable Agents
Teachable Agents
Instructional Objectives (PDF)
A Robot Which Children Can Teach to Write - The
CoWriter Project (youtube)
Computer-Human Interaction in Learning and
Instruction (CHILI)
Differentiated Instruction (PDF)
Differentiated Instruction
Paideia
Enrichment Activities
Teaching Research
Games and Toys for
Learning
Brain Based Learning
Learning Approaches
Hypothetical Thinking
Discovery Learning
Subjectivity
-
Objectivity -
Reasoning -
Cognitive Science -
Cognitive Bias
-
Praising -
Punishing
Automatic Summarization
Constructivist Teaching Methods is based on
constructivist learning theory. Constructivist teaching is based on the
belief that learning occurs as learners are
actively involved in a process
of meaning and knowledge construction as opposed to passively receiving
information. Learners are the makers of meaning and knowledge.
Theory and Research-based Principles of Learning
The following list presents the basic principles that
underlie effective learning. These principles are distilled from research
from a variety of disciplines.
Theory and Research-based Principles of Learning
Learning Impediments (PDF)
Limiting a key chemical messenger Adenosine in the brain helps extend
efficient auditory learning much later in life.
Students’ prior knowledge can help or hinder learning.
Bias
Students come into courses with knowledge, beliefs, and
attitudes gained in other courses and through daily life. As students
bring this knowledge to bear in our classrooms, it influences how they
filter and interpret what they are learning. If students’ prior knowledge
is robust and accurate and activated at the appropriate time, it provides
a strong foundation for building new knowledge. However, when knowledge is
inert, insufficient for the task, activated inappropriately, or
inaccurate, it can interfere with or impede new learning.
Stages of Learning
How students organize knowledge influences how they learn and apply what they know.
Students naturally make
connections between pieces of knowledge.
When those connections form
knowledge structures that are accurately and
meaningfully
organized, students are better able to retrieve and apply their
knowledge
effectively and efficiently. In contrast, when knowledge is
connected in inaccurate or random ways, students can fail to retrieve or apply it appropriately.
Students’ motivation determines, directs, and sustains what they do to learn.
As students enter college and gain greater autonomy over what,
when, and how they study and learn,
motivation plays a critical role in
guiding the direction, intensity, persistence, and quality of the learning behaviors in
which they engage. When students find positive value in a learning goal or
activity, expect to successfully achieve a desired learning outcome, and perceive
support from their environment, they are likely to be strongly motivated to learn.
To develop
mastery, students must acquire component skills,
practice integrating them, and know when to apply what they have learned.
Students must develop not only the component
skills and
knowledge necessary to perform complex tasks, they must also practice combining and
integrating them to develop greater fluency and automaticity. Finally, students must
learn when and how to apply the skills and knowledge they learn. As
instructors, it is important that we develop conscious awareness of these elements
of mastery so as to help our students learn more effectively.
Goal-directed practice coupled with targeted feedback enhances
the quality of students’ learning.
Learning and performance are best fostered when students engage
in practice that focuses on a specific goal or criterion, targets an appropriate
level of challenge, and is of sufficient quantity and frequency to meet
the performance criteria. Practice must be coupled with feedback that explicitly
communicates about some aspect(s) of students’ performance relative to
specific target criteria, provides information to help students progress in
meeting those criteria, and is given at a time and frequency that allows it to
be useful.
Students’ current level of development interacts with the
social, emotional, and intellectual climate of the course to impact learning.
Students are not only intellectual but also social and emotional
beings, and they are still developing the full range of intellectual,
social, and emotional skills. While we cannot control the developmental process, we
can shape the intellectual, social, emotional, and physical aspects of
classroom climate in developmentally appropriate ways. In fact, many studies have
shown that the climate we create has implications for our students. A negative
climate may impede learning and performance, but a positive climate can
energize students’ learning.
To become self-directed learners, students must learn to monitor
and adjust their approaches to learning.
Learners may engage in a variety of metacognitive processes to
monitor and control their learning—assessing the task at hand, evaluating
their own strengths and weaknesses, planning their approach, applying and
monitoring various strategies, and reflecting on the degree to which their
current approach is working. Unfortunately, students tend not to engage in these
processes naturally. When students develop the skills to engage these
processes, they gain intellectual habits that not only improve their performance but
also their effectiveness as learners.
Bibliography
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concepts in personality and social psychology (pp. 19-85). Hillsdale, NJ:
Erlbaum.
Carver, C.S. & Scheier, M.F. (1998). On the self-regulation of
behavior. New York: Cambridge University Press.
Clement, J.J. (1982). Students’ preconceptions in introductory
mechanics. American Journal of Physics, 50, 66-71.
DiSessa, A. (1982). Unlearning Aristotelian physics: A study of
knowledge-based learning. Cognitive Science, 6, 37-75.
Dweck, C.S. (2002). Beliefs that make smart people dumb. In R.J.
Sternberg (Ed.), Why smart people can be so stupid (pp. 24-41). New Haven, CT: Yale University Press.
Ford, M.E. (1992). Motivating humans: Goals, emotions and
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Sage Publications, Inc.
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intellectual functioning and development
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National Academy Press.
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Cognitive Skill. Cambridge, MA: Harvard University Press.
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Teaching Adults - Adult Education
"It's easier to educate a child correctly the first time than it is to
re-educate an adult."
"It's easier to build strong children than to repair broken men."
-
Frederick Douglass.
Do it Right the First Time...it's a lot easier, it's more effective,
and it also saves a lot of time, no need to repair.
"It never ceases to surprise me at the infinite capacity
of the human mind to resist the introduction of useful knowledge'" -
Thomas Raynesford Lounsbury.
It is almost as difficult to make a man
unlearn his
errors as his knowledge.
Mal-information is more hopeless than
non-information; for error is always more busy than ignorance.
Ignorance
is a blank sheet, on which we may write; but error is a scribbled one, on
which we must first erase. Ignorance is contented to stand still with her
back to the truth; but error is more presumptuous, and proceeds in the
same direction. Ignorance has no light, but error follows a false one. The
consequence is, that error, when she retraces her footsteps, has further
to go, before she can arrive at the truth, than ignorance.
Charles Caleb Colton (wiki).
Children learn more quickly than adults. If you've ever had the
feeling that your elementary school kids were 'smarter' than you -- or at
least capable of picking up new information and skills faster -- a new
study suggests you're absolutely right. The new study also offers a
reason: kids and adults exhibit differences in a
brain messenger known as GABA, which
stabilizes newly learned material. The discovery predicts that training on
new items rapidly increases the concentration of GABA in children and
allows the learning to be rapidly stabilized. Further experiments also
supported this.
Children use the same brain network as adults for tough problems.
Study shows this important network emerges early in childhood. Children as
young as 4 years old show evidence of a network in the brain found in
adults that tackles difficult cognitive problems, a new study found. The
multiple demand network helps people focus their attention, juggle several
things in memory at the same time, and solve difficult problems like those
involving math.
Adult Education is a practice in which
adults engage in
systematic and sustained
self-educating activities in order to gain new forms of knowledge,
skills, attitudes, or values. It can mean any form of learning adults
engage in
beyond
traditional schooling, encompassing basic literacy to personal
fulfillment as a lifelong learner, and to ensure the fulfillment of an
individual. Most adult education is voluntary, therefore, the participants
are
generally self-motivated, unless
required to participate by an employer. Another purpose of adult education
is to provide a
second chance for those who
are poor in society or who have
lost
access to education for other reasons in order to
achieve social justice
and
equal access
to education. Adult education can have many benefits ranging from
better health and personal well-being to greater social inclusion. It can
also support the function of democratic systems and provide greater
opportunities for finding new or better employment. Adult education has
been shown to have a positive impact on the economy. Adult education
provides opportunities for personal growth, goal fulfillment &
socialization. Classes that focus on hobbies and very specific
recreational activities were by far the most popular.
Deterrents are characteristics that explain
why adults respond in negative manners to participate in education and
learning. Deterrents faced by adults are multifaceted, including both
external and internal factors. However, cost and time have been remained
as the most frequently reported deterrents. Previous research findings
suggest that as adults get older, they are less likely to participate in
Adult Education.
Family and job commitments
are other most commonly cited deterrents. For the unemployed, it is
obvious that
cost can hinder their participation
in education. And those lacking education and skills must be paid
low salaries. they could not participate in educational activities due to
lack of time. Adults tended to say that they were busy with their daily
routines. Additional research shows that adult learners are more motivated
in the classroom when they can
clearly identify
the application of their education to their professional or
personal experiences. When instructors recognize their students’
characteristics, they can develop lessons that address both the strengths
and the needs of each student. Adults that are motivated, have confidence,
and positive self-esteem are more likely to develop into lifelong
learners.
Some situational barriers include
the lack of time balancing career and family demands, the higher cost of
education, and transportation. Dispositional barriers include lack of
confidence, embarrassment, and a fear of failure.
Institutional barriers include challenges that the college provides
in relation to admission, admission requirements, and financial aid
requirements from the education facility. Other institutional barriers
include the lack of evening and weekend hours from administrative offices
such as financial aid, bursar, or academic advising. The lack of evening
and weekend hours impedes these students from receiving the necessary
information for their retention and academic success.
Distance learning
or
online learning
can also address some problems with adult education that cause these
barriers. A
dults have many responsibilities
that they must balance against the demands of learning. Because of these
responsibilities, adults have barriers and challenges against
participating in learning and continuing their education. The barriers can
be classified into three groups including institutional, situational, and
dispositional. The practice of adult education is referred to as
andragogy to distinguish it from the
traditional school-based education for children - pedagogy. Unlike
children, adults are sometimes seen as more self-directed rather than
relying on others for help. It is perceived that most adults are mature
and therefore have knowledge and have gained life experiences which
provide them a foundation of learning.
An adult's
readiness to learn is linked to their need to have the information.
Their orientation to learn is problem-centered rather than
subject-centered. Their motivation to learn is internal. Most adults
frequently apply their knowledge in a practical fashion to learn
effectively.
But they must have a reasonable
expectation that the knowledge they gain will help them further
their goals. The principles of andragogy flow directly from an
understanding of the characteristics of adults as learners and can be
recognized when we understand the characteristics of adults, and see the
way those characteristics influence how adults learn best. Teachers who
follow the principles of andragogy when choosing materials for training
and when designing program delivery, find that their learners progress
more quickly, and are more successful in reaching their goals.
Another purpose of adult education is in
the form of college or university. In these institutions, the aim is
typically related to personal growth and development as well as
occupation
and career preparedness. A common problem in adult education in the US
is the lack of professional development opportunities for adult educators.
Most adult educators come from other professions and are not well trained
to deal with adult learning issues. Most of the positions available in
this field are only part-time without any benefits or stability since they
are usually funded by government grants that might last for only a couple
of years.
Educating adults differs from educating
children in several ways given that adults have accumulated
knowledge and work experience which can add to the learning experience.
The
primary purpose of
adult education is to provide a second chance for those who are poor
in society or who have lost access to education for other reasons in order
to achieve social justice and equal access to education. Adult educators
have long maintained commitments to racial justice and other forms of
social justice struggle. which included extensive work at Freedom Schools
during the Civil Rights Movement. Contemporary commitments to racial
justice in Adult Education include initiatives in the workplace and
beyond.
Andragogy refers to
methods and principles used in adult education.
Learner is self-directed and moves towards independence.
Learner is responsible for the learning.
Self-evaluation is seen. Six assumptions related to the motivation of
adult learning:
Need to know: Adults need
to know the reason for learning something. Foundation: Experience
(including error) provides the basis for learning activities.
Self-concept: Adults need to be responsible for their decisions on
education; involvement in the planning and evaluation of their
instruction. Readiness: Adults are most interested in learning subjects
having immediate relevance to their work and/or personal lives.
Orientation: Adult learning is problem-centered rather than
content-oriented. Motivation: Adults respond better to internal versus
external motivators. Adult learning is based upon comprehension,
organization and synthesis of knowledge rather than rote memory. There are
seven Principles of Adult Learning: Adults must want to learn – They learn
effectively only when they are free to direct their own learning and have
a strong inner and excited motivation to develop a new skill or acquire a
particular type of knowledge, this sustains learning.
Adults will learn
only what they feel they need to learn – Adults are practical in their
approach to learning; they want to know, "How is this going to help me
right now? – Is it relevant (Content, Connection and Application) and does
it meet my targeted goals." Adults learn by doing –
Adolescents learn by
doing, but adults learn through active practice and participation. This
helps in integrating component skills into a coherent whole. Adult
learning focuses on problem solving – Adolescents tend to learn skills
sequentially. Adults tend to start with a problem and then work to find a
solution. A meaningful engagement, such as posing and answering realistic
questions and problems is necessary for deeper learning. This leads to
more elaborate, longer lasting, and stronger representations of the
knowledge (Craik & Lockhart, 1972). Experience affects adult learning –
Adults have more experience than adolescents. This can be an asset and a
liability, if prior knowledge is inaccurate, incomplete, or naive, it can
interfere with or distort the integration of incoming information
(Clement, 1982; National Research Council, 2000). Adults learn best in an
informal situation – Adolescents have to follow a curriculum. Often,
adults learn by taking responsibility by the value and need of content
they have to understand and the particular goals it will achieve. Being in
an inviting, collaborative and networking environment as an active
participant in the learning process makes it efficient. Adults want
guidance and consideration as equal partners in the process – Adults want
information that will help them improve their situation. They do not want
to be told what to do and they evaluate what helps and what doesn't. They
want to choose options based on their individual needs and the meaningful
impact a learning engagement could provide. Socialization is more
important among adults.
Andragogy proposes the
following six main assumptions about adults as learners: 1) As a
person matures, his or her self-concept moves from that of a dependent
personality toward one of a self-directing human being; 2) An adult has
rich experiences that accumulated through family responsibilities,
work-related activities, and prior education; 3) The readiness of an adult
to learn is closely connected to the developmental tasks of his or her
social role; 4) As a person matures, he or she refers to immediacy
application of knowledge rather than the future application of knowledge
which used to have occurred in his or her childhood; 5) An adult is
motivated to involve in any form of learning based on his or her internal
drives rather than external ones; 6) Adults need to know why they need to
learn something. Further, Knowles suggests that these characteristics
should be taken into consideration when designing programs for adults as
well as facilitating their learning process. Also, Knowles proposes a
model of self-directed learning. In Knowles's view, self-directed learning
is a process. Individuals will actively diagnose their learning needs,
propose learning goals, select and implement appropriate learning
strategies, and evaluate learning results. This learning model makes them
think that they are the masters of learning, thus encouraging the
confidence of adult learners to learn actively.
Adult Education needs to be improved. It's difficult to educate
someone starting in the middle. You have to educate someone from the
beginning. Where does this story begin? A teacher must investigate and see
the student as a patient that is in their care. To help someone, you have
to know them and know their history. You have to have a plan and a
procedure to follow, one that is flexible and easy to
personalize. You you need accurate methods to measure progress. And
you have to have milestones and goals. These requirements are absolutely
necessary if you want to succeed and
prosper.
Chautauqua was an adult education and social movement in the United
States, highly popular in the late 19th and early 20th centuries.
Chautauqua assemblies expanded and spread throughout rural America until
the mid-1920s. The Chautauqua brought entertainment and culture for the
whole community, with speakers, teachers, musicians, showmen, preachers,
and specialists of the day. Former U.S. President Theodore Roosevelt was
quoted as saying that Chautauqua is "the most American thing in America."
(shə-TAW-kwə).
The main reason why people do not want to learn is because
they don't fully understand what learning is or how extremely important
learning is. Every person wants to be
more informed and
more educated
and
more aware. But most people
don't know what knowledge they need to learn or where to find it. And
there's no instructions or guides that would help them to learn valuable
knowledge and information in the most effective and efficient way
possible. If you were given a laptop computer that had most of the
valuable knowledge and information available in the world, along with a
AI teaching assistant that
becomes your own personal assistant who helps you through all the learning
stages of human intelligence, then everyone could learn on there own time
where ever they are on the planet. A complete education with preschool,
high school and college courses. And if you
paid people to learn, then you can
solve several problems at once.
There are a lot of
different reasons why people don't think it's necessary to learn.
It could be physical problems or it could be cognitive issues or the lack
of skills and knowledge that could impede a persons ability to learn or
want to learn and disrupt a persons motivation to keep learning. We need
to make learning easy and self motivating. People may not understand how
important learning is. People may not understand the need to learn, they
may under-value learning because of misconceptions. But every human has
responsibilities, and learning is one of the most important
responsibilities that every human has. Becoming more knowledgeable should
be everyone's favorite pastime. If you don't enjoy learning, then you
probably don't enjoy living
Everyone alive today has the ability to learn anything they want, and understand
things. But if you don't have access, or if you don't pursue knowledge and
information, you will never truly understand life, or will you ever know
how much you're missing.
Adulting is the practice of
behaving in a way
characteristic of a
responsible
adult. A person who is always learning.
The reasons why most people don't want to learn is because most people don't fully
understand what learning is, and also, they have never learned anything
valuable, like understanding the power that some knowledge gives you,
power that you can carry with you your entire life. Please don't stop
learning, it's the most important ability that you have, don't waste it.
People can sometimes feel that learning is perceived as a chore.
Things like fatigue, hunger, environmental stresses can diminish the need
to learn. This is a learning disability that everyone should be aware of.
If people understood what learning is, and also know what is needed to
learn, then learning would be natural, effective and efficient without
spending too much effort or time. If you can set times for eating and
sleeping, then you could set times for learning, even though you can have
flexibility. And you have to have learning goals that are in order, with
each new subject learned is progressing you forward.
Older adults may achieve same cognition as undergrads. Learning
multiple tasks led to cognition improvements in older adults. Improvements
got better as more time passed. A set of recent studies demonstrates for
the first time that learning multiple new tasks carries benefits for
cognition long after the learning has been completed. One year after they
learned new skills, the older research subjects tested higher for certain
cognitive tasks than prior to the learning. Consistently, the scores for
cognitive functions increased on average by at least two to three times,
sometimes more.
It's not just that people are ignorant, it's the knowledge that
people do have that keeps them from learning and becoming more
knowledgeable. If a person can not understand what they hear, read or
feel, then you will have a very difficult time educating them. This is why
90% of all humans are ignorant to some degree in 2018. That's because they
learned very little when young and then they were fooled into believing
that what they knew was enough to understand themselves and the world
around them. A lie that is the cause of almost every problem on the planet
throughout our history and present time.
Everyone has a Learning Disability. It's not that people can't
learn or have problems learning, it's just that they don't want to learn
or feel the need to learn or feel the need to ask questions, and that is a
learning disability because people are not learning anything new so they
are not becoming more knowledgeable about themselves and the world around
them. So people will never fully understand themselves or understand the
world around them. People with learning disabilities always need extra
help, but the public gets very little help from the schools, from the
universities, from the media, from the corporations, from public services
and even from Hollywood. Not one institution is helping the public with
their learning disabilities. We have to stop living in denial. When people
are not learning, then problems will continue to happen and get worse,
just as they are now all over the world. If we
incentivize people to learn, and if
people learn how to improve their lives and the world around them, then we
would solve every problem in the world.
"You can lead a horse to water, but
you can't make it drink. You can present someone with an opportunity, but
you cannot force him or her to take advantage of it. You can’t teach
someone who doesn’t want to learn or grow personally."
Education Quotes
-
Ignorance
Helping Adults Learn (PDF) -
Teaching Adults is Challenging (PDF)
Andragogy is the theory and practice of
education of adults.
Neuroplasticity
Education Specialist -
Classroom Management -
Learning Principles
and Impediments -
Social Learning
Learning is Fun and Easy, but you have
to make learning fun and easy because learning is not fun and easy for
everyone all the time. Learning needs to be
deliberate, and the
process of learning must be understood.
Learning is an innate
ability that is natural for everyone. But just because learning is an
instinct that you were born with, learning does not come with instructions
and procedures that would help you fully utilize the power of learning.
You can make a horrible
mistake, but if you don't realize the mistake because of your
lack of knowledge, then you will
not learn anything valuable and you will miss a chance to progress. And
learning is all about
progress.
Learning is about increasing the quality of life and increasing the
quality of living. The power of learning is similar to the power of money.
If you always have enough money, but if you spend the money on things that
do more harm than good, then having money is a
bad thing and you will not
benefit from having enough money the way you should. Learning is a power,
but if you learn the wrong things or don't learn enough, then the power of
learning may do you more harm than good. Learning needs to be deliberate,
and the
process of learning must be
understood. You don't have to remind yourself to breathe, but do do have
to remind yourself to
breathe deliberately. You
don't have to remind yourself to learn, but you do have to remind yourself
to learn deliberately. It's like having all the money in the world, you
can use the money wisely, effectively and efficiently to bring wealth and
prosperity to everyone, or you can be selfish,
negligent and wasteful with the
money and watch millions of people die, like they do every year. Learning
needs to be deliberate, and if you are not learning what's important and
valuable or learn the right things at the right time, then learning may do
you more harm than good.
"Some things are easy to learn, and some
things are hard to learn, but they are never impossible to
learn."
"There is always
incentives and rewards when it comes to
learning, but only if you are aware of them."
They say that
Adults cannot be made to learn. But that is exactly what they do
to children in schools, and you wonder why adults don't want to learn.
They also say that Adults will only learn when they
are
internally motivated to do
so, which is false. Motivation is not needed to learn. And
incentives
need to be accurately measured and calculated so they fully explain the
inputs and outputs as well as the
cause and effects
at each step.
Money is not a reason, things need
to be fully explained. Remember, we are "Learning".
Four Basic Requirements for Learning
First, a person needs clearly understood reasons why the knowledge is
necessary and valuable.
Second, people need the time to acquire new
knowledge and information.
Third, people need easy access to valuable
knowledge and information.
Forth, people need a way to accurately measure
their performance and have the necessary tools to test themselves.
Fifth,
people need to see that all their time and effort pays off, and that their
lives will continually improve. This way other people will also be
encouraged to take part in this learning journey. (
Perquisites
that can help:
Understands learning. Knows several learning techniques. Knows how to
accurately identify valuable knowledge and information. Knows how to
manage Life and Time. Has read BK101.)
People have difficulty
learning and
progressing
because they are to busy processing old information
over and over again. And they are
also not aware of the importance of acquiring new information, or do
people have the skills to access valuable knowledge and information. This
learning disability is the direct result of our dysfunctional education
systems and the media. For humans, processing information and thinking is
good and natural, but not learning new information is really bad and
extremely unnatural. And it's not just bad for you, it's bad for everyone.
If you keep
pretending to know
things, you will never progress or overcome your ignorance, the same
ignorance that you have no idea even exists because you have been
neglecting the
responsibility of
learning.
Capacity
is the power to learn or retain
knowledge; in
law,
the ability to understand the
facts and significance of your
behavior.
Capability to
perform or
produce. The maximum production
possible. The amount that can be contained.
(computer science) the amount of information (in
bytes) that can
be
stored on a disk drive, or in this case,
The Human Brain and its
Memory.
Adults will only learn what they feel they need to learn. But
it's a bad idea to rely on your feelings when it comes to learning.
End of History illusion is a psychological illusion in which
individuals of all ages believe that they have experienced significant
personal growth and changes in tastes up to the present moment, but will
not substantially grow or mature in the future. Despite recognizing that
their perceptions have evolved, individuals predict that their perceptions
will remain roughly the same in the future. The illusion is based on the
fact that at any given developmental stage, an individual can observe a
relatively low level of maturity in previous stages. The phenomenon
affects teenagers, middle-aged individuals, and seniors. In general,
people tend to see significant changes in hindsight, but fail to predict
that these changes will continue. For example, a 20-year-old's impression
of how great a change they will undergo in the next ten years will not be
as extreme as a 30-year-old's recollection of the changes they underwent
between the ages of 20 and 30. The same phenomenon is true for people of
any age. The reason for the illusion has not been studied, although
researchers speculate that a resistance or fear of change may be causal.
Adults learn by doing.
Active participation is especially
important to adult learners in comparison to children. But we
should be teaching children the same way since we all ready know this.
Adult learning is problem-based and these problems must be
realistic. Adult learners like finding solutions to problems.
Adult learning is affected by the experience each adult brings.
Adults learn best informally or
without formal rules. Adults learn what they feel they
need to know whereas children learn from a curriculum, which is stupid,
children should have the right to learn what they need to know and want to
know, within reason of course.
Children want guidance. Adults want information that will help
them improve their situation or that of their children. Now
you're getting it. You're still a child.
People don't seek knowledge and skills they don't use, or rarely
use. If you rarely use a particular knowledge and or skill, then
people will have no incentive to learn something new. But if you
guaranteed a job to that person, and fully explain the estimated income
and the benefits from that job, then people will have the incentive to
learn new knowledge and the incentive to learn new skills.
Pay people to go to school and give them on the Job Training,
just like the Military does. Except this war is a
war
against ignorance.
What knowledge and skills do you use everyday? Can you read? Can
you operate a telephone? Can you operate a computer? Can you
write? Can you communicate? What increased benefits would you
get if you improved these skills?
World View is the fundamental cognitive orientation of an
individual or society encompassing the entirety of the
individual or society's knowledge and point of view. A world
view can include natural philosophy; fundamental, existential,
and normative postulates; or themes, values, emotions, and
ethics.
Your world view depends on how much relevant knowledge and
information that you have and understand, knowledge that is accurate and
up to date. You are what you know, and if what you know is distorted and
incomplete, then your world view will become distorted and incomplete. And
the only way to overcome this
ignorance is to continually
educate yourself so that the knowledge and information you
acquire gives you a more accurate and complete understanding of
yourself and the world around you, which is one of the main
goals of BK101.
To many people
make the mistake in
believing that they know the answers to certain
questions, which usually stops a person from learning more, thus
people will never have any conformation or proof that their answers are
accurate, which is dangerous because it leaves a person vulnerable to
mistakes and also vulnerable to being
manipulated.
Don't Stop
Learning
Characteristics of Adult Learners.
Adult learners have characteristics that set them apart from
'traditional' school or college learners. All adults come to
courses with a variety and range of experiences, both in terms
of their working life and educational backgrounds. This impacts
on how and why they participate in learning. While each student
has individual learning needs, there are some characteristics
that are common to adult learners:
Adults have accumulated life experiences. Adults come to courses
with experiences and knowledge in diverse areas. They tend to
favor practical learning activities that enable them to draw on
their prior skills and knowledge. Adults are realistic and have
insights about what is likely to work and what is not. They are
readily able to relate new facts to past experiences and enjoy
having their talents and knowledge explored in a teaching
situation.
Adults have established
opinions,
values and
beliefs which have
been built up over time and arrived at following experience of
families, relationships, work, community, politics, etc. These
views cannot be dismissed and must be respected.
Interference Theory is theory regarding human memory.
Interference occurs in learning when there is an interaction between the
new material and transfer effects of past learned behavior, memories or
thoughts that have a
negative influence in
comprehending the new material. Bringing to memory old knowledge has the
effect of impairing both the speed of learning and memory performance.
There are two main kinds of interference:
Proactive interference is when past memories inhibit an individual’s
full potential to retain new memories. And
Retroactive interference occurs when newly learned information
interferes with and impedes the recall of previously learned information.
This is because most people never learned what
learning is, so most people don't have the knowledge or skills to
learn things, so they will never continue to learn, and gradually become
more and more intelligent each day. This is why schools fail. They don't
teach students what learning is, or do they teach what valuable knowledge
is.
You learn how to swim so that you don't have to worry about
drowning. You learn how to ride a bike so that you have the freedom to
travel anytime that you want. You learn how learn so that you can
understand more about yourself and the world around you, so you never have
to worry about your ignorance keeping you from having a life that you
choose, or stopping you from pursuing your dreams.
Freedom,
Power,
Control,
Potential and
Endless Possibilities.
Adults
are intrinsically motivated. But just being born with motivation will not
help you until you learn things that are valuable and important. When
you're hungry you are motivated to eat, but it f you eat unhealthy food,
then you will suffer and die early.
Learners increase their
effort when
motivated by a need, an interest, or a desire to
learn. They are also motivated by the relevance of the material
to be addressed and learn better when material is related to
their own needs and interests. For learners to be fully engaged
in learning their attention must be fully focused on the
material presented.
Individual differences. Adults learn at various rates and in
different ways according to their intellectual ability,
educational level, personality and cognitive learning styles.
Teaching strategies must anticipate and accommodate differing
comprehension rates of learners.
Adults learn best in a democratic, participatory and
collaborative environment . Adults need to be actively involved
in determining how and what they will learn, and they need
active, not passive, learning experiences.
Adult students are mature people and prefer to be treated as
such. Being 'lectured at' causes resentment and frustration.
Adults are goal oriented / relevancy oriented. Adults need to
know why they are learning something. Adults have needs that are
concrete and immediate. They can be impatient with long
discussions on theory and like to see theory applied to
practical problems. They are task or
problem-centered rather than
subject-centered. Adults tend to be more interested in theory
when it is linked to practical application.
Adults are autonomous and
self-directed. They are self-reliant
learners and prefer to work at their own pace. Individuals learn
best when they are ready to learn and when they have identified
their own learning needs. Where a student is directed by someone
else to attend a course, e.g. by an employer, then that
individual may not be ready to learn or may not see the value in
participating on that course. This can lead to a mismatch of
goals between all parties - student, employer and trainer.
Adults are practical and problem-solvers. Adults are more
impatient in the pursuit of learning objectives. They are less
tolerant of work that does not have immediate and direct
application to their objectives. Problem based learning
exercises are welcomed as they build on prior experience and
provide opportunity for practical application of
materials/theories covered.
Adults are sometimes tired when they attend classes. Many
students are juggling classes with work, family, etc. They,
therefore, appreciate varied teaching methods that add interest
and a sense of liveliness to the class.
Adults may have logistical
considerations, including. Family and caring responsibilities including childcare and/or
eldercare,
Careers,
Social commitments,
Time,
Money,
Schedules,
Transportation, Lack of knowledge and skills.
Ageing concerns. Adults
frequently worry about being the oldest person in a class and are
concerned about the impact this may have on their ability to participate
with younger students. Creating an environment where all participants feel
they have a valuable contribution can work to allay such concerns.
Learning Analytics
is the measurement, collection, analysis and reporting of data about
learners and their contexts, for purposes of understanding and optimizing
learning and the environments in which it occurs. A related field is
educational data mining.
Adults may have insufficient
confidence. Students come to class
with varying levels of confidence. Some may have had poor prior
experiences of education leading to feelings of inadequacy and
fear of study and failure. This can manifest itself in many
ways, as indicated in the next section.
Feral - Not Educated - Deprived - A World Without Words
Feral Child is a human child who has lived
isolated from
human contact from a very young age where they have little or no
experience of human care, behavior, or, crucially, of
human language. Some
feral children have been confined by people or by their own parents,
and in some cases this child abandonment was due to the parents’ rejection
of a child's severe intellectual or physical impairment. Feral children
may have experienced severe abuse or trauma before being abandoned or
running away.
Estrange.
10
Disturbing Cases Of Feral Children (youtube)
Even when we knew very little about learning, we were still able to reach the minds of some of the most
unique people who were denied
language and
knowledge. They have taught us so much about how we
learn, and we still have a lot more to learn.
Undereducated -
Information Bubble -
Language Disorders
Victor of Aveyron was a French feral child who was found at
the age of around twelve. (c. 1788 – 1828).
The Wild Child tells the story of a child who spends the
first eleven or twelve years of his life with little or no human contact.
Genie Feral Child is the pseudonym for a feral child who was
a victim of severe
abuse,
neglect, and social isolation. Her circumstances
are prominently recorded in the annals of linguistics and abnormal child
psychology. (born 1957).
A Man Without Words is a book and case study of a
27-year-old deaf man whom Schaller teaches to
sign for the first time,
challenging the Critical Period Hypothesis that humans cannot
learn
language after a certain age.
Language
Deprivation is associated with the lack of linguistic stimuli that are
necessary for the language acquisition processes in an individual, usually
in a very impoverished environment. Experiments involving language
deprivation are very scarce due to the ethical controversy associated with
it.
Sign Language.
Helen Keller was an American author, political activist, and
lecturer. She was the first deaf-blind person to earn a bachelor of arts
degree. The story of how Keller's teacher,
Anne
Sullivan, broke through the isolation imposed by
a near complete lack
of language, allowing the girl to blossom as she learned to communicate,
has become widely known through the dramatic depictions of the play and
film
The Miracle Worker. Her birthplace in West Tuscumbia, Alabama, is now
a museum and sponsors an annual "Helen Keller Day". Her birthday on June
27 is commemorated as Helen Keller Day in the U.S. state of Pennsylvania
and was authorized at the federal level by presidential proclamation by
President
Jimmy Carter in 1980, the 100th anniversary of her birth. A
prolific author, Keller was well-traveled and outspoken in her
convictions. A member of the Socialist Party of America and the Industrial
Workers of the World,
she campaigned for women's suffrage, labor rights,
socialism, antimilitarism, and other similar causes. She was inducted into
the Alabama Women's Hall of Fame in 1971 and was one of twelve inaugural
inductees to the Alabama Writers Hall of Fame on June 8, 2015. Helen
proved to the world that
deaf people could all learn to communicate and
that they could survive in the hearing world. She also taught that deaf
people are capable of doing things that hearing people can do. She is one
of the most famous deaf people in history and she is an idol to many
deaf
people in the world. (June 27, 1880 – June 1, 1968).
Martin Pistorius: How my mind came back to life — and no one
knew (video)
Solitary Confinement
-
Introvert (isolation)
Severe childhood deprivation has longstanding impacts on brain size in
adulthood. Researchers have shown that the brains of young adult
Romanian adoptees who were institutionalized as children are around 8.6%
smaller than the brains of English adoptees who have not suffered this
form of deprivation.
Experiences (humans need more then just
experiences)
Brain
Plasticity -
ThinkingIn the
1994 Movie
Stargate they showed how corrupt leaders can enslave people and
control people by making
reading and
writing against the law. America did
something similar, they
controlled what schools were teaching students so
that students never had enough knowledge to understand that they are still
slaves and that they are still being controlled and manipulated. And
people have no idea that this is happening because they lack the knowledge
and information to see it.
Ignorance is
blinding.
Sha'uri, please come back to earth. I would travel the universe and
live on almost any planet to have your love, but earth is pretty nice.
Tabula Rasa refers to the
epistemological idea that individuals are born without
built-in mental content and that therefore all knowledge comes
from experience or perception. I believe that people are born
with a certain amount of information, just not enough. Thus they
can never overcome being abandoned or left alone.
Innatism is a philosophical and epistemological doctrine
that holds that the mind is born with
ideas /
knowledge,
and that therefore the
mind is not a "blank slate" at birth. The mind may not be a
blank slate, but there is still not enough knowledge and
information that would allow you to learn enough on your own.
Don't Ever Underestimate the Power of Learning
Everything can be learned, which means that
everything can be improved.
The power to learn is our greatest gift. Learning is something that we
are
born with. We learned to walk, and we learned to talk, and we did this without anyone having to explain to us how learning
works, because we are
born to
learn. But even though learning is a natural ability, and a
natural skill in itself, in order to maximize the enormous
amount of benefits that come from learning, you have to learn
the right things at the right time, and in the right way.
Learning is a powerful tool when its used effectively and
efficiently. But if learning is
neglected or abused by learning the wrong things at the
wrong time, and in the wrong ways, then the benefits, and the
power and the potential of learning, is minimized. And this
is when people struggle and make mistakes, which causes all the
problems that we see today, and all the problems that we have
observed throughout human history. When we finally understand
our gift to learn, we will then see improvements all over the
planet, continually for as long as we live. And we can easily
confirm this fact by observing all the advancements that we have
made in the last 100 years, all because we used our gift to
learn. If you keep learning a little each day, then you will
become a little smarter each day, and you will become a little
more aware each day, and become a little more happier each day,
and you will have a little more control each day, you will have
a little more freedom each day, a little more power each day,
you will have a little more potential each day, and eventually,
you will have endless possibilities from which to choose from,
for the rest of your life.
Learning Methods
-
Presentation.
You could say that
Learning is a Gift from God, or you could even say that
learning is a gift from life itself, because Life itself
wanted to survive, as it has from the beginning. So maybe life figured it
out that if we can quickly learn to adapt to changes, we will have a much
better chance avoiding extinction. Because 99% of all life has gone
extinct since the beginning of our planet. And after each extinction life
has always bounce back a little stronger, and a little smarter. And here
we are today. Let us not forsake our gift to learn, we have it for a reason.
Learn How to Learn
There's a lot that you need to
know about learning. Learning does not always
come natural. Most of the time you have to
choose to learn
and initiate the process of learning. And if
you don't understand
the process of learning, you will
not learn effectively. Learning is
more than
just remembering. Though at times learning may seem effortless, it does not mean
that you have learned effectively or
correctly. So just knowing that you can learn, and then trying
to prove it with
good grades, says absolutely nothing about your
understanding of learning, or how effective you are as a
learner. We have to create a test that would be a measurement of
learning, and not just your ability to
remember facts. So not
only will you understand How to Learn, you will also know Why
you Learn, When you Learn, and Where you Learn.
Logically Ordered Steps -
Feed the Mind.
Everyone has the Ability to Learn. The Power to Learn is within Everyone.
Everyone has the Power to Learn. You're very capable of learning
anything that you want. Anything that you put your mind to, you can learn.
That means that you have the ability to solve every problem in
your life and have the ability to solve every problem that this
world is currently suffering from. So never underestimate the
importance of
knowledge.
Intelligence not only gives you more
options and more opportunities, it will also give you an endless
supply of happiness. And remember that learning only begins with
school, the real important learning happens outside school where
you can explore and learn whatever you want, whenever you want
and learn as much as you want. And you'll want to learn as much
as you can, because knowledge is power and potential all rolled
up into one.
Cognition -
Principles of Learning
"Learning is like climbing a mountain, the higher you climb the more you can see, and the more
you can see the more you can learn, and the more you can learn about what is
beyond the horizon, the more visible things will become."
Hacking Knowledge: 77 Ways to Learn Faster, Deeper, and Better
It's like when talking to someone who speaks a different
language than you, you don't understand a word they say.
That's because you don't have the necessary knowledge,
information and experience with that particular language in
order to understand it. But anyone can learn to understand a new
language, because the brain has the ability to learn new
languages, and learn anything. Anything that can be communicated
through language can be learned. That is why knowing how to
read effectively is so extremely important.
Learning works best when you can
request information and knowledge as you need it.
But what if you don't know what information and knowledge is
needed? That is why having a teacher, mentor or tutor can be so valuable.
It's great when you
learn something new for the first time, specially when you learn something that you know is valuable or beneficial,
that's a great feeling. Now imagine learning something valuable everyday. Imagine always having something to look forward to everyday.
Something that will make your day. Something that will give you a better understanding of yourself and the world around you.
Imagine becoming a little smarter each day, a little more wiser each day, a little more intelligent each day, and become more aware, with more abilities, and more possibilities.
Imagine being able to solve every problem on the planet.
Imagine having more freedom and more control over your life.
Imagine a world full of endless possibilities. Imagine that you are starting your learning journey today.
Visit this website once a day, or visit this website once a week and copy
and paste a weeks worth of reading, or link to a few films to watch.
Convert Webpage to Read Offline -
Get Pocket
to
read webpages offline later. If using Firefox Browser,
Right Click on the page that you want to read later, and
then click on Save Page As, and then download folder to
smartphone to read later.
Please remember that there is a
sequence to learning, a
chronological order. Something's you
have to learn first before you can understand new knowledge and new information.
Sometimes you will find yourself going back to read something again because you now
have more information and knowledge to understand it more. This is normal. But you
always have to remember that learning the right things at the right time is extremely
important. Like first understanding what learning is and knowing how to be an
effective learner. And then learning how to read. And then learning how to comprehend
what you are reading. And then reading the most valuable knowledge and information
that you can find. And then learning what things you need to learn first and what things you
need to learn second, and so on. Learning should never be a chore or a burden.
Just like eating healthy food everyday, you need to consume healthy knowledge everyday. Having a healthy mind and a healthy body
gives you incredible potential. And you will also be intelligent as you can possibly be. Imagine the possibilities.
"If you can learn anything you want, then you can be anything you want, learn to be."
"Learning is
so easy a
caveman can do it."
"Learning can be as easy as learning a new
word"
"When learning, you don't always feel
the benefits when it's happening. Sometimes there is a delayed
reaction. Because we have to process information."
"Everyone can learn, but not everyone
learns in the same way, or at the same speed, or at the same
time, or do they learn the same things as you."
"
Too
many people take learning for granted, and too many people
don't even understand how important learning is, that is the
failure of our education system. Our ability to learn is one of
the most important aspects of human life."
“if reading itself is a skill, it must
be possible to break this down into different level of component
skills categories.”
Sub-Skills Approach (PDF) -
Component Skills (PDF)
"Everything can be explained, maybe not
in the same amount of time that was used for other people, or in
the same way as other people, but everything that is explained
can be explained. So if you don't understand it now, don't
worry, because you will eventually understand it because that is
a fact of learning, but only if you keep learning."
"Not wanting to learn is a learning
disability, but luckily it's one of the easiest learning
disabilities to correct."
"Learning should never be a chore. It
should always be about learning to be more valuable and learning
to be more productive in your life. The rewards are endless."
"Most people love to have experiences,
but not many people enjoy the experience of learning,
why?..they're both extremely important."
"Sometimes people don't know what
questions to ask, and other times,
people believe they know the
answers, so they don't bother asking questions."
"Learning benefits you in similar ways
that
eating healthy benefits you. When you eat good food you are
rewarded with energy and good health. When you learn something
new that improves your abilities and your understanding, you are
rewarded with a more potential and a more improved life. And
learning accumulates, so it will continue to be rewarding, just
like always eating healthy."
Though there are many
different ways that a person can learn, the important thing is,
to be able to learn in multiple ways. So no matter how the
information is presented, you will still have the ability to
analyze the information correctly, so that you can maximize the
benefits and increase your potential.
The fact is
You can learn anything you want.
As long as you are given the time and the necessary information
in the correct sequence, you can learn anything. So whether
you're learning in a classroom, online, or anywhere, the place
where you learn is not so important, what's important is before you
start learning 'anything' is knowing
How
will the information be Presented?
Will
the information be in the correct sequence based upon your current level
of knowledge and understanding? Can you correctly analyze if the
information presented needs to be reorganized to match your
current level of knowledge and understanding?
Can you correctly
identify what related information is needed that would help you
better understand the information presented so that you can use
this information effectively and efficiently? And, do you have
access to related information that you will need that is not
presented in this particular course, book or lecture? If you
have struggled with learning in your past it's because you have
not understood the questions above. And when you have understood
the questions above there are still a few more questions you
need to answer because
Knowing How to Learn is just one thing. You have to know
what to learn? When to learn it? Where to learn it? And you have
to know, Why you need to learn it? And after that you should
also know the answers to these other important questions too...
Is the information relevant to your current needs? Do you know
what your current needs are?
Education Questions to Ask?
Does obtaining this new skill set match your current
goals and
experience?
Is the information
relevant to the current needs of your family
and your
community?
Is the information relevant to the current needs of your
planet in terms os
risk assessment.?
What problems are you planning to solve with this information
that you will gain from this particular course, book or lecture?
If you were the teacher how would you present this information
differently, and why would you
present this information differently
in the context of a
good example
of a real life scenario?
Purposes of Education
-
Education Reform
Ideas
So now you are ready to learn? And are you also ready to improve
yourself and improve the world around you?
"Learning can be as easy as
breathing, you don't need to think about it, you just do it.
Breathing keeps you alive, and so does continually learning."
"Learning on your own is not easy, but
going to a University or an expensive school is not a guarantee
that you will learn the right things at the right time, or even
learn anything useful for your needs. A good teacher helps,
that's if you can find one. But learning to
teach yourself is really the only sure way that you will be
successful on all your learning journeys."
Learning should not be a chore or be
boring. The only time that learning is boring is when you're in
school. Outside of school learning is awesome because you're
learning things that you want to learn, and you're learning
things when you want to learn them. 80% of the most valuable
knowledge and information is outside schools, this is why
continually learning is absolutely necessary. But you're not
going to learn much outside school unless you know how to find
the most valuable information and knowledge. So you have to be
active everyday in your search for knowledge. When you wake up
you should be saying "what new and interesting things will I
learn today?" But remember, knowledge and information is not
looking for you, or will it magically appear, so you have to be
actively explore all the right sources of information you can
find. So no more
worrying about passing a test that proves very little, because
Life is the test of your knowledge, and when life is a struggle,
or when life becomes to good to be true, then that means that
more learning is necessary. Don't associate learning with being
in school because you learn very little in school, and also,
schools give learning a bad name because they make learning seem
boring, which it isn't. You should associate learning as an
opportunity to acquire a new skill that gives you more
abilities. Learning is a gift that keeps on giving long after
you have learned something new, because you can recall it from
your memory. Learning is supposed to be fun, if it isn't, then
you're probably not doing it right, or you're not learning
something important, or you have
other things
that are more important to learn first.
Learning is supposed to be exhilarating and fun,
if learning is not fun for you, then you most likely have a
disability or you are a
victim of some kind of abused from either bad schools or bad parenting or
a little of both.
"If the brain becomes more connected and
integrated after learning, and as a result, the person also
becomes a more effective learner, then what should a person be
learning? What knowledge and information would the brain best
utilize as it becomes more connected and more integrated?"
"People usually want to learn things
that are important to them, but that's only when people
accurately understand what's important to them. It's not just
knowing how to learn, it's knowing what to learn and when to
learn it. When learning is fragmented it becomes more difficult
to learn, and this is one of the reasons why too many people get
discourage from learning because it becomes to much of a chore for them.
This is what our current education is doing, and this is why we
need to improve education."
Your mind is something that you can
fully control, but you have to
learn how to control your mind, and that takes time and knowledge.
The
language is the same, but some of the words will have
different meanings because they are internally translated into
the correct chemical responses or electrical signals in the
brain, signals that will be used to activate the correct
response or activate the correct action that is needed.
Holistic Learners
Holistic learners
work through
material most thoroughly and efficiently in "fits and starts."
They may often feel overwhelmed with confusion for a while, but
understanding will
often suddenly click. When the material does
suddenly click in understanding, the holistic learner will
usually not only
see the big picture, but in a more clear and
creative perspective that other learners may not. Often,
holistic learners will take more time to understand information
than their peers. This can often be so discouraging, that a
holistic learner may be more tempted to give up on a particular
subject. However, when holistic learners do finally understand
the material given, more extensively. Holistic learners are
usually extremely
creative.
Authoritarian vs Authoritative Teaching Polya and Lakatos
Effective Learning and Teaching
The
Objective of Education Is Learning, Not Teaching
Teacher's In-Depth Content Knowledge
Lee Shulman
Teaching Knowledge Test (PDF)
Polya (PDF)
The Research Council on Mathematics Learning (PDF)
Suggestions: Remember
you are not slow or stupid; rather, you
just think differently than other students. Maintain confidence!
If you stick to it, you will get it, and most likely retain the
information and be able to practically apply the subject matter
the rest of your life. Read all the subheadings, summaries, and
glossary or bold-face terms before reading the chapter. Pay
special attention to the chapter outline or overview. Set aside
an entire evening for one subject and plunge into that subject.
Once you have finished with that subject, move on to the next
subject. Do not try to study one chapter of one subject, and
then one chapter of another. Try taking subjects that are hard
for you in summer school when you are juggling fewer courses.
Relate the subject matter to the other subjects, concepts, or
ideas of which you are understand or in which you are confident.
Personalize and apply the subject matter to your world.
Presentation - Presenting
The way
information and
knowledge is
presented to a person
is one of the most
important elements of the
teaching process.
Showing
relevant and
related information can help
a person to
visualize and
simplify the information being
presented. This can also help
process the information more
effectively and easier.
Introducing information in
simple to understand steps can make
information
less overwhelming
and
less complex. Sometimes
visualization needs to be
personalized using things that you already
understand, which can help you to understand other things that you don't
fully
understand just yet.
Certain knowledge
described in a
certain way may not match your understanding. So you have to
arrange the information in
a way that helps you to understand it better. So when information is
presented to you, you
might have to
rearrange
that particular knowledge in order to help you personally understand it
better. You also need to be in the
right frame of mind
or
mind set. If your not
motivated or ready to learn, then
learning may not be effective.
How you
approach a task is very important. The setup, the organizing, the
visualizing, the planning, and then starting.
Learning Readiness
-
Mind Set -
Optimal Learning State -
Confidence -
Competence -
Focus -
Mindfulness -
Charts and Graphs -
Graphics -
Display Board
-
Mind Maps -
Associations -
Interfaces -
Mediums -
Performance
-
Talking Effectively
Conceptual Framework is an analytical tool with several variations and
contexts. It can be applied in different categories of work where an
overall picture is needed. It is used to make
conceptual distinctions and organize ideas. Strong
conceptual frameworks capture
something real and do this in a way that is easy to remember and apply.
Conceptual frameworks are abstract representations, connected to the
research
project's
goal that direct the collection and analysis of data (on the plane of
observation – the ground).
Conceptual Model (wiki)
Power of the Pictogram. Sometimes, how the information is presented is
as important as the information itself.
Graphics, icons, and pictograms are increasingly popular methods of
presenting information to consumers in direct, memorable, and easily
understandable ways. Researcher finds that sorted graphics make consumers
feel optimistic.
Chunking in
writing is a
method of
presenting
information which splits concepts into small pieces or "
chunks" of information to make reading and
understanding faster and easier. Chunking is especially useful for
material presented on the web because readers tend to scan for specific
information on a web page rather than read the page sequentially. Chunked
content usually contains: bulleted lists, short subheadings, short
sentences with one or two ideas per sentence, short paragraphs, even
one-sentence paragraphs, easily scannable text, with bolding of key
phrases, inline graphics to guide the eyes or illustrate points which
would normally require more words. Advantages of chunking: Chunking helps
technical communicators or marketers convey information more efficiently.
Chunking helps readers find what they are looking for quickly. Chunking
allows material to be presented consistently from page to page, so users
can apply previous knowledge of page layout and navigation and focus on
the content rather than the presentation. The bite, snack and meal is a
popular phrase for a specific means of chunking content.
Page Layout
is the arrangement of visual elements on a page, generally
involves organizational principles of composition to achieve
specific communication objectives. Deciding on the overall
arrangement of text and images, and possibly on the
size or
shape of the
medium. It requires intelligence, sentience, and
creativity, and is informed by
culture, psychology, and what the document authors and editors
wish to
communicate and
emphasize.
Document Writing
Standards
Framing Effect is an example of
cognitive bias, in which
people react to a particular choice in different ways depending
on how it is presented.
Format is the
organization of information according to
preset
specifications. Determine the arrangement of information for
display.
Home
Organized Personalized Education, it's a great way to learn. You
may hear the terms Learning Menus, Customizing Content and
Curriculum Mapping, but remember the most important factors
are, is the information and knowledge relevant to your learning
needs and priorities?
Personal Learning Environments is
creating, using,
and managing appropriate technological processes and resources
to enhance learning.
Learning Environment is a physical setting in which teaching
and learning occur.
Student Approaches to Learning is a theory that students
will take a different approach to how they study, depending upon
the perceived objectives of the course they are studying.
Sometimes you need to change your learning methods and
thinking styles in order to understand a particular knowledge. It's up to
you to find out which learning method, or methods, works best.
When
you want to learn a subject that seems really difficult to understand, or
hard to understand, so much so that it seems intimidating, you will most
likely need some sort of an entry point. You need a
simple introduction to the subject,
and a simple explanation about why the subject has value. You need to
approach the subject with an open mind. No biases, no fears, no
expectations. One trick is to pretend the subject is a person that you are
really interested in knowing. You like this person, so you want to know
more about them. This is your subject. An investigation in knowing. You
don't have to go fast, or feel the need to understand the subject the
first time that you are exposed to it. But if you were exposed to the
subject before, just remember that this time it's different. Because now
you have purpose, and a desire and motivation. You know there is value in
this knowledge. But you have to learn the subject and understand the
subject before you can fully ultilize its value. Learning is a step by
step process that takes time. Think of learning a subject as a way of
building future potential energy. Knowledge has power and you are the
battery that will holds its energy, a stored energy that can be used when
needed. But power has great responsibility. Learn to control the power
first before you acquire this power.
Algorithmic Efficiency are the properties of an
algorithm which relate to the amount of computational
resources used by the algorithm. An algorithm must be analysed
to determine its resource usage. Algorithmic efficiency can be
thought of as analogous to engineering productivity for a
repeating or continuous process.
Program Optimization is the process of modifying a software
system to make some aspect of it work more efficiently or use
fewer resources. In general, a computer program may be optimized
so that it executes more rapidly, or is capable of operating
with less memory storage or other resources, or draw less power.
"If something feels over whelming
and you can't understand something enough, don't worry, that's
normal. It's just your minds way of saying "Hey we need more
information", in order to understand this correctly. So that
feeling you get from not knowing is not to alarm you, it's just
a way of making you aware so you can ask questions like "How
important is this new void of information?", and, what would be
the first step towards understanding this new information?"
The Power of Learning.
"if you teach something that can be
interpreted in the wrong way, then that is ineffective teaching.
Many things can be interpreted in the wrong way, so defining the
interpretation, and also defining the misinterpretations, will
make knowledge and information a higher chance of being
understood more accurately."
Breathing Exercises for Learning Improvement
Take Several deep breaths almost every hour that
you're
awake, especially when
you're
not physically active enough, and especially when you are
learning. This will help
increase oxygen levels in your blood
and in your
brain. It will also help to relax your body and clear the
mind. It will also help increase your brain waves, or cycles per
second, into the
beta
state.
Learning in
alpha state can
also enhance the performance of students. Changing the
state of mind to
operate Beta, Alpha and Theta can also enhance learning, cognition and
creativity, while at the same time staying in a relaxed state.
Theta
rhythm
is
observed in the hippocampus.
First relax for a few moments, then take a deep breath
at a count of 4, hold that breath for 4 seconds, then exhale
that breath for a count of 4 seconds, and then repeat these deep
breaths 4 more times.
There are other
breathing exercises
that may work better for you, so you will have to do some
research.
Breathe
Project is a simple breathing technique to alleviate stress
and anxiety.
Brain
Food -
Brain
Games
Breathing through the nose aids Memory Storage. When breathing through
the nose between the time of learning and recognition, they remembered
the smells better.
Receptors in the
olfactory bulb detect not only smells but also variations in the
airflow itself. In the different phases of inhalation and exhalation,
different parts of the brain are activated. But how the
synchronisation of
breathing and brain activity happens and how it affects the brain and
therefore our behaviour is unknown.
Now that you have done your deep
breathing exercise, it's time to quite your thoughts. Now
focus and keep
your attention on breathing normally through the nose.
Calmly and comfortably breath in and out. Your brain will
naturally release
Endorphins,
Benzodiazepines and other
Neuropeptides that bring you into a tranquil and alert state of mind. (7 cps).
Music for Enhancing Learning and Focus
Music can stimulate learning. The music should be playing in the background so that
the
music is
not too loud that it becomes distracting. Listening
to music with
50 to 80 beats per minute has a
calming effect on
the mind that is conducive to logical thought, allowing the
brain to learn and remember new facts. Studies have shown that
classical music targets the part of the brain that stimulates
spatial-temporal reasoning, which is useful in solving math
problems. But remember learning takes
focus and
skill. I like my learning area to be
quiet, even though
that's impossible. I can tune out most
background noise unless something
unusual happens that
distracts my
attention. So if your music does not
distract you, then that is the type of music you should listen to when
reading or studying. But remember, remembering is not a guarantee,
memory
is a skill that you have to use
deliberately in order to have an effective
memory. And when reading, writing or learning, you have to be able to
tune out background sounds
in order to stay focused, just as long as you are not
ignoring alarms.
Lyric-Free Music can be less distracting.
Happy Songs -
Music Therapy -
Meditation Music
Mozart
Effect are a set of research results indicating that
listening to Mozart's music may induce a short-term improvement on the
performance of certain kinds of mental tasks known as "
spatial-temporal
reasoning".
You will
have to experiment with different types of music to see which ones inspire
learning without distracting you.
For some the best sound for
productivity is
silence. Or take a
break every few hours and listen to music for 15 minutes.
Psychoacoustics is the scientific study of
sound perception. More
specifically, it is the branch of science studying the psychological and
physiological responses associated with sound (including speech and
music). It can be further categorized as a branch
of psychophysics. Psychoacoustics received its name from a field within
psychology—i.e., recognition science—which deals with all kinds of human
perceptions. It is an interdisciplinary field of many areas, including
psychology, acoustics, electronic engineering, physics, biology,
physiology, and computer science.
Hearing.
Theta waves are highly
beneficial. They are connected to creativity, intuition, and learning.
Scientists believe that these waves are essential for information
processing and memory storage. They are also linked to different types of
learning
Lo-Fi Hip Hop Beats
Are So Effective For Focus - How Focus Music Hacks Your Brain - Cheddar
Explains (youtube)
Study Music: Brain
Music for Studying, Brain Power Focus Music, Concentration Music for
Learning (youtube)
SAMUEL BARBER -
Adagio for Strings, Op. 11 (youtube)
Chet Baker ~ Every
Time We Say Goodbye (youtube)
Study Music Alpha
Waves: Relaxing Studying Music, Brain Power, Focus Concentration Music,
161 (youtube)
Study Music for
Concentration, Instrumental Music, Classical Music, Work Music, Relax,
E103 (youtube)
Classical Study
Music | Mozart with Alpha Study Aid Embedded - Alpha BiNaural Beats (youtube)
Space Sound Odyssey
| Deep White Noise For Focus, Power Naps or Sleep (youtube)
Philip Glass -
Glassworks (complete)
Brain
Music - STUDY FOCUS CONCENTRATE - HELP YOU WORK FAST (youtube)
Jurassic Park Theme 1000 percent Slower (sound cloud)
Justin
Beiber - U Smile (800% Slower) [HQ] (youtube)
Bach - Cello Suite
No. 1 in G Major BWV1007 - Mov. 1-3/6 (youtube)
Roger & Brian Eno –
Spring Frost (youtube)
Brian Eno - New
Space Music (Visualizer) (youtube)
Nils Frahm - Says
(Live on KEXP) (youtube)
Nils Frahm -
Fundamental Values (Live) (youtube)
Brown Noise 8
Hours, for Relaxation, Sleep, Studying and Tinnitus (youtube) - Brown
noise is named for Brownian motion, a term for when something is
constantly undergoing small, random fluctuations. It is similar to white
noise in its atmospheric quality, but where
white noise falls all over the place in terms of frequency, brown
noise lives at low frequencies. Brown noise is thought to be soothing
because of its similarity in frequency to the sounds of thunder, rain and
waterfalls. The sound can slow racing thoughts and help you focus, and
like
white noise, it could help you
sleep.
Can Random Noise unlock our learning potential? Though many of us may
seek a
quiet place in
which to study, 'noise' may play a key role in helping some people improve
their learning potential.
Music
as a Learning and Teaching Tool -
Meditation Sounds
Affirmation: I am now ready to learn, I am relaxed, focused and
I have a
heightened sense of curiosity.
Inspiration -
Visualization
Practicing
right before you go to sleep, and learning one hour before you
go to
sleep.
Memory Consolidation -
MemoryActivation of the
ventral tegmental area and
mesolimbic networks is essential to motivation, performance,
and learning.
Neurofeedback Training measures
brain waves to produce a
signal that can be used as feedback to teach
self-regulation of
brain function.
Real Life Examples
Words are powerful, as long as you learn them in the right order
at the right time. Just like
computer code it has to be in the
right order and
at the right time.
I like
Structure but I also like knowing the details and the
Complexities
of different learning methods.
Teaching Resources -
Online Schools -
Passing the Baton -
Information Literacy -
Brain
You have to be patient with peoples lack of knowledge and
understanding. But your patience should not be passive because
you still need to communicate effectively and at least try to
educate that person or persons. You don't want to miss an
opportunity to teach someone even if that person is not
receptive to learning. This is when the teacher needs to get
creative in their teaching methods, There is always a way in.
Like a 4 number combination lock, you have to try the right
combination of teaching methods in order to unlock the brains
ability to understand the information that you are trying to
communicate. There is always a way in, the brain was built this
way, I guess it was the only way to insure its survival. The
genius of its design still amazes me today.
"We all have brains, but not everyone has enough
knowledge in order to use the brain correctly so that would it
fully utilize the brains incredible potential." -
Keep Learning My Friends.
"Remember that schools and colleges are mostly just basic job skills. The real education is outside school. 80% of the worlds most
important information and knowledge is
beyond the classroom walls."
Thinking - Thoughts
Thinking is the
process of using your
mind to
consider something carefully.
The activity of
processing
information. Endowed with the
capacity to
reason and to
judge or regard something.
To look upon. To
expect, believe,
or suppose. To use or exercise the mind or one's power of
reason in order to make
inferences,
decisions, or arrive at a
solution or
judgments. To recall
knowledge from
memory and have a recollection. To
imagine or
visualize.
To Focus one's
attention on a certain state.
To have in
mind as a
purpose.
To
decide by pondering,
reasoning, or
reflecting. To dispose the mind in a certain way.
To have or
formulate in the mind. To
be
capable of
conscious thought.
To bring into a given condition by mental
preoccupation.
Executive Functions -
Cognition -
Cortex -
Mindful
-
Seeing the Whole Picture
-
Layers -
Mindset
Thinking about Something is to have
something on one's mind, and to think about it actively. To take something
into consideration or to have in view.
Ideas -
Abstract Thought -
Divergent -
Dreaming -
Day Dreaming -
Thinking to
Yourself -
One Thought Leads to
Another -
Over
Thinking -
Freedom of Thought -
Free Thinking -
Time to Think -
Solitude -
Work Life Balance
Thought can refer to the ideas or arrangements of
ideas that result from thinking, the
act of producing thoughts, or the process of producing thoughts.
You are what you think.
Thoughts is the main thing that you are
thinking about and the content of
cognition. The process of using your mind to consider something
carefully. The organized
beliefs of a
period, group or individual. A personal
belief or a judgment that is not founded on proof or certainty. An
opinion.
Thought Process is a type of
cognitive activity that uses
mental capacity to complete and understand certain functions of the human
experience. These operations may allow you to solve problems, make
decisions or create and evaluate new ideas.
Thought
is the mental
process in which beings form
psychological associations and models of the
world. Thinking is
manipulating information, as when we form concepts,
engage in
problem solving,
reason and make
decisions. Thought, the act of
thinking, produces thoughts. A thought may be an idea, an image, a sound
or even an emotional feeling that arises from the brain.
Outline of
Thought (pdf) -
List of Thought Processes (PDF)
Thought Patterns is a
habit of thinking in a particular
way, using particular
assumptions.
Psychological Processes: Sensation,
Perception, Attention, Learning, and Memory.
Thoughtful is exhibiting careful thought
and having
intellectual depth. Acting with
good sense. Taking
heed and
giving close and thoughtful
attention.
Being
considerate of
the feelings or well-being of others.
Pensive is to be engaged in reflecting deep thoughts or serious
thoughts. To be deeply or seriously thoughtful. Showing pensive sadness.
Language and Thought states that we think in the language
we speak. Can you think without using words or
language?
Language of Thought Hypothesis states that thinking takes
place in a language of thought. Cognition and cognitive processes
are only remotely plausible when expressed as a system of
representations that is tokened by a linguistic or semantic structure
and operated upon by means of a combinatorial syntax. Linguistic tokens
used in mental language describe elementary concepts which are operated
upon by logical rules establishing causal connections to allow for complex
thought. Syntax as well as semantics have a causal effect on the
properties of this system of mental representations. These
mental representations
are not present in the brain in the same way as symbols are present on
paper; rather, the LOT is supposed to exist at the cognitive level, the
level of thoughts and concepts. The LOTH has wide-ranging significance for
a number of domains in cognitive science. It relies on a version of
functionalist materialism, which holds that mental representations are
actualized and modified by the individual holding the propositional
attitude, and it challenges eliminative materialism and connectionism. It
implies a strongly rationalist model of cognition in which many of the
fundamentals of cognition are innate. This describes the nature of thought
as possessing "language-like" or compositional structure (sometimes known
as mentalese). On this view, simple concepts combine in systematic ways
(akin to the rules of grammar in language) to build thoughts. In its most
basic form, the theory states that thought, like language, has syntax.
Language of Thought Hypothesis describes the nature of thought as
possessing "
language-like" or compositional
structure (sometimes known as mentalese). On this view, simple concepts combine in systematic ways (akin
to the rules of grammar in language) to build thoughts. In its most basic
form, the theory states that
thought, like
language, has
syntax, which is a
systematic
orderly arrangement, or the
grammatical arrangement of words in
sentences.
Psychological is something
mental or
emotional as opposed to physical
in nature.
Conventional Thinking is
opinions that are
perceived to be
ordinary or
normal.
Contemplation is a long and thoughtful
observation. Profoundly or deeply
thinking
about something. In a religious sense, contemplation is usually a type of
prayer or
meditation.
Contemplate is to think
intently about
something or think deeply about a subject or question over a period of
time. Observe deep in thought. To
look at something
thoughtfully. To
consider something as a possibility. (mulling it over, thinking it
over,
studying, pondering).
Contemplative is expressing or
involving prolonged thought.
Contemplative
Practices are practical, radical, and
transformative.
It's developing capacities for
deep concentration and
quieting the mind in
the midst of the action and distraction that fills everyday life. This
state of calm centeredness is an aid to exploration of meaning, purpose
and values.
Reflective to think
deeply or to be seriously thoughtful. Devoted to matters of the mind.
Reflect is to think deeply or carefully
about something.
Reflection.
Backstory -
Retrospect -
Growth Mindset -
Active
Learning -
Transcendent ThinkingReflective Thinking is
considering why what you did something or why you plan to do something.
It's writing down your thoughts to help you better understand something
and to explore your emotions, feelings, reactions, experiences and
knowledge.
Reflective thinking is a series of logical rational steps based on the
scientific method of defining, analyzing, and solving a problem.
Entertain an Idea means to have
something in mind or under consideration.
Let that sink in for a moment is to take some time to think about
something carefully and to process it until you can fully understand it.
To allow information to penetrate and absorb into your mind so that you
can know it, feel it and have it become understood.
Consider is to think about something carefully or to
analyze something carefully in
order to determine the weight or the importance of something. To study
something to find a solution. To judge or regard. To look upon something
or look at something attentively and perceive or think about it in a
particular way.
Focus on something
as an example.
Consideration.
Think it Through
is to consider all the possible
effects or
implications of something. To
think about all the different parts or the
effects of something for a period
of time, especially in an effort to
understand something better or to make a
better
decision. Consider
alternative points
of view. Challenge your
preferences.
Be
skeptical of your
memories. Study your mistakes. Think
things through or think it out.
Planning -
Be careful what you wish for.
Get a Little
Ahead of Yourself is to do something too early or too soon before
you're ready or
prepared.
To start something before you have
done all
the steps that are required.
Rethink
is to think again about a
choice previously made, or to think again about
about something in order to make changes to it or to change one's mind,
or, to confirm the accuracy of ones thoughts.
Navigating our Thoughts: Fundamental Principles of Thinking. When we
navigate our environment,
two important cell types are active in our
brain. Place cells in the
hippocampus and grid cells in the neighboring entorhinal cortex form a
circuit that allows orientation and navigation. The team of scientists
suggests that our
inner navigation system does much more. They propose
that this system is also key to 'thinking', explaining why our knowledge
seems to be
organized in a
spatial fashion.
It's great that we can think things that we
don't have to say or act out. What we're thinking is
private, but
just because its'
private, it doesn't mean that our thoughts are good or
right. Sometimes we have to say what we think.
But saying what we think is not always a good idea. We should be careful what
we think, and we should be even more careful what we say. We think things we should
not speak, and we speak things that we should not think. We say things we
should not say, because we think things we should not think. You can tell
me what you think, but that doesn't explain what you say. Thinking and
saying are two different things. You might not be thinking about what
you're saying, and you can say what you're not thinking. So tell me what
you're thinking? Can you tell me what thinking is? What information are
you processing? And why are you processing that information? And what
information
filters do you use?
How the Brain Prepares to Think. Our brains have billions of nerve
cells or neurons, and each neuron has thousands of connections to other
neurons. The calibrated interactions of these neurons are what thoughts
are made of, whether the explicit kind – a distant memory surfacing – or
the taken-for-granted kind — our peripheral awareness of our surroundings
as we move through the world. When a cell gets excited by electrical
signals, very fast synaptic vesicle fusion occurs. The neurotransmitters
come out of the cell and bind to receptors on the synaptic side. That’s
the signal, and this process is very fast. How exactly these signals can
occur really fast, less than 60 microseconds or millionths of a second.
Driving rural highways that have very little traffic is like
experiencing a spiritual journey. You're moving through space and time
while immersed in thoughts. It's an unusual feeling. Motion seems to
energize the mind. But eventually, you have to stop driving, and you have
to walk around because sitting too long is not good for the body, and your
body is extremely important because it carries your brain and all your
memories. The body also gives you the ability to move around, and motion
feels good, as long as the body is not hurting.
Computational
Thinking is the thought processes involved in
formulating a problem and expressing its
solution(s) in such a way that a
computer—human or
machine—can effectively
carry out. Computational Thinking is an iterative process based on three
stages (captured by the figure to the right): Problem formulation
(abstraction); Solution expression (automation); Solution execution and evaluation (analyses).
Metacognition is
cognition about
cognition, "
thinking about thinking", or "
knowing about
knowing" and higher order thinking skills. It comes from the root word
"meta", meaning beyond. It can take many forms; it includes
knowledge
about when and how to use particular strategies for learning or for
problem solving. There are generally two components of metacognition:
knowledge about cognition, and regulation of cognition. Metamemory is defined as knowing about
memory
and
mnemonic strategies, is an
especially important form of metacognition. Academic research on
metacognitive processing across cultures is in the early stages, but there
are indications that further work may provide better outcomes in
cross-cultural learning between teachers and students. Some evolutionary
psychologists hypothesize that metacognition is used as a
survival tool,
which would make metacognition the same across cultures. Writings on
metacognition can be traced back at least as far as On the Soul and the
Parva Naturalia of the Greek philosopher
Aristotle. Metacognologists
are aware of their own strengths and weaknesses, the nature of the task at
hand, and available "tools" or skills. A broader repertoire of "tools"
also assists in goal attainment. When "tools" are general, generic, and
context independent, they are more likely to be useful in different types
of learning situations. Another distinction in metacognition is executive
management and
strategic knowledge. Executive management processes involve
planning, monitoring, evaluating and revising one's own
thinking processes
and products. Strategic knowledge involves knowing what (factual or
declarative knowledge), knowing when and why (conditional or contextual
knowledge) and knowing how (procedural or methodological knowledge). Both
executive management and strategic knowledge metacognition are needed to
self-regulate one's own thinking and learning.
Consciousness.
Metamemory or Socratic
awareness, a type of metacognition, is both the
introspective knowledge of one's own memory capabilities (and strategies
that can aid
memory) and the processes involved in memory self-monitoring.
This self-awareness of memory has important implications for how people
learn and use memories. When studying, for example, students make
judgments of whether they have successfully learned the assigned material
and use these decisions, known as "judgments of learning", to allocate
study time.
Meta-Emotion is an organized and structured set of emotions and
cognitions about the
emotions,
both one's own emotions and the emotions of others. Meta-emotion refers to
the idea that whenever we elicit a certain emotion, we also deal with
subsequent emotions regarding how we experienced the primary emotion.
While some psychologists have examined the influence of meta-emotions on
how individuals
interpret and deal
with their own and others' emotions, much of the literature regarding
meta-emotion has focused on how parental meta-emotion affects the
social-emotional development of their
children.
Metacognitive abilities like reading the emotions and attitudes of others
may be more influenced by environment than genetics. Twin studies have
proven invaluable for teasing out the effects of both genetics and the
environment on human biology. Researchers studied pairs of twins to look
at how the interplay of genetics and environment affect cognitive
processing -- the way that people think. They found that some cognitive
abilities appear to be regulated more by environmental factors than by
genetics.
Mentalization is the ability to understand the mental state of
oneself or
others, that underlies overt
behavior. Mentalization can be seen as a form of
imaginative mental activity that lets
us perceive and interpret human behavior in terms of intentional mental
states (e.g., needs, desires, feelings, beliefs, goals, purposes, and
reasons).
Train of Thought refers to the interconnection in the
sequence of ideas expressed during a
connected discourse or thought, as well as the sequence itself, especially
in discussion how this sequence leads from one idea to another.
Thought Experiment is to explore the potential consequences of the
principle in question: "A thought experiment is a device with which one
performs an intentional, structured process of
intellectual deliberation
in order to speculate, within a specifiable problem domain, about
potential consequents
(or antecedents) for a designated antecedent (or consequent).
Ruminate -
Information Overload -
Brain Processing
You need time to think, but you
also need to think about the time that's needed to think. Thinking needs a
purpose and a goal. Thinking needs to be managed and focused, if not, then
you will most likely be daydreaming about
random things. If
you're not thinking and planning to do something, you will most likely
never do something, especially
something
of value.
Law
of Thought are fundamental axiomatic rules upon which
rational
discourse itself is often considered to be based. The formulation and
clarification of such rules have a long tradition in the history of
philosophy and
logic. Generally they
are taken as laws that guide and underlie everyone's thinking, thoughts,
expressions, discussions, etc. However, such classical ideas are often
questioned or rejected in more recent developments, such as intuitionistic
logic, dialetheism and fuzzy logic.
Black
Box is a device, system or object of inputs and outputs, in which a person has
no knowledge of its internal
workings. Almost anything might be referred to as a black box, such as a
transistor, an algorithm, or the
human brain.
Sometimes it hurts to think. If somebody complains that it hurts to
think, they may be onto something, as mental exertion appears to be
associated with unpleasant feelings in many situations, according to new
research. Findings show that mental effort feels unpleasant across a wide
range of populations and tasks. This is important for professionals, such
as engineers and educators, to keep in mind when designing tasks, tools,
interfaces, apps, materials or instructions. When people are required to
exert substantial mental effort, you need to make sure to support or
reward them for their effort. More important is the real-world observation
that despite the aversive nature of mentally challenging tasks, people
still voluntarily engage in them. For example, why do millions of people
play chess? People may learn that exerting mental effort in some specific
activities is likely to lead to reward. If the benefits of chess outweigh
the costs, people may choose to play chess, and even self-report that they
enjoy chess.
Divergent Thinking - Convergent Thinking
Divergent is tending to
move
apart in different directions from another or
from a standard.
To have
no limits as a mathematical series.
To
extend in a different
direction. To be at variance with or to be out of line with.
Seeing the Bigger Picture -
Holistic Thinking -
Open Minded -
Freedom -
Mind Wandering -
Filtering -
Creativity -
Neuro-Divergent
Divergent Thinking
is a
thought process or method used to generate
creative ideas by
exploring many possible solutions. It is often used in conjunction with
its cognitive colleague, convergent thinking, which follows a particular
set of
logical steps to arrive at one
solution, which in some cases is a
‘correct’
solution. By contrast, divergent thinking typically occurs in a
spontaneous,
free-flowing, 'non-linear' manner, such that many ideas are
generated in an emergent
cognitive fashion. Many possible solutions are
explored in a short amount of time, and unexpected connections are drawn.
After the process of divergent thinking has been completed, ideas and
information are organized and structured using convergent
thinking.
Convergent
Thinking follows a particular set of
logical steps to arrive at one solution, which in some cases is a
‘correct’ solution. Generally means the ability to give the "
correct"
answer to standard
questions that do not require significant creativity.
Systems Thinking
-
Focusing
Convergent is tending to
come together from different directions. Direct one's
attention on something. Bring into focus or alignment; to converge or cause to converge;
of ideas or emotions. Become focused or come into
focus.
Lineal Thinking - Lateral Thinking
Lineal
is to
arranged in a line. Intend
something to move towards a certain goal. Give directions to; point somebody into a certain direction. Direct the course.
Straightforward in means or manner or behavior or language or
action.
Similar in nature or effect or relation to another quantity
without deviation.
Series.
Non-Linear is
something that does not progress or develop smoothly from one stage to the
next in a logical way. Instead, it makes sudden changes, or seems to
develop in different directions at the same time.
Lateral
Thinking is
solving problems through an indirect and
creative approach, using
reasoning that is not
immediately obvious and involving ideas that may not be obtainable by
using only traditional step-by-step logic.
Lateral
is situated at or extending to the side.
Linear Learners -
Neuro-Linguistic Programming
-
Machine
Intelligence -
Machine Learning
Linear System is
a mathematical model of a system based on the use of a
linear
operator. Linear systems typically exhibit features and properties
that are much simpler than the nonlinear case. As a mathematical
abstraction or idealization, linear systems find important applications in
automatic control theory, signal processing, and telecommunications. For
example, the propagation medium for wireless communication systems can
often be modeled by linear systems.
Quantum Computing.
Holistic Learners
Consideration
is the process of giving careful thought to something.
Information that should be kept in mind when making a
Decision.
Parallel Thinking is a further development of
the well known lateral thinking processes, focusing even more on
explorations—looking for what can be rather than for what is.
Parallel Processing
-
Parallel Wiring
Modes of thinking:
abstract, analytic, conceptual, concrete, convergent, creative,
critical, deductive, divergent, strategic, synthetic, tactical,
and also computational and procedural. How you approach a
problem and how you see it. Having step-by-step set of
directions are important, but sometimes you need a different
approach. One heuristic way for solving a complex problem is to
break the problem into smaller, more manageable problems, where
you can utilize brainstorming and collaboration.
“I think, therefore I'll think.”
Ayn Rand
"We rarely give much thought to certain things, even though our
brains never stop thinking. Why?"
Intelligence
-
Knowledge
-
Problem Solving
-
Thinking Styles
-
Inspiration
Thinking Outside the Box is a metaphor that
means to
think differently, unconventionally, or from a new perspective.
This phrase often refers to novel or
creative thinking.
Linear Learners
Linear learners learn most
thoroughly and efficiently, when
material is presented to them
in a
logical, ordered progression. They will often attack
problem solving with a series of ordered steps. They often will
understand in part before understanding the whole. They prefer
to start off with the simplest concept or part of a problem, and
work through to the more difficult parts until the whole
solution is found. Many teachers and instructors follow a linear
progression.
Suggestions: If your instructor moves from one topic to another,
make sure you rewrite your notes, and fill in the gaps in your
notes. This may require borrowing another student's notes, or
actually visiting the professor outside of the classroom. If the
instructor skips around and does not follow a logical or
chronological progression, you may want to rewrite the subject
matter according to a logical progression that makes sense to
you. Always outline the subject matter.
Linear vs. Non-linear Learning (PDF)
Right Brain Parallel -
Left Brain Serial
-
Lineal Thinking
(divergent)
Linearization
refers to finding the linear approximation to a function at a given point.
In the study of dynamical systems, linearization is a method for assessing
the local stability of an equilibrium point of a system of nonlinear
differential equations or discrete dynamical systems.
Seeing the Whole Picture - Seeing Beneath the Surface
Get the Big
Picture means to see all the things that are related to a problem
so that an accurate decision can be made. There are
layers,
levels,
dimensions and
different
points of view that are beyond the
surface, things that
need to be
considered when making a
decision. Having all the
evidence and all the
facts is important when you
need to
fully
understand
the
overall meaning of a situation, or
to understand the
real implications of a
situation. You need to be
conscious of
the whole picture and
see things as a whole, because things are more than
just
the sum of their parts.
You
Get the Picture means that you
understand the
entire
perspective of a situation, sometimes using
divergent
thinking and
mind maps,
or by doing more
research.
Seeing the Whole Picture is seeing
all related factors or parallel
factors, and the potential
consequences of those factors in the
future.
It's understanding the
logical relation
of things as a whole.
Gestalt emphasizes the
processing of entire
patterns
and
configurations, and not merely the individual
components.
Connecting the Dots -
Interdependent -
Systemic -
Neural
Networks -
Thinking Levels -
Investigation -
Root Cause -
Pyramid of Complexity -
Puzzles -
Visualization -
Reading Between the Lines -
Two Sides to a
Story -
Two Sides of the Brain -
Multi-Disciplinary -
Construct -
Emergence -
Transcend -
Mind Maps -
Mind Set
Being able to
see all the different
layers of
information that exist
in our world can give us a much better
understanding of ourselves
and the world around us. But most people just see the
surface
of things,
and most people just see life as being
one dimensional or
superficial. This type of
low
level thinking and
shallow view is fine if you're
multitasking or
just
relaxing. But if
you really want to fully understand yourself and the world around you, you
need to learn more about all the different things that are happening
inside you, and
learn more about all the different things that are
happening around you in the environment and in other
social structures.
Not being
aware of all the
vulnerabilities
in life is extremely
risky and dangerous. And not being aware of your full
potential will reduce your odds of having a good life. Every problem that
we see in the world is directly related to people
not having enough
knowledge and information. We understand all the negative side effects
that comes from having a
poor education, and we can clearly see all the
benefits that comes from having a good education, but we still can't see
below the surface of things in order to live life to its full potential.
Let the
truth be
told.
There's more than what meets the eye. It's
not just your
field of view, it's more about your
depth of knowledge. You can't
fully see what you don't know and you
can't clearly understand what you
have never learned.
If you don't know something, then you
can't
understand it or be
conscious of it,
thus things can be
invisible to
you. You need
X-Ray Eyes.
Holistic is the
view that
the
whole is more than
just the
sum of its
parts. There is a
functional
relation between the
parts and the whole. The
whole is
made up of parts, and parts can
have parts, with each part having an individual
function, and the
system as a whole can have
a different function than its individual parts. And the different ways to
combine individual parts can
effect or
influence
the function of the whole system.
Whole
is
all of something,
including all its component
elements
or parts
without exception. Being
one complete unit or
constituting the full amount of something or the full extent of something.
Things or
people acting
together as a single undiversified whole.
Holistic Thinking is the
ability to see the big picture and
see the
interconnections between
different aspects of a
problem or a situation.
Holistic Thinkers
consider the
context as a whole,
focusing on the
relationships between
objects. A holistic perspective is
seeing ourselves as a whole. It's
taking a
step back to understand the situation as a whole, and
understanding of the
relationship between all of the parts of a whole, which can help you make
better decisions, avoid oversimplifying or overcomplicating issues, and
generate
creative solutions. When we
make decisions holistically, it
increases quality of life for all involved.
Analytic Thinkers focus on individual objects, assigning them to
categories based on
their attributes.
Holistic
Medicine -
Holistic Education
Holism is the
interdisciplinary idea that
systems possess properties
as
wholes, apart from the properties of their component
parts.
Emergence is the process of
coming into being, or becoming important or prominent, or the process of coming into
view or becoming exposed after being concealed. In philosophy, systems
theory, science, and art,
emergence occurs
when a complex entity
has properties or behaviors that its parts do not
have on their own, and emerge only when they interact in a wider whole.
Emergence plays a central role in theories of
integrative levels and of
complex systems.
Systems Thinking is a way of making sense of the complexity of the
world by looking at it in
terms of wholes and
relationships
rather than by splitting it down into its parts. It has been used as a way
of exploring and developing effective action in complex contexts, enabling
systems change. Systems
thinking draws on and contributes to systems theory and the system
sciences.
"To see what is in front
of one's nose needs a constant struggle."
"Only those who can see
the invisible, can do the impossible."
Scope refers to the breadth and the complexity of the central
concern of a message, including all of the points that the speaker must
establish for the listeners so they can understand the central concern, as
well as, understand all of the significant issues that the speaker must
address in order to present a fair, well-considered argument. Having
people understand the whole picture is crucial.
If you don't see
the whole picture, then what do you see? Just a part of something that you
don't fully understand. If you can't see your potential, then how will you
reach your potential?
Narrow
Minded.
You Don't Know the Half of It means that
there is
more to
the story that has been told. Not all knowledge and information has
been presented and understood. There are more details that would help you
to fully understand a situation. Seeing the whole picture is only possible
when you know that there are other pieces missing. If you don't know the
questions to ask, you will not find the answers. When you hear people say,
"If I knew that before, I would have acted differently," it means that
they just realized they were missing valuable information. So before
jumping to conclusions, just take a
good look first to see where you're going, because you might not like the
destination that you're heading for.
Spectrum is a large range of
related objects,
values, qualities, ideas or activities. An
ordered array of the
components of an emission
or wave. Full Spectrum is having all
visible wavelengths present in
proportions covering an entire range or
set. A
prism shows different colors in white light
that you normally don't see.
Grand Scheme is the
totality
of the situation approached
objectively. The big picture. All
things
considered and known.
The Grand Scheme
of Things is the complete picture of something. The
organization of
things in general; the way the world is. It means that when you
put
things in perspective, taking everything into account, sometimes what has
previously been considered significant isn't quite significant. Describes
how important one thing is when
compared to everything else in a situation
or how one thing relates to the other things in a situation.
Landmark study shows that transcendent thinking may grow teens' brains
over time. Scientists find that adolescents who grapple with the bigger
meaning of social situations experience greater brain growth, which
predicts stronger identity development and life satisfaction years later.
The
executive control network is
involved in managing focused and goal-directed thinking, while the default
mode network is active during all kinds of thinking that
transcends the
"here and now," such as when recalling personal experiences, imagining the
future, feeling enduring emotions such as compassion, gratitude and
admiration for virtue, daydreaming or thinking creatively.
Transcendence comes from the Latin prefix
trans-, meaning "
beyond,"
and the word scandare, meaning "to climb." When you achieve
transcendence,
you have gone beyond ordinary limitations.
There's a lot of basic knowledge on this website, but there's also a lot
highly valuable advanced knowledge, which can only be understood when you can
organize the information and knowledge in a particular way, a way that allows you
to see the deeper meanings and see the bigger picture. This is when you
experience enlightenment on the grandest scale.
Look Beneath the Surface is to
focus on the
deeper aspects of something, and not
just the
traits that are
most easily identified. Look
beneath
the surface of the text and
analyze the writers
stylistic choices.
Just Scratching the Surface is when you know that
there's a lot more below the surface
of something that you cannot see, and
that you need to learn more and
dig deeper in order to understand the situation more accurately, and
thus find a
solution or an answer.
Root Cause.
Peeling Back the Layers of the Onion means
to go beyond the outside appearances when judging something or someone.
People have a great many facets to their personalities that will not
always be readily seen. To
observe these traits requires that you observe
more than just what is on the
surface.
Break it Down means to divide something
into parts or groups in order to understand a problem a little better.
Russian Dolls or
Matryoshka Dolls are a
set of wooden dolls of decreasing size placed one inside another. The idea
is that each doll is smaller than the last, so they nestle inside each
other, and when they are all fitted together you see only one doll, the
biggest doll. Similar to seeing the puppet but not the
puppet master. Matryoshka
dolls are a traditional representation of the
mother carrying a child within her
and can be seen as a representation of a chain of mothers carrying on the
family legacy through the child in
their womb. Furthermore, matryoshka dolls are used to illustrate the
unity of body, soul,
mind, heart, and spirit. Matryoshkas are also used metaphorically, as a
design paradigm, known as the "matryoshka principle" or "
nested
doll principle". It denotes a recognizable relationship of "
object-within-similar-object"
that appears in the design of many other natural and crafted objects.
Examples of this use include the
matrioshka brain, the Matroska media-container format, and the Russian
Doll model of multi-walled carbon nanotubes. The
onion metaphor is similar. If the outer layer is peeled off an
onion, a similar onion exists within. This structure is employed by
designers in applications such as the layering of clothes or the design of
tables, where a smaller table nests within a larger table, and a smaller
one within that. The metaphor of the matryoshka doll (or its onion
equivalent) is also used in the description of
shell companies and similar corporate
structures that are used in the context of tax-evasion schemes in low-tax
jurisdictions (for example,
offshore tax
havens). It has also been used to describe satellites and suspected
weapons in space. The name matryoshka, literally "little matron", is a
diminutive form of the Russian female first name "Matryona" or "Matryosha".
Matryoshka dolls are also known as babushka dolls, stacking dolls, nesting
dolls, Russian tea dolls. Russian dolls are similar to how measuring cups,
spoons and different size pots can be stacked together.
Multifaceted
is something that has many
facets,
or many aspects, sides, faces or nuances. A complicated issue that have
lots of contributing factors.
Facet is
one
side of something that has many sides. A particular aspect or feature of
something.
Mosaic is an
arrangement of things
forming a composite image, which is a picture that is made from the
combination of
multiple
images merged into a single surface. A mosaic in
art
consists of a design made of small pieces of colored stone or glass.
With a
Jigsaw Puzzle you have to
put all
the pieces together in order to
see the whole picture.
Tiles -
Fractals
Composite is a
conceptual whole made
up of complicated and
related
parts. Consisting of separate interconnected parts.
Composite Material is a material made from two or more constituent
materials with significantly different physical or chemical properties
that, when combined, produce a material with characteristics different
from the individual components.
Profound
is something showing
intellectual
penetration or emotional depth. Something that is far-reaching and
thoroughgoing in effect, especially on the nature of something. Something
of the greatest intensity or something complete. Something coming from
deep within one or something situated at or extending to great depth.
Something too deep to have been sounded or plumbed.
Depth
is the
intellectual ability to penetrate
deeply into ideas. Degree of psychological or intellectual
profundity. The extent
downward, backward or inward. The attribute or quality of being deep,
strong, extreme or intense. The deepest and most remote part. depth can
also mean a measurement of the distance from the top or
surface to the bottom
of something.
Deep is extending far
down from the top or
surface. very intense or extreme.
Standing too Close to an Elephant is when
you miss the entire picture of the situation because your
focus is to
narrow, you can't actually see the elephant, all you see is it's skin and
the enormity of the elephant close up overwhelms the entire picture. So
You need to stand back in order to see the whole picture.
You Can't See the Forest for the Trees is
an expression used when someone is
too involved
with certain details of a
problem that they
can't
see the situation as a whole. It means that if you look at things one at a
time, you might not realize that a branch of separate "trees" go together
to make a "forest". When you are too close to a situation you need to step
back and get a little
perspective. When you do you will notice there was a
whole forest you couldn't see before because you were too close, and
focusing on the trees. Simply that you have
focused on the many details and
have failed to see the overall view, impression or key point.
Not
seeing the trees for the wood maybe from suppression by higher brain
regions. Researchers have shown how it is possible that objects stand
out less when they are surrounded by similar objects. This
surroundings-suppressing effect is caused by feedback from higher visual
brain areas. The results of this research are important for a better
understanding of the way in which the brain transforms incoming light into
a cohesive image.
Stepping Back can give us the ability to
gain a greater and higher perspective. For example, if we’re irritated and
angered by something or someone, and we step back from that experience, we
can explore how the experience was created, what triggered it, what went
on inside of us that generated our response, how it fits or doesn’t fit
with our larger purposes and values, how useful or ecological the
experience is, and what we could do to alter our response. The
mental-emotional step back gives us new
perspective, understanding,
insight, and choice.
"Sometimes I have no idea what I'm looking for
until I see it."
Right Under Your Nose
is something that happens right in front of you but you fail to see it or
notice it because you
lack the knowledge to see it, or
you
believe that something is normal
so you don't question it. You have to know what to look for and where to
look.
Secrecy -
Magic.
Hiding in Plain Sight is something that is
visible but is unnoticeable because of certain factors that
masks it or
disguises it, or it
blends in
with the background so that it's easily overlooked.
At First Glance is when you see something
for the first time briefly or consider something briefly, but you don't
fully process it.
Macro Level
Perspective is basically looking at the bigger picture, or
things as a whole, or
an abstract level that is large in scale or scope. To stand back and take
in the entirety of experience, rather than examining smaller
details up close. Looking at
society as a whole instead on individual actions, a large scale, affecting
entire communities, states or even countries. A study of globalization
that examines the interrelationships between nations.
Observations.
Meso is parts of society, groups and
organizations. Meso-level analysis indicates a population size that falls
between the micro and macro levels, such as a community or an
organization.
Mesosociology is the study of intermediate (meso) social forces and
stratification such as income, age, gender, race, ethnicity, organizations
and geographically circumscribed communities. Mesosociology lies between
analysis of large-scale macro
forces such as the economy or human societies (which is a domain of
macrosociology), and everyday human social interactions on a small scale
(a domain of microsociology).
Connectedness.
Micro-Level
Perspective focuses on small
details and daily
interactions. It's the
perspective
you gain when you closely home in on an individual problem and try to
establish the elements of your business practices that contribute to that
problem. Macro-level sociology looks at large-scale social processes, such
as social stability and change. Micro-level sociology looks at small-scale
interactions between individuals, such as conversation or group dynamics.
Drill Down is a capability that takes
the user from a more general view of the data to a more specific one.
Higher-Order Thinking
is when a person takes new information and information stored in memory
and
interrelates and/or
rearranges and extends this information to achieve
a purpose or find possible answers in perplexing situations. This
challenges the student to interpret, analyze, or manipulate information
through multiple levels in order for them to
gain a better understanding of the content.
Real-World Learning -
Replacing Bad
Thoughts.
Half Truth
is like
seeing only half of
the picture, or hearing only half of a sentence, or reading only half of a
book.
Black Box.
"Look Beneath to See Things for What They Truly Are." -
Marcus Aurelius -
Meditations (wiki).
Matrix
-
Dimensions -
Building Blocks of Life -
3D Chess
What you know changes how you see things. Researchers have gained
important insight into how the human brain processes an object in the
visual system and where in the brain this processing takes place. The
study shows people perceive objects differently depending on their prior
knowledge and experience with that object.
Everyone needs a full spectrum of knowledge and
information in order to fully understand themselves and the world around
them. Being good at only one or two things will leave you
vulnerable to
mistakes and give you a false sense of security. Your
foundation of
knowledge needs to be strong and level, if not, your house of
knowledge will be on shaky ground and could eventually collapse and come
crumbling down, as it has for millions of people
throughout human history, and everyday
in the 21st century.
It's time to
lift the veil and see everything that we have been missing.
Construal Level Theory is a theory in social psychology that describes
the
relation between
psychological distance and the extent to which people's thinking (e.g.,
about objects and events) is abstract or concrete. The general idea is
that the more distant an object is from the
individual, the more
abstract it will be thought
of, while the closer the object is, the more concretely it will be thought
of. In CLT, psychological distance is defined on several
dimensions—temporal,
spatial,
social and hypothetical distance being considered most important, though
there is some debate among social psychologists about further dimensions
like
informational,
experiential or affective distance. According to construal level theory
people perceive events that vary in several types of psychological
distance:
temporal distance (time), spatial
distances (physical space), social distances (
interpersonal
distances, such as distance between two different groups or two
dissimilar people), hypothetical distances (imagining that an event is
likely or unlikely), Psychological distance affects the extent to which we
think about an event, person, or idea as high or low level, and this will
influence how concrete or abstract those thoughts are: High level
construal is when people think abstractly. When thinking on this level,
people are
looking at the bigger picture;
not focusing on details. At the high level, people
focus on central features that capture the overall gist of the
situation or object. Low level construal is when people think more
concretely and is associated with psychological proximity. When people are
engaged in low-level construal, they are
focusing on the present in
great detail. At the low level, people focus on the peripheral,
secondary features that are less essential to the overall gist of the
situation or object. Whether near mode or far mode,
it's all relative.
Data
Fusion is the process of
integrating multiple data sources to produce more consistent,
accurate, and
useful information than that
provided by any individual data source. Data fusion processes are often
categorized as low,
intermediate, or high, depending on the
processing stage at
which fusion takes place. Low-level data fusion combines several sources
of raw data to produce new raw data. The expectation is that fused data is
more informative and synthetic than the original inputs. For example,
sensor fusion is also known as (
multi-sensor)
data fusion and is a subset of information fusion. The concept of data
fusion has origins in the evolved capacity of humans and animals to
incorporate information from multiple senses to improve their ability to
survive. For example, a combination of sight, touch, smell, and taste may
indicate whether a substance is edible.
Sensor Fusion is the process of
combining sensor data or
data derived from disparate sources such that the resulting information
has less uncertainty than would be possible when these sources were used
individually. For instance, one could potentially obtain a more accurate
location estimate of an indoor object by combining multiple data sources
such as video cameras and WiFi localization signals. The term uncertainty
reduction in this case can mean more accurate, more complete, or more
dependable, or refer to the result of an emerging view, such as
stereoscopic vision (calculation of depth information by combining
two-dimensional images from two cameras at slightly different viewpoints).
Image Fusion is the process of gathering all the important information
from
multiple
images, and their inclusion into fewer images, usually a single one.
This single image is more informative and accurate than any single source
image, and it consists of all the
necessary information. The purpose of image fusion is not only to
reduce the amount of data but also to
construct images that
are more appropriate and understandable for the human and machine
perception.
Information Integration is the
merging of information
from heterogeneous sources with differing conceptual, contextual and
typographical representations. It is used in data mining and consolidation
of data from unstructured or semi-structured resources. Typically,
information integration refers to textual representations of knowledge but
is sometimes applied to rich-media content. Information fusion, which is a
related term, involves the combination of information into a new set of
information towards reducing redundancy and uncertainty. Examples of
technologies available to integrate information include deduplication, and
string metrics which allow the detection of similar text in different data
sources by fuzzy matching. A host of methods for these research areas are
available such as those presented in the International Society of
Information Fusion. Other methods rely on causal estimates of the outcomes
based on a model of the source.
Life shouldn't be a
black box. You
should know how your
mind works, you should know
how your
body works, you should
know how
relationships work, you should
know how
society works, you should
know how your
government works, and
you should know where the
corruption
is and know who the people are who are responsible for committing crimes,
and know who the people are who are responsible for stopping crimes.
Thinking in Levels - Seeing all the Layers
Life is made up of Layers. The
more layers that you can
see, and the
more layers that you can
understand, the better your
decisions and actions will be. In order to
see the bigger picture
or see the
full spectrum, you need to learn and gain knowledge that will give you the skills
and the ability to see the entire picture, and thus, have a better
understanding of yourself and the world around you. You have to see
beneath the
surface.
You need to
extrapolate
all the
layers of information and see all the
layers of information beyond or beneath the
surface information. Don't just see
the surface, and don't limit things to a
single definition or to a
single
concept.
Underlying Reasons refers to the things
that are below or beneath what we can see or understand, things that are
hidden but important, things that shape the meaning or the effect of
something else, without being explicit itself.
Cause and Effect
-
Level of Analysis -
Neural
Networks -
Dimensions -
Seeing the Whole Picture
-
Two Sides to a
Story -
Levels of
Consciousness
Abstraction in computer science is a
technique for
arranging complexity of computer systems. It works by
establishing a level of complexity on which a person interacts with the
system,
suppressing the more complex details below the current level. The
programmer works with an idealized
interface (usually well defined) and
can add additional levels of functionality that would otherwise be too
complex to handle.
Hierarchy is a series of
ordered groupings of
people or things within a
system.
The organization of people at
different levels of responsibilities
and
authority.
Need to Know Basis.
Cortex -
Limbic -
Reptilian
-
Executive
-
Comprehension Levels
Abstraction
Layer is a way of
hiding the implementation details of a particular
set of
functionality, allowing the
separation of concerns to facilitate interoperability and
platform independence.
Examples of software models that use layers of abstraction include the OSI
model for network protocols, OpenGL and other graphics libraries.
Principle of Abstraction is the amount of
complexity by which a system is viewed or programmed. The
higher the
level, the less detail. The lower the level, the more detail.
The highest
level of abstraction is the entire system. The next level would be a
handful of components, and so on, while the lowest level could be millions
of objects.
Your
conscience
should have primary top-level thinking that keeps the mind from
straying too far from your main
objectives and from becoming unaware of it self or your surroundings.
Stack Data Structure is an abstract data
type that serves as a
collection of elements, with two principal operations: push, which
adds an element to the collection, and pop, which removes the most
recently added element that was not yet removed.
Call Stack is a stack data structure that
stores information about the active
subroutines of a computer program.
Layer is a sheet, quantity,
or thickness of material, typically one of several, covering a surface or
body. Single thickness of usually some homogeneous substance. A relatively
thin sheet like expanse or region lying over or under another. An abstract
place usually conceived as having depth. Thin structure composed of a
single thickness of cells.
Matrix -
Multi-Dimensional Universe in Brain Networks
-
Dimensions
Layers in digital image editing are used to separate different elements of an image. A layer can be
compared to a transparency on which imaging effects or images are applied
and placed over or under an image. Today they are an integral feature of
image editors.
Layer in object-oriented design is a group of classes that have the
same set of link-time module dependencies to other modules. In other
words, a layer is a group of reusable components that are reusable in
similar circumstances. In programming languages, the layer distinction is
often expressed as "import" dependencies between software modules.
There are levels of
communication and levels of
understanding. (Quick thinking but not quick to Judge).
Cognitive Architecture is a comprehensive computer model
structure of the human mind.
Conceptual Framework is an analytical tool
with several variations and contexts. It is used to make conceptual
distinctions and organize ideas. Strong conceptual frameworks capture
something real and do this in a way that is easy to remember and apply.
Hierarchy -
Executive Functions -
Thinking Levels -
Human Operating System
Level is a
position on a scale of intensity
or amount or
Quality. A relative position
or
Degree of Value in a graded
group. A specific identifiable
position in a continuum or series or especially in a
process. Height above ground. A flat
surface at
right angles to a plumb line. An
abstract place usually
conceived as having depth. A structure consisting of a room or set of
rooms at a single position along a vertical scale. Make level, even or
straight. Having a surface without slope, tilt in which no part is higher
or lower than another. Not showing abrupt variations. Being on a precise
horizontal plane. Direct into a position
for use.
Scientists demonstrate
that the brain operates on many
dimensions,
not just the 3 dimensions that we are accustomed to. Scientists have
uncovered a universe of multi-dimensional geometrical structures and
spaces within the
networks
of the brain.
High and Low Level are terms used to
classify, describe and point to specific goals of a systematic operation,
though its uses also vary depending on the context. high-level is used to
describe operations that are more abstract in nature, where overall goals
and systemic features are typically more concerned with the wider, macro
system as a whole. Alternatively, a low-level description is one that
describes more specific individual components of a systematic operation,
focusing on the details of rudimentary micro functions rather than macro,
complex processes. Low-level classification is typically more concerned
with individual components within the system and how they operate.
Algebraic
Topology is a branch of
mathematics
that uses tools from abstract
algebra to
study topological spaces. The basic goal is to find algebraic invariants
that classify topological spaces up to homeomorphism, though usually most
classify up to homotopy equivalence. Although algebraic
topology primarily uses algebra to study
topological problems, using topology to solve algebraic problems is
sometimes also possible. Algebraic topology, for example, allows for a
convenient proof that any subgroup of a free group is again a free group.
Algebraic topology is like a telescope and microscope at the same time. It
can zoom into networks to find hidden
structure.
Stratum
is a layer of rock or
soil with internally consistent characteristics.
Hierarchy.
Tier is one of two or more layers one atop
another. A
Relative Position
or
Degree of value in a
Graded Group.
Thermocline is a layer within a body of
water where the temperature
changes rapidly with depth.
Intercalation in chemistry is the reversible inclusion or insertion of
a
molecule (or ion) into materials with layered
structures. Examples
are found in graphite and transition metal dichalcogenides.
A
conscious
c
onscience. This is not the same thing as
being on a different level then someone else or
being level headed. This also does not imply
that always being conscious is always
obtainable.
Awareness is
having an understanding of many things. But the
true beauty of Awareness is that it is an
endless sea of
discoveries.
Everyone is on
different levels. Even though you may feel
that
your
on the top level, there are always levels above
you that are undiscovered. Computers have all
these
layers of information,
or code. And you can interact with different levels while working on a
single plane. Desktop Windows is one example, or when using imaging
software where you can work on many layers of information all at once.
On the Same Level is when people think
similarly and get along and have the same long term goals and moral values
in life that you have.
Equal.
Not On the Same Level is when people
are not educated in the same way and one person may have more education
and skills than another person.
Not Equal.
Over Your Head means
that something is beyond your ability to understand.
Computer Vision -
Networks -
Nerve Cells are
Arranged in Layers
How many files do you have open? Is it
random or organized? Do things on your desktop
last longer than they should?
"I always liked thinking. I
love to spend hours just thinking. And one of
the things I learned about thinking is that the
more I learned the more enjoyable my thoughts
became, and also the more productive my thoughts
became.
Learning is extremely important to
thinking."
Linear
Cause-Effect-Response
Framework -
Serial Arrangements of Sensory
Cortical Areas - Functional Aspects - Logical
Flow of Thought -
Connection Patterns.
Top-Down and
Bottom-Up Design are both strategies of information processing and
knowledge ordering, used in a variety of fields including software,
humanistic and scientific theories,
and management and organization. In practice, they can be seen as a style
of thinking, teaching, or leadership.
Development.
Divergent Thinking -
Lateral
Thinking -
Problem Solving
Perineurium in the
peripheral nervous system, the myelin sheath of
each axon in a nerve is wrapped in a delicate protective sheath known as
the endoneurium. Within the nerve, axons targeting the same anatomical
location bundled together into groups known as fascicles, each surrounded
by another protective sheath known as the perineurium. Several fascicles
may be in turn bundled together with a blood supply and fatty tissue
within yet another sheath, the epineurium. This grouping structure is
analogous to the muscular organization system of epimysium, perimysium and
endomysium.
Perineurium.
Conscious Competence Model
-
Conscious Competence Ladder
-
Four Stages of Competence -
Levels of Consciousness
Assessing Higher Order Thinking Skills
-
The Measurement of Perceptual Load and Reserve
Capacity.
Modularity of Mind
is the notion that a mind may, at least in part,
be composed of innate
neural structures
or modules which have distinct established evolutionarily developed
functions.
Modular brains help organisms learn new skills
without forgetting old skills.
Levels of Understanding: Intellectual
understanding, mental
realization.
Observation is the active acquisition of
information from a
primary source. In living beings,
observation employs the
senses. In
science, observation can also involve the recording of data via the use of
instruments. The term may also refer to any data collected during the
scientific activity. Observations can be qualitative, that is, only the
absence or presence of a property is noted, or quantitative if a numerical
value is attached to the observed phenomenon by
counting or measuring.
Nested Quotation is a quotation that is encapsulated inside
another
quotation, forming a hierarchy with multiple levels. When focusing
on a certain quotation, one must interpret it within its scope. Nested
quotation can be used in literature (as in nested narration), speech, and
computer science (as in "meta"-statements that refer to other statements
as strings). Nested quotation can be very confusing until evaluated
carefully and until each quotation level is put into perspective.
Scope is an area in which something acts or
operates or has power or control. The
state of the environment in which a
situation exists.
Visible Light Communication is a data communications
variant which uses
visible
light between 400 and 800 THz (780–375 nm). VLC is a subset of
optical
wireless communications technologies.
Levels of Processing Effect describes memory recall of
stimuli as a function of the depth of mental processing. Deeper levels of
analysis produce more elaborate, longer lasting, and stronger
memory
traces than shallow levels of analysis. Depth of
processing falls on a
shallow to deep continuum. Shallow processing (e.g., processing based on
phonemic and orthographic components) leads to a fragile memory trace that
is susceptible to rapid decay. Conversely, deep processing (e.g., semantic
processing) results in a more durable memory trace.
Pyramid is a
structure whose outer
surfaces are
triangular and converge to a single point at the top, making
the shape roughly a pyramid in the geometric sense. The base of a pyramid
can be trilateral, quadrilateral, or any polygon shape, meaning that a
pyramid has at least three outer triangular surfaces (at least four faces
including the base). The square pyramid, with square base and four
triangular outer surfaces, is a common version.
Thinking
(thought)
DIKW Pyramid
is
for representing purported structural and/or functional relationships
between data, information, knowledge, and wisdom. "Typically information
is defined in terms of data, knowledge in terms of information, and
wisdom
in terms of knowledge".
Framework in software is an abstraction in which
software providing
generic functionality can be selectively changed by additional
user-written code, thus providing application-specific software. A
software framework is a universal, reusable software environment that
provides particular functionality as part of a larger software platform to
facilitate development of software applications, products and solutions.
Software frameworks may include support programs, compilers,
code
libraries, tool sets, and application programming
interfaces (APIs) that
bring together all the different components to enable development of a
project or system.
Levels in video gaming is the total space available to the
player
during the course of completing a discrete objective.
Three-Dimensional Chess or 3‑D chess is any
chess variant that replaces the
two-dimensional board with a
three-dimensional array of cells between which the pieces can move. In
practice, this is usually achieved by boards representing different layers
being laid out next to each other either orthogonally, diagonally, or
vertexally), but not directly upward or downward.
5D Chess with Multiverse Time Travel allows pieces to travel through
time and between timelines in a similar way to how they move through ranks
and files. As the game progresses, the game becomes increasingly complex
through a series of alternate timelines that the player can take advantage
of.
4D game is when the fourth dimension is
not time! It is an actual fourth dimension of space,
List of Four-Dimensional Games (wiki) -
Visualizing a Network.
Application Layer is an
abstraction layer that
specifies the shared protocols and interface methods used by hosts in a
communications network. The application layer abstraction is used in both
of the standard models of computer networking: the Internet Protocol Suite
(TCP/IP) and the Open Systems Interconnection model (OSI model).
OSI Model is a conceptual model that
characterizes and standardizes the communication functions of a
telecommunication or computing system without regard to their underlying
internal structure and technology. Its goal is the interoperability of
diverse communication systems with standard protocols. The model
partitions a communication system into abstraction layers. The original
version of the model defined seven layers. Physical, Data Link, Network,
Transport, Session, Presentation, and Application.
Data Link Layer is the second layer of the
seven-layer OSI model of computer networking. This layer is the protocol
layer that transfers data between adjacent network nodes in a wide area
network (WAN) or between nodes on the same local area network (LAN)
segment. The data link layer provides the functional and procedural means
to transfer data between network entities and might provide the means to
detect and possibly correct errors that may occur in the physical layer.
Link Layer is the lowest layer in the
Internet
Protocol Suite, commonly known as TCP/IP, the networking architecture of
the Internet. It is described in RFC 1122 and RFC 1123. The link layer is
the group of methods and communications protocols that only operate on the
link that a host is physically connected to. The link is the physical and
logical network component used to interconnect hosts or nodes in the
network and a link protocol is a suite of methods and standards that
operate only between adjacent network nodes of a local area network
segment or a wide area network connection.
Physical Layer
In the seven-layer
OSI model of
computer networking, the physical
layer or layer 1 is the first and lowest layer. This layer may be
implemented by a
PHY
chip. The physical layer consists of the
electronic circuit transmission technologies of a network. It is a
fundamental layer underlying the higher level functions in a network. Due
to the plethora of available hardware technologies with widely varying
characteristics, this is perhaps the most complex layer in the OSI
architecture. The physical layer defines the means of transmitting raw
bits rather than logical data packets over a physical data link connecting
network nodes. The bitstream may be grouped into code words or symbols and
converted to a physical signal that is transmitted over a transmission
medium. The physical layer provides an electrical, mechanical, and
procedural interface to the transmission medium. The shapes and properties
of the electrical connectors, the frequencies to broadcast on, the line
code to use and similar low-level parameters, are specified here. Within
the semantics of the OSI model, the physical layer translates logical
communications requests from the
data link layer into hardware-specific operations to cause
transmission or reception of electronic signals.
Functional Software Architecture is an
architectural model that identifies enterprise functions, interactions and
corresponding IT needs. These functions can be used as reference by
different domain experts to develop IT-systems as part of a co-operative
information-driven enterprise. In this way both software engineers and
enterprise architects are able to create an information-driven, integrated
organizational environment.
Language of Thought Hypothesis describes the
nature of thought as possessing "language-like" or compositional structure
(sometimes known as mentalese). On this view, simple concepts combine in
systematic ways (akin to the rules of grammar in language) to build
thoughts. In its most basic form, the theory states that
thought, like
language, has syntax.
Human Operating SystemComputational Thinking is the thought processes
involved in formulating a problem and expressing its solution(s) in such a
way that a computer—human or machine—can effectively carry out. 1: Problem
Formulation (abstraction). 2: Solution Expression (automation). 3:
Solution Execution and Evaluation (analyses).
Problem Solving -
Causality
How does the brain flexibly process complex information? Human
decision-making depends on the
flexible processing of complex information, but how the brain may adapt
processing to momentary task demands has remained unclear. Researchers
have now outlined several crucial neural processes revealing that our
brain networks may rapidly and flexibly shift from a rhythmic to a 'noisy'
state when the need to process information increases. When participants
were more uncertain about the relevant feature in the upcoming choice,
participants' EEG signals shifted from a rhythmic mode (present when
participants could focus on a single feature) to a more arrhythmic,
"noisy" mode. "Brain rhythms may be particularly useful when we need to
select relevant over irrelevant inputs, while increased neural 'noise'
could make our brains more receptive to multiple sources of information.
Our results suggest that the ability to shift back and forth between these
rhythmic and 'noisy' states may enable flexible information processing in
the human brain. Additionally, the authors found that the extent to which
participants shifted from a rhythmic to a noisy mode in their EEG signals
was dominantly coupled with increased fMRI activity in the thalamus, a
deep brain structure largely inaccessible by EEG. The thalamus is often
thought of primarily as an interface for sensory and motor signals, while
its potential role in flexibility has remained elusive. The findings of
the study may thus have broad implications for our current understanding
of the brain structures required for us to adapt to an ever-changing
world.
Grammatical Tense is a category that expresses
time reference.
Maslow's Hierarchy of Needs
Knowledge -
Knowledge Management
The Restless Mind (PDF)
7 Distinct Layers of the
Mind:
Manas = Instinctual body
Manas = Instinctual breath
Manas = Instinctual mind
Buddhi = Discriminative intellect
Smriti = memory
Ahamkara = ego
Purusha = self
Higher-Order Thinking is a concept of education reform based on
learning taxonomies (such as Bloom's taxonomy). The idea is that some
types of learning require more cognitive processing than others, but also
have more generalized benefits. In Bloom's taxonomy, for example, skills
involving analysis, evaluation and synthesis (creation of new knowledge)
are thought to be of a higher order than the learning of facts and
concepts which requires different learning and teaching methods.
Higher-order thinking involves the learning of complex judgmental skills
such as critical thinking and problem solving. Higher-order thinking is
more difficult to learn or teach but also more valuable because such
skills are more likely to be usable in novel situations (i.e., situations
other than those in which the skill was learned).
Bloom's Taxonomy is a set of three hierarchical models used to
classify educational learning objectives into levels of complexity and
specificity. The three lists cover the learning objectives in cognitive,
affective and sensory domains. The cognitive domain list has been the
primary focus of most traditional education and is frequently used to
structure curriculum learning objectives, assessments and activities.
Knowledge involves recognizing or remembering facts, terms, basic
concepts, or answers without necessarily understanding what they mean. Its
characteristics may include: Knowledge of specifics—terminology, specific
facts. Knowledge of ways and means of dealing with specifics—conventions,
trends and sequences, classifications and categories, criteria,
methodology. Knowledge of the universals and abstractions in a
field—principles and generalizations, theories and structures.
Comprehension involves demonstrating an understanding of facts and ideas
by organizing, comparing, translating, interpreting, giving descriptions,
and stating the main ideas. Application involves using acquired
knowledge—solving problems in new situations by applying acquired
knowledge, facts, techniques and rules. Learners should be able to use
prior knowledge to solve problems, identify connections and relationships
and how they apply in new situations. Analysis involves examining and
breaking information into component parts, determining how the parts
relate to one another, identifying motives or causes, making inferences,
and finding evidence to support generalizations. Its characteristics
include: Analysis of elements. Analysis of relationships. Analysis of
organization. Synthesis involves building a structure or pattern from
diverse elements; it also refers to the act of putting parts together to
form a whole. Its characteristics include: Production of a unique
communication. Production of a plan, or proposed set of operations.
Derivation of a set of abstract relations. Evaluation involves presenting
and defending opinions by making judgments about information, the validity
of ideas, or quality of work based on a set of criteria. Its
characteristics include: Judgments in terms of internal evidence.
Judgments in terms of external criteria. The taxonomy is set out as
follows: 1.00 Knowledge. 1.10 Knowledge of specifics. 1.11 Knowledge of
terminology. 1.12 Knowledge of specific facts. 1.20 Knowledge of ways and
means of dealing with specifics. 1.21 Knowledge of conventions. 1.22
Knowledge of trends and sequences. 1.23 Knowledge of classifications and
categories. 1.24 Knowledge of criteria. 1.25 Knowledge of methodology.
1.30 Knowledge of the universals and abstractions in a field. 1.31
Knowledge of principles and generalizations. 1.32 Knowledge of theories
and structures.
Hierarchy - Series of Ordered Groupings
Visual Hierarchy
refers to the arrangement or
presentation of
elements in a way that implies importance. Visual hierarchy influences the
order in which the human eye perceives what it sees. This order is created
by the visual contrast between forms in a
field of perception. Objects
with highest contrast to their surroundings are recognized first by the
human mind. The term visual hierarchy is used most frequently in the
discourse of the visual arts fields, notably so within the field of
graphic design.
Hierarchical Organization (power
structure) -
Levels of Thinking -
#osi
Hierarchy is an arrangement of items (objects,
names, values,
categories,
etc.) in which the items are represented as being "above,"
"below," or "at the same level as" one another.
Cognitive Hierarchy Theory is a behavioral
model originating in behavioral economics and
game theory that attempts to
describe human thought processes in strategic games. CHT aims to improve
upon the accuracy of predictions made by standard analytic methods
(including backwards induction and iterated elimination of dominated
strategies), which can deviate considerably from actual experimental
outcomes.
Neural top down control of physiology concerns
the direct regulation by the brain of physiological functions (in addition
to smooth muscle and glandular ones) This regulation occurs through the
sympathetic and
parasympathetic system (the autonomic nervous system), and
their direct innervation of body organs and tissues that starts in the
brainstem. There is also a noninnervation hormonal control through the
hypothalamus and pituitary (HPA). These lower brain areas are under
control of cerebral cortex ones. Such cortical regulation differs between
its left and right sides. Pavlovian conditioning shows that brain control
over basic cell level physiological function can be learnt.
Top-down modulation of
attention by emotion
Hierarchical Model
is a data model in which the data is
organized into a
tree-like structure.
The data is stored as
records which are connected to one another through
Links. A record is a
collection of fields, with each field containing only
one value.
DIKW Pyramid for representing purported
structural and/or functional
relationships between data, information,
knowledge, and wisdom. "Typically information is defined in terms of data,
knowledge in terms of information, and wisdom in terms of knowledge" (wisdom hierarchy, knowledge hierarchy, information hierarchy).
Hierarchical Temporal Memory Interaction of Pyramidal Neurons in the
Neocortex. Pyramidal is something that resembles a pyramid. A top down
structure where your most important priorities reside.
Your Conscience that
over looks your decisions. So you have to make sure that you are not a
toxic leader.
Real-time Control System is a reference model
architecture, suitable for many software-intensive, real-time
control
problem domains. RCS is a reference model architecture that defines the
types of functions that are required in a real-time intelligent control
system, and how these functions are related to each other.
Minto Principle is the powerful and compelling
process for producing everyday business documents – to-the-point memos,
clear reports, successful proposals, or dynamic presentations.
Systems Thinking
Introspection is the examination of one's
own
conscious thoughts and feelings. In
psychology the process of
introspection relies exclusively on observation of one's mental state,
while in a spiritual context it may refer to the examination of one's
soul. Introspection is closely related to human self-reflection and is
contrasted with external observation.
Processing Fluency is the ease with which
information is processed. Perceptual fluency is the ease of
processing
stimuli based on manipulations to perceptual quality. Retrieval fluency is
the ease with which information can be retrieved from
memory.
Process Management
is the ensemble of activities of planning and
monitoring the performance
of a
business process. The term usually refers to the management of
business processes and manufacturing processes. Business process
management (BPM) and business process reengineering are interrelated, but
not identical.
Levels of Processing Effect (PDF)
Attention Management refers to models and
tools for supporting the
management of
attention at the individual or at
the collective level (cf. attention economy), and at the short-term (quasi
real time) or at a longer term (over periods of weeks or months).
Executive Controls
Executive Functions are a set of
cognitive processes –
including
attentional control,
inhibitory control,
working memory, and
cognitive flexibility, as well as
reasoning,
problem solving, and
planning
– that are necessary for the cognitive control of behavior, and selecting and
successfully
monitoring behaviors that facilitate the
attainment of chosen
goals. Executive functions gradually
develop and change across the
lifespan of an individual and can be improved at any time over the course
of a person's life. Similarly, these
cognitive processes can be adversely
affected by a variety of events which affect an individual.
Human Operating System -
Awareness -
Mind over Body -
Reptilian Brain -
Cortex -
Will Power
Executive is a person
responsible for the
administration of a
business. Having the
function of carrying out
plans or
orders. Someone who
manages a government
agency or department, or a
brain.
You are the person
responsible
for the
programming your
brain. The brain is the hardware, and you are
responsible for the
software. The brain
gives you the
tools to process information,
but it's your responsibility to learn
how to effectively use the tools you have and maintain the tools you
have in good working order. The
dumb down schools and the
corporate controlled media is
not responsible for you brain, you are. You don't want
corrupt ignorant strangers
controlling your thoughts. Because
that's when horrible things happen, such as abuse, violence, killing,
theft, damage and destruction. This is the direct result of what happens
when people have no control over their software, or their brain. You have
to program your brain using knowledge in the form of human
language, and you have to to know how to
operate the software, which is the
language your brain uses.
Schema describes a
pattern of
thought or
behavior that organizes
categories of
information and the
relationships
among them. It can also be described as a mental
structure of preconceived
ideas, a framework representing some aspect of the world, or a
system of
organizing and perceiving new information. Schemata influence attention
and the
absorption of new knowledge: people are more likely to notice
things that fit into their schema, while re-interpreting
contradictions to
the schema as exceptions or distorting them to fit. Schemata have a
tendency to remain unchanged, even in the face of
contradictory
information. Schemata can help in understanding the world and the rapidly
changing environment. People can organize new perceptions into schemata
quickly as most situations do not require complex thought when using
schema, since automatic thought is all that is required.
Cognitive Architecture -
Hierarchy -
Thinking LevelsHigher-Order Thinking
is when a person takes new information and information stored in memory
and
interrelates and/or
rearranges and extends this information to achieve
a purpose or find possible answers in perplexing situations. This
challenges the student to interpret, analyze, or manipulate information
through multiple levels in order for them to
gain a better understanding of the content.
Real-World Learning -
Replacing Bad
Thoughts.
Synchronizing specific brain oscillations enhances executive function.
Two brain regions -- the medial frontal and lateral
prefrontal cortices -- control most
executive function. Researchers used high-definition transcranial
alternating current stimulation (HD-tACS) to synchronize oscillations
between them, improving brain processing. De-synchronizing did the opposite.
High order cognitive areas of the brain.
The frontal, temporal and parietal lobes contain the majority of the
tertiary association cortex, which are key substrates for higher cognition
including executive function, language, memory and attention.
Frontal lobe is responsible for initiating
and coordinating motor movements; higher cognitive skills, such as problem
solving, thinking, planning, and organizing; and for many aspects of
personality and emotional makeup. The parietal lobe is involved with
sensory processes, attention, and language. The
cerebrum, the largest part of the human brain, is associated with
higher order functioning, including the control of voluntary behavior.
Higher-order integrative cortical areas,
called association areas, intervene between the sensory inputs and motor
outputs. Higher cortical functions include language, vision, recognizing
objects in space.
Seven Main Networks of
the Brain are the
Default Mode Network. The
Internal Mind.
The
Salience Network. The
Moderator. The
Limbic System. The
Regulator. The
Dorsal Attention Network. The
Aperture. The
Central Executive Network. The
External Mind. The
Visual System. The
Observer.
Outside factors may help children develop internal control. The
ability to control your own behavior, known as executive function, might
not exist all in your head. A new theory proposes it develops with many
influences from outside the mind. It draws on dynamic systems theory which
has been used to describe complex organizing phenomena like cloud
formation. Now, researchers are applying it to executive function, which
affects everything from children's readiness for school to social
relationships with long-term outcomes for adulthood.
Executive Dysfunction is a
behavioral symptom that disrupts a person's ability to
manage their own thoughts,
emotions and
actions. It's most common with
certain mental health conditions, especially addictions,
behavioral disorders, brain
development disorders and mood disorders.
Related Subjects -
Beyond
the Senses -
Creative Thinking -
Comprehension
-
Context -
Reasoning -
Decision Making -
Intelligence (definitions) -
Simultaneous Subject Learning -
Intrapersonal Intelligence (people smart) -
Tiny Machines
-
Very Low Frequency.
Everybody's Gotta Learn Sometime (Beck - The Korgis Cover) (youtube)
Change your heart, look around you
Change your heart, it will astound
you
I need your lovin' like the sunshine,
Everybody's got to learn sometimeEverybody's got to learn
sometime
Everybody's got to learn sometime.
Change your heart, look
around you
Change your heart, will astound you
I need your lovin'
like the sunshine,
Everybody's got to learn sometime
Everybody's got
to learn sometime
Everybody's got to learn sometime
I need your
lovin' like the sunshine
Everybody's got to learn sometime
Everybody's got to learn sometime.