Learning styles encompass theories that suggest individuals differ in how they learn and process information. David Kolb's model outlines two approaches to grasping experience - concrete experience vs abstract conceptualization - and transforming experience - reflective observation vs active experimentation. Gregore's model describes four cognitive styles based on how information is perceived, processed and ordered - concrete sequential, abstract sequential, abstract random, and concrete random. Field independence refers to a learning style where learners tend to separate details from context and rely less on teachers. Matching learning instruction to style is important as learning involves changes in learner behavior from experiences.
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
This presentation is about the influences of Culture, our Cognitive Styles, and Problem Solving in a psychological aspect.
This Presentation will be most helpful to the UG Psychology students.
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
This presentation is about the influences of Culture, our Cognitive Styles, and Problem Solving in a psychological aspect.
This Presentation will be most helpful to the UG Psychology students.
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
A) Learning Styles and Cognitive Styles +B) Language Learning Strategies an...faisal khallab
WHAT ARE LEARNING STYLES?
Basic Conceptual Issues
COGNITIVE STYLES
Problems with the Notion of Cognitive Style
Riding’s System
KOLB’S MODEL OF LEARNING STYLES
ASSESSING COGNITIVE AND LEARNING STYLES
Kolb’s Learning Style Inventory (LSI)
Riding’s Cognitive Styles Analysis (CSA)
COGNITIVE AND LEARNING STYLES IN L2 STUDIES
Field Dependence–Independence in L2 Studies
Sensory Preferences
Assessing Language Learning Styles
Perceptual Learning Style Preference Questionnaire and Learning Style Indicator
Style Analysis Survey and Learning Style Survey
The Ehrman & Leaver Construct
Skehan’s Conceptualization of a Learning Style Construct
PRACTICAL IMPLICATIONS
CONCLUSION
Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes.
Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.
“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
The Adult Learner: Chapter Outlines and Main PointsMike Ramsey
This is a 200 slide presentation outlining the book The Adult Learner by Malcolm Knowles. As you may know this book is some dry reading so I and my peers converted it into a four hour lecture. This was in 2004 and our powerpoint skills were basic. I hope this helps you with some insight into androgogy and the adult learner as well as some insight to the leading minds of the time.
Content created by: Brian Shearer, Rufus Brown, David Koleson, Jason Howsare, Karl Kilthau, and Mike Ramsey
Here you find in this ppt about teaching, its type, objectives of teaching, concept of learning, types of learning, characteristics, blooms taxonomy and all important theories of learning.
How do we design training or course curricula so that there is effective engagement of students in class room, since each student has specific learning preferences?
Keynote presentation at International Workshop at Kaoshiung, Taiwan on 15th September,2014
Chapter 19- el filibusterismo published in ghent(1891)Alvin Bugaoisan
El filibusterismo summary:
Ang nobela ay nagsisimula sa isang paglalakbay ng isang bapor, ang Bapor Tabo. Doon ipinakilala ang ilang tauhan ng nobela na si Simoun, Isagani, at Basilio. Si Crisostomo Ibarra, ang bida sa Noli Me Tangere, ay nagbalik sa Pilipinas at nagbalatkayo bilang isang mayamang alahero na nagngangalang Simoun. Taglay ang poot at layong makapaghiganti at iligtas si Maria Clara sa kumbento, naglunsad si Simoun ng mga plano upang bulukin at pahinain ang pamahalaan upang maging sanhi ng himagsikan.
Lihim at masinop siyang nagbalak at nakipagkuntsaba sa iba't ibang tauhan sa nobela, kabilang na si Basilio. Una, binalak niyang manghimagsik at manggulo sa isang pulutong na sapilitang magbubukas sa kumbento ng Santa Clara upang agawin si Maria Clara. Ngunit hindi natuloy ang planong ito sapagkat namatay nang hapong iyon si Maria Clara. Pangalawa, nagkaroon ng pagkakataon si Simoun sa kasal ni Paulita Gomez at Juanito Pelaez kung saan dadalo ang lahat ng makapangyarihan sa pamahalaan. Niregaluhan ni Simoun ang ikinasal ng isang magarang lamparang may hugis granada na kasinlaki ng ulo ng tao.Lingid sa kaalaman ng lahat, ang ilawang ito ay nagtataglay ng granada na kapag itataas ang mitsa upang paliwanagin ay sasabog ito. Sa kasawiang palad at sa pangalawang pagkakataon, hindi natuloy ang balak na ito ni Simoun sapagkat nalaman ni Isagani ang maitim na balak na ito at mabilis na inihagis ang ilawan sa ilog.
Matapos ang pangyayari, namundok si Simoun dala ang kaniyang mga alahas at nakipagkita kay Padre Florentino. Nangumpisal si Simoun at pinatawad naman ng pari. Uminom si Simoun ng lason upang hindi mahuli ng mga guardia sibil na buhay. Nagwakas ang nobela nang ihagis ng pari ang kayamanan ni Simoun sa dagat at umasang matatagpuan iyon at magagamit para sa kabutihan ng taumbayan.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. o encompass a series of theories suggesting
systematic differences in individuals' natural
or habitual pattern of acquiring and
processing information in learning situations.
o A core concept is that individuals differ in how they
learn.
4. David Kolb's model
based on the Experiential learning theory.
ELT model outlines two related approaches:
1. toward grasping experience: Concrete
Experience and Abstract
Conceptualization
2.toward transforming experience: Reflective Observation and
Active Experimentation
the ideal learning process engages all four of these modes in
response to situational demands.
5. David Kolb’s Experiential Learning Model (ELM)
Concrete Experience
Active Experimentation Reflective Observation
Abstract Conceptualization
6. GREGORE COGNITIVE STYLES METHODS
describes four cognitive styles for perceiving, processing,
and ordering information. The model describes these
styles according to four variables: concrete, abstract,
random and sequential, creating four styles:
Concrete Sequential (CS)
Abstract Sequential (AS)
Abstract Random (AR)
Concrete Random (CR)
8. CONCRETE SEQUENTIAL ABSTRACT SEQUENTIAL
This learner likes:
order
logical sequence
following directions, predictability
getting facts
They learn best when:
they have a structured environment
they can rely on others to complete this task
are faced with predictable situations
can apply ideas in pragmatic ways
What's hard for them?
Working in groups
Discussions that seem to have no specific
point
Working in an unorganized environment
Following incomplete or unclear directions
Working with unpredictable people
Dealing with abstract ideas
Demands to "use your imagination"
Questions with no right or wrong answers
.
This learner likes:
his/her point to be heard
analyzing situations before making a
decision or acting
applying logic in solving or finding
solutions to problems
They learn best when:
they have access to experts or references
placed in stimulating environments
able to work alone
What's hard for them?
Being forced to work with those of differing
views
Too little time to deal with a subject
thoroughly
Repeating the same tasks over and over
Lots of specific rules and regulations
"sentimental" thinking
Expressing their emotions
Being diplomatic when convincing others
Not monopolizing a conversation
CONCRETE RANDOM ABSTRACT RANDOM
This learner likes:
experimenting to find answers
take risks
use their intuition
solving problems independently
They learn best when:
they are able to use trial-and-error approaches
able to compete with others
given the opportunity to work through the
problems by themselves.
What's hard for them?
Restrictions and limitations
Formal reports
Routines
Re-doing anything once it’s done
Keeping detailed records
Showing how they got an answer
Choosing only one answer
Having no options
This learner likes:
to listen to others
bringing harmony to group situations
establishing healthy relationships with
others
focusing on the issues at hand
They learn best when:
in a personalized environment
given broad or general guidelines
able to maintain friendly relationships
able to participate in group activities
What's hard for them?
Having to explain or justify feelings
Competition
Working with dictatorial/authoritarian
personalities
Working in a restrictive environment
Working with people who don’t seem
friendly
Concentrating on one thing at a time
Giving exact details
Accepting even positive criticism
9. FIELD INDEPENDENCE
a field-independent
learning style is defined by
a tendency to separate
details from the
surrounding context.
10. Example: Field-independent
learners tend to rely less on
the teacher or other learners for
support.
In the classroom Activities such as extensive reading
and writing, which learners can carry
out alone, are useful for field-
independent learners.
11.
12. DEPENDENCE MODEL
is the notion that resources flow from a
"periphery" of poor and underdeveloped states
to a "core" of wealthy states, enriching the latter
at the expense of the former.
13.
14. MATCHING LEARNING STYLE TO
INSTRUCTION
• Learning is an interactive process, the product of student and
teacher activity within a specific learning environment.
• Learning has taken place when we observe a change of learner
behavior resulting from what has been experienced. Similarly, we
can recognize the learning style of an individual student only by
observing his overt behavior. Learning style is a consistent way of
functioning that reflects the underlying causes of learning
behavior
• As a student characteristic, learning style is an indicator of how a
student learns and likes to learn. As an instructional strategy, it
informs the cognition, context and content of learning.