Dr. Jeannette Vos is an international educator who has trained thousands of people around the world on accelerated learning methods. She holds a doctorate in education and has co-authored the international bestselling book The Learning Revolution. The document provides examples of Dr. Vos' work presenting keynotes and workshops in various countries, including China, Malaysia, New Zealand, Canada, Sweden, and training protégés from the USA. She shares expertise in areas like brain stimulation, nutrition, leadership, and applying accelerated learning principles.
Developing
The Total Brain
For Academic
Excellence
Improving creativity, intelligence, and grades
Reducing harmful stress, anxiety, and depression
Decreasing use of alcohol and drugs
Information written in this ppt presentation comes from other resources. Photo credits all to its rightful owner. References were cited at the last slide. Thank you and God bless!
Please leave comments or likes as sign of appreciation :)
The document discusses the key tenets of constructivism, which is based on the idea that learning occurs as learners construct meaning based on their own experiences. It outlines five principles of constructivism and discusses several major theorists who contributed to the development of constructivist theory, including Piaget, Bruner, Vygotsky, and Dewey. It also provides examples of classroom implications, such as teachers taking students' perspectives, encouraging questioning and collaboration among students, and using scaffolding techniques.
Constructivism is a theory of learning that suggests learners construct knowledge based on their experiences. It is based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key figures in constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist teaching strategies include identifying student entry points, structuring experiences to build understanding, using projects to relate to real-life experiences, and monitoring student understanding rather than assessing right/wrong answers.
This document summarizes the key cognitive learning theories of Piaget, Vygotsky, and Bruner. It discusses Piaget's four stages of cognitive development, Vygotsky's concepts of the zone of proximal development and scaffolding, and Bruner's three modes of representation (enactive, iconic, symbolic). It also compares the agreements and disagreements between Piaget/Bruner and Bruner/Vygotsky, emphasizing the social aspects of learning according to Vygotsky and Bruner.
Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. The key tenets of constructivism include identifying students' prior knowledge, structuring experiences to build on that knowledge, using real-life examples, understanding major concepts, and focusing on understanding rather than right/wrong answers. Key theorists who developed constructivism include Piaget, Bruner, Vygotsky, and Dewey. In a constructivist classroom, teachers mediate student interactions and seek student perspectives while students work in groups, ask questions, and take an active role in their learning.
Constructivism is a theory of learning that suggests learners construct knowledge by interacting with their environment and experiences. It is based on the idea that learners build understanding based on what they already know. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. In a constructivist classroom, the teacher acts as a facilitator by seeking students' perspectives and allowing questions, while students work collaboratively and are actively engaged in learning through activities like projects.
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Key aspects of constructivism include identifying student entry points, structuring experiences to help students build new understandings, using real-life projects to engage students, focusing on major concepts, and monitoring student understanding rather than assessing right and wrong answers. Major theorists who contributed to constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist classrooms encourage student collaboration, questioning, and interactive learning through scaffolding and social experiences.
Developing
The Total Brain
For Academic
Excellence
Improving creativity, intelligence, and grades
Reducing harmful stress, anxiety, and depression
Decreasing use of alcohol and drugs
Information written in this ppt presentation comes from other resources. Photo credits all to its rightful owner. References were cited at the last slide. Thank you and God bless!
Please leave comments or likes as sign of appreciation :)
The document discusses the key tenets of constructivism, which is based on the idea that learning occurs as learners construct meaning based on their own experiences. It outlines five principles of constructivism and discusses several major theorists who contributed to the development of constructivist theory, including Piaget, Bruner, Vygotsky, and Dewey. It also provides examples of classroom implications, such as teachers taking students' perspectives, encouraging questioning and collaboration among students, and using scaffolding techniques.
Constructivism is a theory of learning that suggests learners construct knowledge based on their experiences. It is based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key figures in constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist teaching strategies include identifying student entry points, structuring experiences to build understanding, using projects to relate to real-life experiences, and monitoring student understanding rather than assessing right/wrong answers.
This document summarizes the key cognitive learning theories of Piaget, Vygotsky, and Bruner. It discusses Piaget's four stages of cognitive development, Vygotsky's concepts of the zone of proximal development and scaffolding, and Bruner's three modes of representation (enactive, iconic, symbolic). It also compares the agreements and disagreements between Piaget/Bruner and Bruner/Vygotsky, emphasizing the social aspects of learning according to Vygotsky and Bruner.
Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. The key tenets of constructivism include identifying students' prior knowledge, structuring experiences to build on that knowledge, using real-life examples, understanding major concepts, and focusing on understanding rather than right/wrong answers. Key theorists who developed constructivism include Piaget, Bruner, Vygotsky, and Dewey. In a constructivist classroom, teachers mediate student interactions and seek student perspectives while students work in groups, ask questions, and take an active role in their learning.
Constructivism is a theory of learning that suggests learners construct knowledge by interacting with their environment and experiences. It is based on the idea that learners build understanding based on what they already know. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. In a constructivist classroom, the teacher acts as a facilitator by seeking students' perspectives and allowing questions, while students work collaboratively and are actively engaged in learning through activities like projects.
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Key aspects of constructivism include identifying student entry points, structuring experiences to help students build new understandings, using real-life projects to engage students, focusing on major concepts, and monitoring student understanding rather than assessing right and wrong answers. Major theorists who contributed to constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist classrooms encourage student collaboration, questioning, and interactive learning through scaffolding and social experiences.
This document discusses theories of human development across the lifespan and their implications for creating effective youth ministry programs. It notes that theories of cognitive, emotional, faith, and spiritual development are often too linear and do not account for cultural differences. Effective youth programs need to meet young people where they are, focus on their current developmental needs and interests, involve multigenerational support, and be adaptable based on changing individual and group spiritual development. The document advocates for youth voice and collaboration in program design.
This document provides a matrix and analysis of the philosophies of John Dewey, Jean Piaget, Jean-Jacques Rousseau, and Fredrich Froebel as they relate to education. It summarizes each philosopher's key beliefs, including Dewey's views on active and experiential learning, Piaget's stages of cognitive development, Rousseau's emphasis on individualized learning based on a child's nature, and Froebel's development of kindergarten and emphasis on learning through play. The document examines how each philosopher's ideas have influenced modern educational practices.
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Lev Vygotsky was a Russian psychologist who developed the theory of social constructivism. He believed that social interaction and culture play a key role in cognitive development. According to Vygotsky, learning occurs in the zone of proximal development through collaboration with more knowledgeable others. In the classroom, teachers act as guides who scaffold instruction to help students solve problems they cannot solve independently. Vygotsky's theories emphasize how language and social interaction aid children in constructing understanding.
The document discusses various aspects of human development including physical, personal, social, and cognitive development. It covers principles of development such as people developing at different rates and development occurring gradually. The document also discusses brain development and areas of the brain. It provides details on neurons, synaptic overproduction, and tendencies in thinking. Piaget's stages of cognitive development are explained including the sensorimotor, preoperational, concrete operational, and formal operational stages. Vygotsky's sociocultural perspective and the role of language, learning, and social interaction in development are summarized. Finally, the development of language and diversity in language development are covered.
A basic introduction to child development theoriesNoval Farlan
This document provides an overview of several prominent theories of child development, including those related to cognitive development (Piaget, Vygotsky), language development (Vygotsky, Skinner, Chomsky), social development (Bronfenbrenner, Vygotsky), and emotional/psychological development (Erikson, Bowlby, Ainsworth). Theories discussed include stages of development, the importance of social interactions and language, and the interplay between nature and nurture in influencing a child's growth.
This document provides an overview of several prominent theories of child development, including those proposed by Piaget, Vygotsky, Erikson, Bowlby, Ainsworth, and others. It discusses their perspectives on cognitive, emotional, social, language, and physical development. The document emphasizes that while each theory offers valid insights, professionals generally take an eclectic approach, using aspects of different theories as appropriate to further their understanding of child development.
This document provides an overview of a special issue of the magazine Professional Development Today focused on exploring the work and legacy of Reuven Feuerstein. The issue includes contributions from experts around the world on how Feuerstein's theories have benefited children, teachers, and families. The introduction provides background on Feuerstein's pioneering work challenging the notion of fixed intelligence and showing how children's learning potential could be improved. It describes Feuerstein's assessments and interventions with children deemed "uneducable." The issue aims to sustain interest in Feuerstein's ideas and their application to support children.
This document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is not a single general ability but rather consists of several specific intelligences. It introduces Gardner's theory and some of the debates around standardized testing versus considering other types of intelligence. It also discusses challenges in implementing multiple intelligences in classrooms but provides examples of schools that have successfully incorporated the theory. Overall it presents Gardner's theory positively and argues it has opened up new opportunities for teaching students in different ways.
Evolutionary potential of education-reportGnostic Centre
The Gnostic Centre of Education (Delhi) organized the day long Seminar (27 March 2016), as a contemplative conversation amongst the panelists and the audience on the deeper aims and creative forms that an education of the future would take. The
Seminar was divided into two sessions. The morning focused on Wisdom Traditions, the afternoon focused on Innovations in Higher Education.
Quantitative Business Analysis HelpTo support your work, use s.docxamrit47
Quantitative Business Analysis Help
To support your work, use scholarly sources and outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Part 1 Measuring Responses
In Part I, a company’s cereal is not selling well. You have to create a 10–15-question survey that measures customers’ preferences for the company’s cereal product.
In the present business environment, the best decisions are the ones that are informed decisions. Such decisions are based on collecting and analyzing good data. In order to properly measure, for example, the customers’ preferences regarding a product, it is important for a survey to ask the correct questions and in the correct manner.
Now what type of questions you will use to measure the preference is the crux of the assignment. Think about all the questions you need to ask when you are trying to determine customer-buying decisions about a product (taste, price, other products, etc.). Additionally you need to answer the following questions:
· How many scale items will you put in the survey? Justify your answer.
· Will you use multiple-choice questions? Why or why not?
· How many scale items will you use in the survey?
· Why did you select that number of scale items?
· How many scale points will you use in the survey? Justify your answer.
· What data type will be used in the survey? Justify your answer.
Part 2 Obtaining Results from a Survey
In Part II, you have to create a set of survey questions, assuming that you sell cars. You are attempting to measure how customers perceive the quality of the cars that you sell.
Surveys are a good tool for collecting valuable information, if designed and implemented properly.
It is important that a survey provide valuable results. Make sure you create three survey questions (with justification) each for simple category scales, multiple-choice single-response scales, multiple-choice multiple-response scales and Likert scale summated ratings.
It is important that a survey provide valuable results.
EDUC 1002: Pioneers and Philosophies of Education
Week 3
The Learning Environment
Throughout history we have been searching for quality educational environments and
practices for young children. European thought and practice, adapted to the unique
circumstances and culture of American society, has greatly influenced today’s early
childhood programs. By learning about the theories and practices of some of the
great educational philosophers, we better prepare ourselves to contribute to and
advance early childhood education.
Objectives
By completing this week, you should be able to:
• Recognize how environment affects learning
• Identify the major contributions of the targeted philosophers
• Analyze the impact of the targeted philosophers on modern education
You will know you have successfully completed this week when:
• You can discuss how environment affec ...
The History of Early Childhood EducationYati Octavia
The document provides an overview of the history of early childhood education. It discusses influential early thinkers such as John Amos Comenius, John Locke, Jean Jacques Rousseau, and Johann Pestalozzi who emphasized the importance of early experiences and education according to a child's natural development. Later influential figures included Friedrich Froebel, Sigmund Freud, John Dewey, Jean Piaget, Erik Erikson, B.F. Skinner, and Howard Gardner. The document examines their various theories and contributions to understanding child development and early education.
The document discusses the purpose and goals of education. It states that the goal of education should be the harmonious and full development of the person, including their body, mind, and spirit. It notes that today's education focuses more on providing information rather than transforming the person. Some drawbacks mentioned are that today's education provides knowledge but not respect or morals, and has become a commodity. The document provides suggestions for better techniques in education, including using visuals, group discussions, and role plays. It emphasizes treating students with kindness, compassion, and motivating them.
Here are the key points of an informal chat:
- Set aside time to talk one-on-one with the student away from others.
- Remind them of the agreed upon expectations/rules.
- Discuss the specific misbehaviour and why it's an issue.
- Ask for their perspective to gain understanding.
- Come to an informal agreement together on improving the behaviour.
- Follow up to see if the agreement is being followed through.
- Praise and acknowledge positive changes as a result of the chat.
The goal is to problem solve respectfully and get the student invested in making better choices moving forward.
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
Vygotsky's sociocultural theory posits that cognitive development occurs through social interaction and is mediated by language and culture. It emphasizes how learning occurs in the Zone of Proximal Development through collaboration with more knowledgeable others. According to the theory, higher order thinking develops first on a social level through interaction, then on an individual level. The implications for education include using strategies like scaffolding that support student learning within their ZPD.
Constructivism is a learning theory where learners actively construct their own understanding and knowledge through experiences. Key theorists who contributed to constructivism include Piaget, Vygotsky, Bruner, and Dewey. Constructivist teaching practices encourage active learning, student inquiry, collaboration and reflection to help students construct new knowledge based on prior learning.
The document discusses the sociocultural perspective on cognitive development. It explains that according to this view, how we learn and think is primarily shaped by our social and cultural environment. Culture influences cognitive development through child-rearing practices and what types of problems children are exposed to in their daily lives. Vygotsky argued that higher mental functions originate through social interactions and are then internalized. Children's intellectual development occurs within their zone of proximal development through guided participation and scaffolding provided by more skilled members of their culture. Different cultures will socialize cognition in different ways depending on their beliefs and tasks required to function within that culture.
This document discusses research conducted to develop effective messaging around social determinants of health. Through focus groups and surveys of over 3,000 Americans, researchers tested various messages and identified best practices. The most persuasive message discussed how, despite U.S. leadership in healthcare, Americans do not have as long life expectancies as other countries, but framing it in a way that doesn't trigger political biases. The research showed the importance of priming audiences, offering potential solutions, incorporating personal responsibility, and focusing on shared experiences rather than specific disparities.
This document discusses theories of human development across the lifespan and their implications for creating effective youth ministry programs. It notes that theories of cognitive, emotional, faith, and spiritual development are often too linear and do not account for cultural differences. Effective youth programs need to meet young people where they are, focus on their current developmental needs and interests, involve multigenerational support, and be adaptable based on changing individual and group spiritual development. The document advocates for youth voice and collaboration in program design.
This document provides a matrix and analysis of the philosophies of John Dewey, Jean Piaget, Jean-Jacques Rousseau, and Fredrich Froebel as they relate to education. It summarizes each philosopher's key beliefs, including Dewey's views on active and experiential learning, Piaget's stages of cognitive development, Rousseau's emphasis on individualized learning based on a child's nature, and Froebel's development of kindergarten and emphasis on learning through play. The document examines how each philosopher's ideas have influenced modern educational practices.
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Lev Vygotsky was a Russian psychologist who developed the theory of social constructivism. He believed that social interaction and culture play a key role in cognitive development. According to Vygotsky, learning occurs in the zone of proximal development through collaboration with more knowledgeable others. In the classroom, teachers act as guides who scaffold instruction to help students solve problems they cannot solve independently. Vygotsky's theories emphasize how language and social interaction aid children in constructing understanding.
The document discusses various aspects of human development including physical, personal, social, and cognitive development. It covers principles of development such as people developing at different rates and development occurring gradually. The document also discusses brain development and areas of the brain. It provides details on neurons, synaptic overproduction, and tendencies in thinking. Piaget's stages of cognitive development are explained including the sensorimotor, preoperational, concrete operational, and formal operational stages. Vygotsky's sociocultural perspective and the role of language, learning, and social interaction in development are summarized. Finally, the development of language and diversity in language development are covered.
A basic introduction to child development theoriesNoval Farlan
This document provides an overview of several prominent theories of child development, including those related to cognitive development (Piaget, Vygotsky), language development (Vygotsky, Skinner, Chomsky), social development (Bronfenbrenner, Vygotsky), and emotional/psychological development (Erikson, Bowlby, Ainsworth). Theories discussed include stages of development, the importance of social interactions and language, and the interplay between nature and nurture in influencing a child's growth.
This document provides an overview of several prominent theories of child development, including those proposed by Piaget, Vygotsky, Erikson, Bowlby, Ainsworth, and others. It discusses their perspectives on cognitive, emotional, social, language, and physical development. The document emphasizes that while each theory offers valid insights, professionals generally take an eclectic approach, using aspects of different theories as appropriate to further their understanding of child development.
This document provides an overview of a special issue of the magazine Professional Development Today focused on exploring the work and legacy of Reuven Feuerstein. The issue includes contributions from experts around the world on how Feuerstein's theories have benefited children, teachers, and families. The introduction provides background on Feuerstein's pioneering work challenging the notion of fixed intelligence and showing how children's learning potential could be improved. It describes Feuerstein's assessments and interventions with children deemed "uneducable." The issue aims to sustain interest in Feuerstein's ideas and their application to support children.
This document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is not a single general ability but rather consists of several specific intelligences. It introduces Gardner's theory and some of the debates around standardized testing versus considering other types of intelligence. It also discusses challenges in implementing multiple intelligences in classrooms but provides examples of schools that have successfully incorporated the theory. Overall it presents Gardner's theory positively and argues it has opened up new opportunities for teaching students in different ways.
Evolutionary potential of education-reportGnostic Centre
The Gnostic Centre of Education (Delhi) organized the day long Seminar (27 March 2016), as a contemplative conversation amongst the panelists and the audience on the deeper aims and creative forms that an education of the future would take. The
Seminar was divided into two sessions. The morning focused on Wisdom Traditions, the afternoon focused on Innovations in Higher Education.
Quantitative Business Analysis HelpTo support your work, use s.docxamrit47
Quantitative Business Analysis Help
To support your work, use scholarly sources and outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Part 1 Measuring Responses
In Part I, a company’s cereal is not selling well. You have to create a 10–15-question survey that measures customers’ preferences for the company’s cereal product.
In the present business environment, the best decisions are the ones that are informed decisions. Such decisions are based on collecting and analyzing good data. In order to properly measure, for example, the customers’ preferences regarding a product, it is important for a survey to ask the correct questions and in the correct manner.
Now what type of questions you will use to measure the preference is the crux of the assignment. Think about all the questions you need to ask when you are trying to determine customer-buying decisions about a product (taste, price, other products, etc.). Additionally you need to answer the following questions:
· How many scale items will you put in the survey? Justify your answer.
· Will you use multiple-choice questions? Why or why not?
· How many scale items will you use in the survey?
· Why did you select that number of scale items?
· How many scale points will you use in the survey? Justify your answer.
· What data type will be used in the survey? Justify your answer.
Part 2 Obtaining Results from a Survey
In Part II, you have to create a set of survey questions, assuming that you sell cars. You are attempting to measure how customers perceive the quality of the cars that you sell.
Surveys are a good tool for collecting valuable information, if designed and implemented properly.
It is important that a survey provide valuable results. Make sure you create three survey questions (with justification) each for simple category scales, multiple-choice single-response scales, multiple-choice multiple-response scales and Likert scale summated ratings.
It is important that a survey provide valuable results.
EDUC 1002: Pioneers and Philosophies of Education
Week 3
The Learning Environment
Throughout history we have been searching for quality educational environments and
practices for young children. European thought and practice, adapted to the unique
circumstances and culture of American society, has greatly influenced today’s early
childhood programs. By learning about the theories and practices of some of the
great educational philosophers, we better prepare ourselves to contribute to and
advance early childhood education.
Objectives
By completing this week, you should be able to:
• Recognize how environment affects learning
• Identify the major contributions of the targeted philosophers
• Analyze the impact of the targeted philosophers on modern education
You will know you have successfully completed this week when:
• You can discuss how environment affec ...
The History of Early Childhood EducationYati Octavia
The document provides an overview of the history of early childhood education. It discusses influential early thinkers such as John Amos Comenius, John Locke, Jean Jacques Rousseau, and Johann Pestalozzi who emphasized the importance of early experiences and education according to a child's natural development. Later influential figures included Friedrich Froebel, Sigmund Freud, John Dewey, Jean Piaget, Erik Erikson, B.F. Skinner, and Howard Gardner. The document examines their various theories and contributions to understanding child development and early education.
The document discusses the purpose and goals of education. It states that the goal of education should be the harmonious and full development of the person, including their body, mind, and spirit. It notes that today's education focuses more on providing information rather than transforming the person. Some drawbacks mentioned are that today's education provides knowledge but not respect or morals, and has become a commodity. The document provides suggestions for better techniques in education, including using visuals, group discussions, and role plays. It emphasizes treating students with kindness, compassion, and motivating them.
Here are the key points of an informal chat:
- Set aside time to talk one-on-one with the student away from others.
- Remind them of the agreed upon expectations/rules.
- Discuss the specific misbehaviour and why it's an issue.
- Ask for their perspective to gain understanding.
- Come to an informal agreement together on improving the behaviour.
- Follow up to see if the agreement is being followed through.
- Praise and acknowledge positive changes as a result of the chat.
The goal is to problem solve respectfully and get the student invested in making better choices moving forward.
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
Vygotsky's sociocultural theory posits that cognitive development occurs through social interaction and is mediated by language and culture. It emphasizes how learning occurs in the Zone of Proximal Development through collaboration with more knowledgeable others. According to the theory, higher order thinking develops first on a social level through interaction, then on an individual level. The implications for education include using strategies like scaffolding that support student learning within their ZPD.
Constructivism is a learning theory where learners actively construct their own understanding and knowledge through experiences. Key theorists who contributed to constructivism include Piaget, Vygotsky, Bruner, and Dewey. Constructivist teaching practices encourage active learning, student inquiry, collaboration and reflection to help students construct new knowledge based on prior learning.
The document discusses the sociocultural perspective on cognitive development. It explains that according to this view, how we learn and think is primarily shaped by our social and cultural environment. Culture influences cognitive development through child-rearing practices and what types of problems children are exposed to in their daily lives. Vygotsky argued that higher mental functions originate through social interactions and are then internalized. Children's intellectual development occurs within their zone of proximal development through guided participation and scaffolding provided by more skilled members of their culture. Different cultures will socialize cognition in different ways depending on their beliefs and tasks required to function within that culture.
This document discusses research conducted to develop effective messaging around social determinants of health. Through focus groups and surveys of over 3,000 Americans, researchers tested various messages and identified best practices. The most persuasive message discussed how, despite U.S. leadership in healthcare, Americans do not have as long life expectancies as other countries, but framing it in a way that doesn't trigger political biases. The research showed the importance of priming audiences, offering potential solutions, incorporating personal responsibility, and focusing on shared experiences rather than specific disparities.
2. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
Table of Contents Author Biography
Section Page Dr. Jeannette Vos is a Netherlands-born, Canadian
-raised, American doctor of education. As a
highly-skilled teacher and corporate trainer she
Author Biography 3 has worked with people of diverse cultures, from
all walks of life and all age groups -- from early
New Book Summary 4
childhood through to high school, university
Curriculum Vitae 5-8 and beyond to senior citizens. She earned her
doctorate with a seven-year research program into
Examples of International Work 9-19
the world’s best learning methods.
Topics for Interviews, Keynotes, Seminars 20
Sample of Media 21 As a learning consultant, researcher and co-author of the international best
seller, The Learning Revolution, Dr. Vos has trained thousands of people
Author Publications 22
internationally on accelerated, integrative and conceptual learning methods.
Contact Information 23 As a world leader in this area, she has spent more than ten years on an
almost non-stop series of presentations around the globe: to corporations,
educational organizations and schools. One authority says she has done more
to change Swedish education than any other person in the past 20 years.
Most recently she has added numerous health certifications to her repertoire
of skills as she feels strongly that most people ignore the health of the brain/
mind/body/spiritual connection for optimal living, learning/unlearning and
thinking/unthinking.
Her book, Unlimited: Your new learning revolution and the seven keys
to unlock it, coauthored with Gordon Dryden breaks new ground into the
broader picture of integrative, conceptual and accelerated learning within
our high tech world. However, Jeannette is currently working on her other
books relating to brain research, music and brain/mind/body/spiritual health
and learning, with an emphasis on achieving excellence in ones life, through
learning to eat healthy, learning to learn, unlearn and think, communication
skills, creative problem solving, innovating, and literally -- designing ones
own future - mentally, physically, emotionally, socially and spiritually.
www.learning-revolution.com 2 3 www.learning-revolution.com
3. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
New Book Summary Curriculum Vitae
The Learning Revolution is already the world’s biggest-selling non-fiction book, with SUMMARY OF QUALIFICATIONS
10.2 million copies sold in China alone. It has been translated into twenty different • Co-author of international best selling book: The Learning Revolution;
languages. first edition 1993; with four subsequent revisions
Now comes a bold new follow-up: a stunning blueprint • Co-author of new book: Unlimited: Your new learning revolution and
for the twenty-first century. the seven keys to unlock it
Gordon Dryden and Jeannette Vos have called it simply • Doctor of Education, Curriculum and Instruction Emphasis, dissertation
UNLIMITED: Your new learning revolution and the on accelerated integrative learning
seven keys to unlock it.
• CEO and Managing Director of The Learning Revolution International:
The crisp, easy-to-grasp text tells the stunning story For corporate, health and teacher training, research and writing on neurosciences, education
of the unlimited revolution that is already changing (including learning to learn/unlearn, think/unthink, learning with music, personal development,
the way the world learns - at every age. Amazingly most people life skills, creating the optimal environment for learning, applications of accelerated learning to
are not consciously aware of how that will completely reinvent education, any content and health --especially nutrition and fitness as it relates to learning and the brain.)
schooling, teaching and lifelong learning.
• International Keynote Speaker, Trainer, Consultant, Coach:
But this new book unlocks the revolution with full-colour photos and graphics on Mindful Learning, Accelerated Integrative Conceptual Learning, Thinking Tools, Foreign
every page that visually telegraph and reinforce the scope of unlimited opportunities, Language Learning, How to Use Music For Learning, Applications to Brain Research, Early
unlimited potential, unlimited achievement, unlimited challenge, unlimited support, all Childhood Education, Integration of the Language Arts, The World As Your Classroom
creating unlimited futures. (including technology), Dynamic Teaching Strategies, Optimal Learning & Thinking Fitness
and Performance, Science of Communication Skills (both verbal and non-verbal), Stress
Once again, this new book brings together two unique talents: Management, Classroom Management, Music and Leaning, Nutrition and Learning, Science
of Nutrition, Creative Thinking, Life Skills, Personal Development Skills, Team Building,
• One, the Dutch-born American educated highly creative and strategic teacher,
Trust Building, Community Building, Breaking Blocks to Learning, Working with At-Risk
trainer, researcher, natural health advocate, who earned her doctorate in education
Students, Teaching Young Children to Read and Write Using Accelerated Learning
from a seven-year research study with optimal learning methods.
• Extensive expertise in accelerated learning for any subject area, including
• The other, the New Zealand-born international multimedia journalist and creative
language learning and using brain stimulation through music, movement,
thinker who has produced and presented twenty two television programs on new
nutrition and other learning strategies.
methods of learning.
Above all, the combined talents, skills and insights model the vital changes this book • Certified in Natural Health and the Science of Raw Nutrition
brings about.
• Teacher and Certified Chef for raw food cuisine and nutrition
www.learning-revolution.com 4 5 www.learning-revolution.com
4. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
Curriculum Vitae (Continued) Curriculum Vitae (Continued)
HONORS EDUCATION
• Co-author of international best selling book, The Learning Revolution Doctorate: Doctorate in Curriculum & Instruction, 1991
(over 10 million copies sold internationally) National Arizona University, Flagstaff, Arizona
• International Keynote presenter and workshop leader, 1993 - present Dissertation: Evaluation of a Model Program (AL)
• Co-founder of NITE program with Dr. John Grassi, (National Institute
Post Graduate: MA in Curriculum and Instruction, Reading Emphasis,
for Teaching Excellence, originally called Urban Education
1975, San Diego State University, San Diego, California
Program), Cambridge College, Boston, MA, 1989
• Recognition for Dedicated Service, San Diego Council of Social Graduate: BA in Science Studies, English Studies and Music & Art
Studies, 1992 and 1993 Studies, Calvin College, Grand Rapids, Michigan, 1966
• Japan Study Tour Fellowship, summer, 1991
• San Diego Writing Project Fellowship, summer, 1985 Additional Post Graduate Work
• Educational Leadership Award, National University, 1983 • Raw Food Gourmet Chef Certification, Fort Bragg, CA, 2006 - 2010
• Outstanding Elementary Teacher of America Nomination, 1973 • Certified Natural Health Professional, Indiana & Viriginia 2007 - current
• Halton County, Ontario, Canada, Silver Medal winner: singing, 1956 • Spiral Dynamics I and II, Melbourne, Australia, August, 2008
• Pilates Advanced Training, California and New Zealand 2004 - current
• Science of Nutrition Certification I & II, Fort Bragg, Calif., Dec. 2007
TOP TEN CUSTOMERS • Hippocrates Life Change Program Certification, Florida, Nov. 2007
• Listening Program, Advanced Brain Technologies, Seattle, Aug. 2007
• Oskar-Kaemmer-Schule, Germany • Optimal Health Institute Certification, San Diego, CA, July, 2005
• Pysslingen Schools, Sweden • Systems Thinking, San Diego, CA, 2003
• Minneapolis St. Paul Insurance Companies, Minnesota and Illinois, USA • Holistic Approach to Neuro-Development. Wash. and Calif., 2000 and 2003
• Cambridge College, Ontario, California and Boston, Mass. USA • NLP Master Track, Utah; and Grinder trainings, Oregon, 1993-99
• Mizell Library, Fort Lauderdale, Florida (Janet Hansen), USA • Educational Kinesiology, San Diego, 1992
• University of California, La Jolla, California, USA • Erikissonian Training, Erikissonian Institute, San Diego, 1991
• Intelligence Center, China • Creative Problem Solving, New York, 1990
• SAAB Aerospace, Sweden • Don Campbell Music Training, New York, 1990
• Lernia, Sweden (former Amu Gruppen), Sweden • Training on The Lozanov Method for teaching languages, New York, 1990
• Master’s Academy amd College, Calgary, Alberta, Canada • Japan Project, Stanford University, California, 1989
• International Studies Education Project, San Diego, 1988
• Turning Point for Teachers, University of California, Irvine, 1985
• San Diego Writing Project, University of California, San Diego, 1985
www.learning-revolution.com 6 7 www.learning-revolution.com
5. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
Curriculum Vitae (Continued) Example of
International Work
CREDENTIALS & CERTIFICATIONS
• Certified Raw Food Chef, Living Light, California, 2010 In picture: 1: Visit to protégé Lin Jiayu’s Top Intelligence
• Natural Health Professional, Indiana, 2007 - current Education Center. 2: Dr. Vos with best selling co-authored book, The Learning
Revolution, speaking to a newspaper reporter.
• Advanced Brain Technologies Listening Program Certification, WA, 2007 (Over 10 million copies were sold).
• Science of Nutrition Certification I and II, California, 2007
• Life Change Program Certification, Florida, 2007
• Associate Raw Chef Certification, California, 2006 and 2007
Shenzeng China, Nov. 2011
• Nutrition Certificate of Award, California, 2005
• Neuro-Linguistic Programming Certification Master Track, Utah, 1995 -99
• Administrative Services Credential, renewed California, 1988
• San Diego Writing Project Certification, San Diego, CA, 1985
• Story Telling Project Certification, California State Dept. of Education, 1984
• Right to Read Tutor Training Certification, California, 1975
• Standard Elementary Teaching Credential, California, 1971
• Specialist Teacher in Reading, California, 1968
PROFESSIONAL HISTORY
• International Author, Presenter, Teacher & Corporate Trainer 1993 - present
• Senior Professor, Student Teacher Supervisor, (part time) 1988 - 2007
• Co-founder of Urban Education Program, Boston, 1988
• High School and Jr. High School Instructor (writing, creativity, memory)
(summers) 1985 - 1995
• Humanities, Language Arts, Music & Art, and English as Second Language
Resource Teacher, 1978-89
• Acting Principal (K-8), 1985-86 (part time)
• CA State Dept., textbook adoptions, story telling & writing project, 1980-86
• Adult School Instructor 1973-75
• Reading Specialist, and Parent Volunteer Co-ordinator, 1969-77
• Elementary Classroom teaching, all grade levels, 1962-72
• Preschool Teaching, 1965-75 (weekends)
www.learning-revolution.com 8 9 www.learning-revolution.com
6. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
Example of
International Work (Continued)
Example of
International Learning & Thinking Conference International Work (Continued)
Accelerated Learning Presentation:
In picture: Brain Stimulation Exercise and autograph signing
Keynote Speaker
October 2010 Malaysia
ATC Vision College
March 2009, Hamilton, New Zealand
Dr. Jeannette Vos has often been invited to be a keynote speaker for special
events. Here she is the graduation keynote speaker for students receiving
Bachelors and diploma awards in schools of learning, including: business,
music, IT, leadership, early childhood education, and Christian ministry.
www.learning-revolution.com 10 11 www.learning-revolution.com
7. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
Example of Example of
International Work (Continued) International Work (Continued)
Nutrition Workshops A Model Learning Revolution School
Hamilton, New Zealand Masters Academy and College
Albert, Canada
Having a background in nutrition,
Dr. Vos has presented numerous
Tom Rudmik, Superintendent and CEO, came to Dr.
demonstrations on how to prepare
Vos’ Summer Institute in San Diego in 1996. The
raw food in a gourmet way. Jeannette
following year, February 1997, Masters Academy
teaches people about the benefits of
was introduced to Calgary at its first annual
eating living foods (instead of dead
Profound Learning Seminar with Jeannette
foods) and how to substitute cooked
as keynote speaker. Masters Academy and
and processed “foods”with delicious,
College is one of the top model schools from
nutritious ones that are good for both
around the world. They have created their
the brain and body!
own educational design, “from scratch,”
following the principles of The Learning
Here Jeannette is demonstrating
Revolution.
how to make almond milk which is
healthier than the milk from animals.
Jeannette explaining to Tom how
“As an educator and pastor, I highly recommend Dr
teachers can make nutritious snacks so
Dr. Vos has also coached people who have had Vos’ seminar on accelerated learning, involving how
students have more brain power (with a
to break resistance to learning. Dr Vos’ seminar
health challenges such as cancer, diabetes, thicker myelin sheath!)
and book opens the door of discovery for a way of
heart disease and learning problems. teaching and learning that is exciting and far more
effective than traditional methods.”
Tom Rudmik, CEO, and Superintendent of Master’s
Academy and College, and Associate Pastor, First
Assembly Church, Calgary Alberta, Canada
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8. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
Example of Example of
International Work (Continued) International Work (Continued)
Protégé from USA Workshop and Protégé
SAAB Aerospace
Shannon Rawmaka, protege of Dr. Jeannette Vos, first came to the Learning Sweden
Revolution Institute, in July of 1996, for Jeannette’s 10-day training
workshop.
Protege Ulla Eriksson first came to one
Subsequently, Shannon coordinated several workshops in Oregon for of Dr. Vos’ institutes in Stockholm:
teachers, took additional training herself (Level 2) and even set up her own Leadership in the Learning
school at Eagle Point, called the Renaissance School. Organization.
Although her funding source was cancelled, Shannon Subsequently, she then
has now taken her expertise to Africa and Europe came to Jeannette’s 8-day
where she has been working with International training in the USA which
Bacculaureate Schools. Her specialty is drama was followed by an invitation
and the arts. On one occasion, her students to Jeannette to work with her in
dressed up and presented speeches from her classes on English as a Second
famous people. Lanauge at the Vocational Training School of
SAAB Aerospace Industry,
I have known Dr Jeannette Vos for many years as an instructor,
cooperator, mentor and as a friend. I have attended several programs
for Dr Vos and I have also had the pleasure of cooperating with her
in many different projects in Sweden. Dr Vos has played an important
part in participating in projects which I run for different Swedish
companies. Through her workshops my students have gained a deeper
understanding and knowledge in learning-to-learn.
‘On stage’ Dr Vos is absolutely outstanding in inspiring groups and
individuals, in breaking resistance and in making people understand
Shannon’s students after they presented the learning process.
their famous speeches.
Back Row: Hillary Clinton, Nelson Dr Jeannette Vos is one of the most generous and inspiring persons I
Mandela, Martin Luther King and Shannon. know and therefore it is very easy for me to recommend her and her
Front Row: Mother Teresa. different programs.
Ulla Eriksson
former Managing Director and Pedagogical Leader
Linköpings Utbildnings-Serice AB
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9. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
Example of Example of
International Work (Continued) International Work (Continued)
Workshop Workshop
Invercargil, NZ The Netherlands
In July, 2003, Dr. Jeannette Vos was in Invercargil, the most southern tip of In June, 2002, Kase Blase invited Jeannette to do several
New Zealand for a two-week innovator conference organized by co-author trainings for the Department of Education in Holland. The
Gordon Dryden and Venture Southland. Jeannette was both a participant and following year she was a keynote presenter at the Heart
keynote presenter. She noted how the workshops at this conference were and Soul of Learning conference.
models for the future of education because they involved innovative teaching
methods while including the use of technology for all grade levels. Jeannette demonstrated the brain research (through a
simulation exercise) to her Dutch participants, most of
Known for her extensive use of props and metaphors in teaching, Jeannette whom were trainers for schools and companies. “Every
did a workshop on how to connect such strategies together with music for child has the potential to be uniquely talented or gifted,”
optimal learning. She demonstrated how to create a learning environment says Jeannette. “But the real question is, what kind of
that empowers the brain through various activations involving a continuous environment are we giving children, in the home, in
The jail suit represents
flow of music from stimulation to relaxation, then back to further challenge, schools and even in utero (for the unborn child)? These the limitations we
factors will influence their degree of “giftedness”. put on ourselves and
while all along, providing security for participants. Says Vos, “Music is a our students. The hat
represents the potential
very very powerful subliminal force.”
of multiple talents
The Netherlands is Jeannette’s birth country, so she still and intelligenes. Vos’
reads and speaks the Dutch language. Having to learn dissertation proves that
this is true.
English as a second language has given her a sense of
compassion for those who need to learn a new language.
With the accelerated learning methods, learning a
There is no such thing
language can now be done much more easily and quickly. as a dumb child.
- Jeannette Vos
The most wonderful thing about Dr. Vos’ workshop was, that we laughed
and had fun all the time, not realizing we were actually learning a lot!
At the end I was astonished how much I’ve learned - without any effort. I
know childeren learn most by playing and having fun. During the Learning
Revolution workshop it became clear to me that adults do too!!
Linda Luchtman
Trainer in The Netherlands
website: www.ace-it.nl
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10. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
Example of Example of
International Work (Continued) International Work (Continued)
Conference Keynote Presentation Conference Keynote Presentation
The 20 Best Strategies for Teaching
and Learning
Warsaw, Poland, March, 2005
Jeannette is throwing a few bananas into the audience for them to catch.
Bananas are a rich source of potassium, which is important for optimal brain
functioning.
Another way to accelerate learning is
to use all the senses and to make the
presentation emotional, meaningful
and relevant to the learner. “The
door to learning is emotion,”
Brisbane, Australia,
says Jeannette
August 3-5, 2001
“Without the emotional
connection that gives meaning,
there is very little memory of
Brain Research and Learning
the event.”
The conference organizer requested a research paper and slide presentation
to be presented at the Joint Conference sponsored by The Alliance of Girls’
Schools and International Boys’ Schools Coalition. Most conferences
Strategy #12
typically expect lecture format. But Vos presented the research paper and
You slide presentation in accelerated learning format. The audience was amazed
are at the high energy format and realized the potential for application to the
what classroom -- at any grade level.
you
eat The presentation demonstrated ten important lessons from the brain research,
s need insulation and
because your brain cell
nourishment to spe ed messages around you
r body and highlighted how boys and girls brains are different.
www.learning-revolution.com 18 19 www.learning-revolution.com
11. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
Topics for Interviews, Keynote Sample of Media
Presentations or Seminars • Shenzeng China, television, many newspapers, and reading conference, Nov. 2011
• Hamilton, New Zealand, Waikato Times, 2009 - 2011 newspaper
• Auckland, New Zealand radio interview, 2008s
A New Theory and Framework for Education
• Auckland, New Zealand, SKY television interview, 2000
How to Accelerate Learning (for all ages) • Malaysia, write up in Training Matters magazine, April-June, 1999
Brain Research and Applications for Optimal Learning Performance • Calgary, Canada, radio and television show interview, February, 1997
How to Learn a Second Language More Easily and Quickly • Sweden, Stockholm, television show interview, March 1997
• Finland, Helsinki radio interview and newspaper, Jan. 1997
Learning English as a Second Language via Accelerated Learning Approach
• South Africa, Hilton College Reconciliation, Reconstruction and Renewal Conference,
Early Childhood: The Most Important Years keynote and newspaper interview, June 25, 1997
How to Boost Learning Via Nutrition • Brazil, interview for Qualimetria magazine, April 1997
Leadership and the Learning Organization • TPN television, live video presentation, 3000 people, Texas, Dec. 1996
• Tegnerlunder, Stockholm, Radio & TV show interview, Oct. 1996
Optimal Health via the Five Dimensions of the Whole Person
• Helsinki, Finland, Radio interview, March 1996
Peek Mental Performance: Learning to Learn, Learning to Think, Do It! • Toronto, Ontario; Canada AM Television show interview, Feb. 1996,
Discovering Your Multiple Talents, Intelligences & Learning Styles • Livonia Observer, Livonia, Michigan, radio interview, Feb. 1996
The Latest in Brain Research As it Pertains To Learning Difficulties • Oslo Norway, two-hour television show interview, 1996
• Oslo, Norway, Aftenposten, newspaper interview, January 8, 1996
Group Dynamics & The Subliminal Levels of Communication
• Vetlanda Posten, Sweden, newspaper article interview, 1996
Co-Creating Your Future and Getting Your Goals • Stavanger Aftenblad, Norway, newspaper interview, Oct. 14, 1995
The 20 Best Strategies for Teaching and Learning From Around the World • Belfast, Northern Ireland, The Irish News, Keynote, Feb. 17, 1995
Multiple Intelligences, Talents & Learning With The Whole-Brain • Boston, Mass. USA, Cambridge Chronicle, interview, August 4, 1994
• Christchurch, New Zealand, television interview, 1993
Communication Skills: Verbal and Non-Verbal for Life Management
Creativity, Life Skills, Personal Development, Learning-to-Learn Skills
Learning to Think (Creatively, Reflectively, Critically)
How to Accelerate Learning for At-Risk Students and Burnt Out Teachers
The Natural Approach to Classroom Management
Dynamic Teaching Strategies for All Age levels and All Curriculum Areas
Using Music for Optimal Learning and Teaching
High Performance Study Skills and Test Taking Strategies
Learning to Read and Write Creatively, Using Accelerated Learning
Powerful Memory Skills -- For When You Need Them Most
The Creative Writing Process Using Accelerated Learning Techniques
The Science of Nutrition
How to “Break Resistance” in Learning
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12. Dr Jeannette Vos Dr Jeannette Vos
Ed.D., CNHP Ed.D., CNHP
Author’s Publications Contact
• Unlimited: Your New Learning Revolution, and the seven keys to unlock
it. 2008
• The New Learning Revolution, 2006, Network Press, UK
• The Learning Revolution, 1999, third edition, The Learning Web, NZ
• The Learning Revolution, 1997, second edition, The Learning Web, NZ
• The Learning Revolution, 1994, Jalmar Press, California, USA
• “Can Preschool Children Be Taught a Second Language?” Published by Dr. Jeannette Vos
Early Childhood News, www.earlychildhood.com and Early Childhood The Learning Revolution International
magazine, September/October, 1998 www.learning-revolution.com
• “Discovering Your Personal Learning Style,” SAIL Journal 4, 118-125, www.healthylearningrevolution.com
1998
• An Accelerated/Integrative Learning Model Program, Doctoral
Dissertation, Northern Arizona University, 1991
Emails:
vos@learning-revolution.com
drjvos@mac.com
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