This document discusses different filters of perception, cognitive styles, representational systems, and educational belief systems. It includes assessments to determine if a person is more field dependent or field independent. It also includes checklists to determine a person's modality strengths in visual, auditory, or kinesthetic domains. Finally, it contrasts five different educational belief systems: cognitive process, self-actualization, technologism, academic rationalism, and social reconstructionism.

1. Filters of Perception EDU 5101 Introduction to teacher learning perceptions.

6. Modality Strength Checklist Attack problems physically; impulsive Talk problems out, try solutions verbally, whispers Deliberate; plan in advance; organize thoughts by writing them Problem-solving Not attentive to visual, auditory presentation so seem distractible. Easily distracted by sounds Usually unaware of sounds, distracted by visual disorder or movement. Distractibility Imagery not important; those that do occur are paired with movement. Whispers, thinks in sounds, details less important Vivid imagination; think in pictures, visualize in detail Imagery Remember best what was done, not what was seen or talked about. Remember names, forget faces, remember by auditory repetition Remember faces, forget names; write things down, take notes Memory Good initially, deteriorate when space becomes smaller; push harder on writing instrument. Have more trouble learning in beginning stages; tend to write lightly, say strokes when writing. Tend to be good, especially when young; spacing and size are good; appearance is important Handwriting Often a poor speller; write words to see if they “feel” right. Use a phonetic approach; has auditory attack skills Recognize words by sight; rely on configuration of words Spelling Likes stories where action occurs early, fidgets when reading; handle books, not an avid reader. Enjoys dialogue, plays, avoids long descriptions, unaware of illustrations; moves lips or whispers Like description, sometimes stops reading to stare into space & imagine scene; intense concentration Reading Learn by doing or direct involvement Learn by self or verbal instructions from others Learn by watching & demonstration Learning Style Kinesthetic Auditory Visual

7. Total points in each column (combined points must equal 14) Response to music by physical movement; prefer sculpture; touch statues & paintings; Favor music; find less appeal in visual art, but able to discuss it; miss significant detail but appreciate the work as a whole Not particularly responsive to music; prefer the visual arts; tend not to voice appreciation of art any kind but can be deeply affected by visual displays; focuses on details Response to the Arts Neat but soon becomes wrinkled through activity Matching clothes not so important; can explain choices of clothes Neat; meticulous, like order; may choose not to change appearance General Gestures when speaking; don not listen well; stand close when speaking or listening; use words like get, take, etc… Enjoy listening but cannot wait to talk; descriptions are long but repetitive; likes hearing self and others talk; use words like listen, hear, Quiet; do not talk at length; become impatient when long listening is required; use words such as see, look, etc… Communication Jump for joy; hung, tug & pull when happy, stamp, jump, & pound when mad. Watch body tone for emotion Shout with joy or anger, blow up verbally but calm down quickly, express emotion verbally and in tone Somewhat repressed; stare when angry; cry easily/beam when happy, read face easily Emotionality Try things out; touch feel, manipulate Talk about situation, pros & cons, what to do Look around; examine structure Response to New Stimulus Fidget; find reasons to move; hold up hand Home; talk to self or others Stare; doodle; find something to watch Response to Periods of Inactivity Kinesthetic Auditory Visual Total points in each column (combined points must equal 14) Response to music by physical movement; prefer sculpture; touch statues & paintings; Favor music; find less appeal in visual art, but able to discuss it; miss significant detail but appreciate the work as a whole Not particularly responsive to music; prefer the visual arts; tend not to voice appreciation of art any kind but can be deeply affected by visual displays; focuses on details Response to the Arts Neat but soon becomes wrinkled through activity Matching clothes not so important; can explain choices of clothes Neat; meticulous, like order; may choose not to change appearance General Gestures when speaking; don not listen well; stand close when speaking or listening; use words like get, take, etc… Enjoy listening but cannot wait to talk; descriptions are long but repetitive; likes hearing self and others talk; use words like listen, hear, Quiet; do not talk at length; become impatient when long listening is required; use words such as see, look, etc… Communication Jump for joy; hung, tug & pull when happy, stamp, jump, & pound when mad. Watch body tone for emotion Shout with joy or anger, blow up verbally but calm down quickly, express emotion verbally and in tone Somewhat repressed; stare when angry; cry easily/beam when happy, read face easily Emotionality Try things out; touch feel, manipulate Talk about situation, pros & cons, what to do Look around; examine structure Response to New Stimulus Fidget; find reasons to move; hold up hand Home; talk to self or others Stare; doodle; find something to watch Response to Periods of Inactivity Kinesthetic Auditory Visual

11. Belief Systems Characteristics Newspapers, current events, school problems Basic tests, classical literature Learning activity packages, modules, computers Multiple, varied,student- created, individualized Problem focuses, data sources, discrepant events Organization Of Materials Molding Imitative Stimulus-response Skinnerian, behavioral conditioning Humanistic/ holistic/ gestalt Cognitivist Education Psychology Social being- member of the group Container/vessel to be filled/sponge to absorb Information processor, input- Throughput-output Within each individual are potentials to be nourished Problem-solver, mind over mater, all learning in brain View of Learner Problems of society now & in the future Truth, classics, structure of disciplines, traditional values Measurable learning, task analysis Individual needs, interests, abilities Scientific method, problem-solving, thinking as basic Sources of Goals Social Reconstruc- tionism Academic Rationalism Technologism Self Actualization Cognitive Processor

12. Belief Systems Characteristics 21 st Century, student rights, survival, consumer education, peace, environment Conceptual themes, traditional values, classics, rigor, humanities, basics, 3rs, scholarly Task analysis, MBO, computer assisted learning, teacher-proof competencies, accountability Peak experience, nurturance, whole child, affective, individual Cognitive processes, cognition, thinking skills, intellectual development Vocabulary Ferguson, Cremin Toffler, Shane Friere, Whitehead, Illich, Capra, Goodall Bestor, Adler, Hirsch, Bennett, Finn, Ravitch Skinner, Pavlov, Thorndike, Hull, Mager, Popham, Hunter, Papert Maslow, Combs, Rogers, Buzan, Leonard, Simon, Edwards, Chopra Montessori, Brucer. Piaget, Bloom, Feuerstein, deBono, Perkins Leaders in the Field Social concern &cooperation, empathy Content mastery, achievement testing, summative Entry level-mastery level, pre-&post-testing, gain scores Self-evaluation, demonstration of increased autonomy Observation of performance in problem situations Methods of Evaluation Simulations, role-playing, values awareness Lecturing, note-taking, memorization Diagnosis-prescription, management systems, task analysis Self-directing learning centers, individualized Inquiry, critical thinking, problem solving Teaching Strategy Social Reconstruc- tionism Academic Rationalism Technologism Self Actualization Cognitive Processor