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Intellectual Dimension. The idea that learning is not confined to the formal structure of an educational institution, but is an ongoing process that begins at birth and continues throughout one’s lifetime View learning as a lifelong process
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The idea that learning is not confined to the formal structure of an educational institution, but is an ongoing process that begins at birth and continues throughout one’s lifetime • View learning as a lifelong process • Recognize that learning is an active process of acquiring skills and knowledge • Have clear learning goals, know about your strengths and weaknesses • Take responsibility in your own learning by planning, monitoring, and adapting your learning process Lifelong Learning
Each group will be given a childrens story to read • What lesson does each story teach? Group Activity
Howard Gardner`s seven types of intelligence: • Verbal/linguistic intelligence: the ability to use words and language • Logical/mathematical intelligence: the ability to use logic and work with numbers • Visual/spatial intelligence: the ability to perceive the visual world accurately and create mental images Theories about Learning
4. Kinesthetic intelligence: the ability to control body movements and handle objects skillfully 5. Musical/rhythmic intelligence: the ability to appreciate and create music 6. Interpersonal intelligence: the ability to relate to and understand others 7. Intrapersonal intelligence: the ability to reflect on and understand yourself Theories about Learning
Gardner later added an eighth type of intelligence: 8. Naturalistic intelligence: the ability to sense patterns in and make connections to elements in nature Theories about Learning
Visual. These learners learn by seeing. They prefer working with written material, diagrams, posters, and demonstrations. Visual/Auditory/Kinesthetic (VAK) model:
Auditory. These learners learn by listening. They prefer face-to-face instruction. Since hearing and speaking are so closely related, auditory learners prefer telling people about what they have learned. Visual/Auditory/Kinesthetic (VAK) model:
Kinesthetic. These learners learn by doing. They prefer a hands-on approach by actively exploring the physical world around them. Visual/Auditory/Kinesthetic (VAK) model:
As you may be aware, your brain has two sides called hemispheres. Each side of the brain processes different types of information Researching About Learning Left Brain Right Brain
Left side of the brain is associated with critical thinking: • the ability to evaluate information and opinions in a systematic, purposeful, and efficient manner • The following skills are used in critical thinking: • classifying information into categories • ordering and prioritizing information • comparing and contrasting information • evaluating information • determining cause and effect • decision making Left Side
The right side of the brain is responsible for creative thinking: • The ability to see and make things in a new or different way • The following skills are used in creative thinking: • brainstorming • predicting • visualizing • hypothesizing • inferring • problem solving • generalizing • inventing Right Side
Right-brain dominant people use convergent thinking (thinking that focuses on one correct solution.) • They take a focused, systematic, and linear approach to a problem. • They can arrange information in an organized, sequential manner. • They can reach logical conclusions. • They excel in scientific and mathematical activities. Right Brain Dominant
Left-brain dominant people use divergent thinking(thinking about many possibilities, not just one solution) • They take a broad, holistic approach to a problem. • They are intuitive, imaginative, and inventive; and they often come up with novel ideas and solutions in a seemingly random and spontaneous manner. • They excel in creative activities. Left Brain Dominant
Go to the following website and take the test • http://similarminds.com/brain.html • Record your findings in your notes Left-Right Dominant Test
Wearing white hats, group members focus on the available data and see what they can learn from the facts. • Wearing red hats, group members focus on feelings, intuition, and hunches. They predict how others will react to the idea. • Wearing black hats, group members react cautiously and defensively. They try to see all the drawbacks of the idea. Six Thinking Hats
Wearing yellow hats, group members react positively and optimistically. They try to see all the benefits of the idea. • Wearing green hats, group members focus on alternative, creative ideas. Six Thinking Hats
Lindsay has been attending university in Calgary. To help keep her schooling costs down, she lives with her mother. Her mother is being transferred to Edmonton. Lindsay could transfer to the University of Alberta in Edmonton. Does she find accommodation in Calgary and continue attending university there, or does she move to Edmonton with her mother and go to the university there? Try the Six Thinking Hats strategy with the following problem.
Set specific goals. Being precise helps you know the exact goal to be achieved. Be sure the goals are realistic. Try to set the goals slightly out of your immediate grasp, but make them achievable. • Keep the goals small. If a goal is too large, you may feel that you are not making progress toward it. • Prioritize your goals. Rank your goals according to their importance. This helps you to avoid feeling overwhelmed by too many goals, and it helps to direct your attention to the most important ones. Goal Setting Skills
Establish a time frame for reaching your goals. Decide when you want to reach these goals. You may want to make both short-term goals and long-term goals. • Share your goals with someone. Sharing your goals gives them more force and makes you more accountable for reaching these goals. • Write the goals down and put them where you can often see them. Reviewing your goals will help you stay focused. Goal Setting Skills
What barriers are there to reaching your goals Identifying barriers to reaching your goals
Human resources are qualities and attributes that come from within yourself and from other people who support you in some way. Human resources include time, physical and emotional energy, health, knowledge, talents and skills, and attitudes such as confidence. Identify Resources
Material or non-human resources are things that can be touched, seen, or appraised. Material resources include money, tools and equipment, goods and services, and community facilities such as libraries and hospitals. Identify Resources
Get organized. Identify when the project needs to be completed and the resources you will need to complete the project. Gather together all the tools you will need—such as pens, textbooks, and paper—and keep them in one place. • Break the project into smaller tasks. Concentrating on smaller tasks makes the project less overwhelming. Time Management Skills
Identify the order in which you will do these tasks. Some people like to do the hardest (or most unpleasant) tasks first and get them out of the way. Other people prefer to do the most important tasks first. • Set a target date and make a schedule. Aim for a date that is earlier than the required deadline. This gives you extra time if something unexpected comes up. Time Management Skills
