Power of Mindful Learning is a book simply about learning. But not just any kind of learning, better learning. The author Ellen J. Langer challenges traditional methods of learning and proposes new ways to beter lear a subject. For example, she states that the repitiotion and punding of information is useless. Performing a skill over and over again so that it becomes easily remembered may lead to thoughtless or interaction with the skill or concept.
Outline and evaluate Gardner’s theory of intelligence (8+16) Gardner argued that traditional theories of intelligence did not include the wide ranging types of human ability. He argued that a child weak in language abilities might actually be able in other intellectual areas. Gardner saw individuals as having a cognitive profile, involving different amounts of various kinds of intelligence. The theory is an educational theory as Gardner believes that schools should offer individual teaching programmes fitting each person’s cognitive profile and improving their intellectual weaknesses. Gardner also thought that there was a danger by not acknowledging certain types of intelligence, of devaluing individuals who possess high levels of ability in those areas.
While differentiation is acknowledged to be a compelling and effectual means of restructuring the traditional classroom to include students of diverse abilities, interests and learning profiles, the philosophy is lacking in realistic validation. Currently, a great deal has been promoted with regard to theory, with a decided gap in the literature regarding the use and effectiveness of the differentiated model in practice. There’s no silver bullet to differentiation because it all depends upon the individual teacher. While reports speak of promising outcomes, still to be decided however, is whether teachers have restructured their teaching, being aware of the wealth of information presented on differentiation. Studies have investigated
Growing up, math teachers always seemed surprised when I showed competence manipulating objects and shapes. Teachers even went so far as to tell me usually boys have better spatial sense. Reading the authors’ acknowledgement of the fact people are not simply born with or without spatial sense was very interesting to me; this statement made me wonder how I can foster this skill in my own students. Similar to number sense (defined and discussed in chapter two of this same text), having spatial sense is crucial to understanding geometry. Knowing that mathematics in general helps to formalize the ability to be able to grasp, visualize and represent the space in which we live, it stands to reason that learners who are able to display an understanding of spatial sense have a better understanding of the fact that
Because vocational programs are more hand on, it will require more self discipline and determination to achieve a task. Unlike liberal arts where academic education has you sitting in a class and taking notes, with possible chances of not learning anything due to distractions caused by modern technology. Vocational programs present real world problems for students to solve if they were to be put in that
This phenomenon is known as the self-fulfilling prophecy. How Can Math Anxiety be Alleviated? Math anxiety is a learned psychological response to math, which interferes with a student's ability to perform math. It is not a reflection of a student's true ability in math. There are a number of strategies a student can use to overcome the anxiety response.
Be a Selective Learner: Being a selective learner in math will improve your memory. Figure out what facts are important for you to learn and which ones are not. Try creating 2 piles of index cards of math principles, one pile of “I already know this” and another pile of “I don’t know this.” Study only the “I don’t know this” pile, until you have entirely have understood and learned the material. Become an Organizer: Have an organizational system in place that works for you. Some people use computers, electronic devices, or just a binder with dividers in it.
Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action." -Albert Bandura, Social Learning Theory, 1977 From the early parts of history, there have been philosophers that have been questioning how we develop and trying to understand our human nature. Because of these questions, there has been a range of theories about the development and have extended from the philosophical scope into the study of psychology and into educational research. Because of these studies, it has broadened the research into other areas. In education and psychology for example, it focuses largely on behaviorism of human development while recent theories have been integrating cognition into the process of development.
Her learning was severely crippled by the lack of stimuli through new and different experiences. The way I process information has been a combination of the knowledge I acquire through academics along with the unique experiences in my life. Decision-making is usually a gradual process, not an epiphany. I have found it works better for you to think of life as having a series of gambles where you don't really know and you're trying to learn from these experiences. I have found that the way I make decisions and view the world has been shaped by a select group of people.
According to Rust (1999) the use of manipulatives is not a new idea. They have been around since ancient time. The human race is familiar with taking real life objects and manipulating them for understanding and knowledge. Like the ancestors of the past, manipulated materials make it possible for students to see the reality in the math concepts that are being used. “Base-ten blocks, algebra tiles, Unifix Cubes, Cuisienaire rods, fraction pieces pattern blocks and geometric solids are examples of manipulaives that can make abstract ideas and symbols more meaningful and understandable for students” (Durmus & Karakirik, 2006, p. 17).