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LEARNING STYLE

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DEFINATION OF LEARNING STYLE

Learning styles are, simply put, various approaches or ways of learning. They involve educating methods, particular to an individual, that are presumed to allow that individual to learn best. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Based on this concept, the idea of individualized "learning styles" originated in the 1970s, and has gained popularity in recent years. It has been proposed that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. The alleged basis for these proposals has been extensively criticized.

LEARNING STYLE MODEL

David Kolb's Model
The David Kolb styles model is based on the Experiential Learning Theory, as explained in David A. Kolb's book Experiential Learning: Experience as the source of learning and development (1984). The ELT model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. According to Kolb’s model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individual’s preferred approaches. These learning styles are as follows:
Converger
Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems.
Diverger
Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives.
Assimilator
Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning.
Accommodator
Accommodators use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them.

Kolb’s model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style. An individual may exhibit a preference for one of the four styles – Accommodating, Converging, Diverging and Assimilating – depending on his approach to learning via the experiential learning theory model.

Honey and Mumford’s Model


In the mid 1970’s Peter Honey and Alan Mumford adapted David Kolb’s model for use with a population of middle/senior managers in business. They published their version of the model in The Manual of Learning Styles (1982) and Using Your Learning Styles (1983).
Two adaptations were made to Kolb’s experiential model. Firstly, the stages in the cycle were renamed to accord with managerial experiences of decision making/problem solving. The Honey & Mumford stages are:
Having an experience
Reviewing the experience
Concluding from the experience
Planning the next steps.
Secondly, the styles were directly aligned to the stages in the cycle and named Activist, Reflector, Theorist and Pragmatist. These are assumed to be acquired preferences that are adaptable, either at will or through changed circumstances, rather than being fixed personality characteristics. The Honey & Mumford Learning Styles Questionnaire (LSQ) is a self-development tool and differs from Kolb’s Learning Style inventory by inviting managers to complete a checklist of work-related behaviours without directly asking managers how they learn. Having completed the self-assessment, managers are encouraged to focus on strengthening underutilised styles in order to become better equipped to learn from a wide range of everyday experiences.

6 TYPES OF THINKING SKILL

  1. LATERAL
  2. VERTICAL
  3. CRITICAL
  4. CREATIF
  5. DIVERGENT
  6. CONVERGENT

LATERAL THINKING

A lateral thinking is a way of thinking that uses unorthodox methods or elements
to seek a solution to an intractable problem. It would be normally be ignored by logical thinking. Furthermore, it involves disrupting an apparent thinking sequence and arriving at the solution from another angle.

VERTICAL THINKING

Vertical thinking is using the processes of logic, the traditional, historical methods. 90 percent of thinking that is promoted by the present education system comes from vertical thinking. It is widely used in mathematical proofs and in repeating scientific experiments. Furthermore, it is more dependent to YES/NO logic or in the other word; it uses logic and produces correct answers. Therefore, it consists of several logical dependent steps which there is a correct and an incorrect solution in every step of the process. In fact, a mistake at any stage is considered fatal. However, the process leads inexorably to the same unique correct solution and infinitely repeatable.

CONVERGENT THINKING

Convergent is a thinking that is directed towards one correct solution to problem.
It is a thinking that narrows its focus in a particular direction, assuming that there is only one, or at most a limited number of right solutions. This process assumes that there is a single right answer and that it exists somewhere, usuallyin the text book or in the course of study. Convergent type thinker retain from guessing and are anot inclined to answer a question if they are not certain of the answer. The example of question that requires a convergent thinking is “Why do people commonly read a newspaper?’ This is a convergent question because there are only a few reasons people commonly read a newspaper – for news, opinions or entertainment. Thought coverges on these few answers, rulling out alternatives.

DIVERGENT THINKING

Divergent thinking is the ability to propose many different answers. It can only be
assessed by test of the open – ended variety, that is, by tests that have no set right and wrong answers. Children are asked to think as many appropriate ways as they can for solving some particular problem. Besides, divergent thinking; as we noted in our discussion of brainstorming techniques is concerning with approaches such as speculation, imagination, heuristics and invention, processes that are based on the assumption that there may be several good ways to solve a problem. Creativeness depends on an individual’s ability to innovate and to perceive new relationships and therefore demands some divergent thinking. Since divergent thinking tests lay emphasis upon individuality of response, far less work has been done on standardization than is the case for intelligence tests and in consequence most commentators regard them as rather crude devides.

CREATIVE THINKING

Creative is not intuitive; it is something that everyone can learn. Moreover, you
can learn creativity in a logical and systematic way. Becoming creative is largely a matter of letting go of overly rigid habits and practicing creative techniques. Creative thinking is fun. It is inherently playful. That’s why children usually have a much greater capacity for creativity than adults. They take time for mental play and they enjoy being creative. Creative thinking is an abilityto imagine or invent something new. It is not the ability to create out of nothing (only God can do that) but the ability to generate new ideas by combining, changing or reapplying existing ideas. It is also an attitude to accept change and newness and willingness to play with ideas and possibilities, flexibility of outlook, the habit of enjoying the good, while looking for ways to improve it. Actually creative people work hard and continually to improve ideas and solutions, by making gradual alterations and refinements to their work.


CRITICAL THINKING

Critical thinking is the thinking that you do when you have to evaluate a claim/
simply learning to “think for yourself”. Where problem solving requires creative
thinking, evaluating claims requires critical thingking.
There is four aspects explain the process of critical thingking;

1. Defining & Clarifying the problem
a. Identify central issues or problem
b. Compare similarities & differences.
c. Define which information is relevant.
d. Formalute appropriate questions.

2. Judging information related to the question

3. Judging Information related to the problem
a. Distinguish among fact, opinion and reasoned problem.
b. Check consistency
c. Identify instated assumptions.
d. Recognize bias, emotional factors propaganda, and semantic slanting.
e. Recognize different value systems and ideologies.

4. Solving problems/ drawing conclusions
a. Recognize the adequacy of data.
b. Predict probable consequence.

THINKING SKILL

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CONCEPT OF THINKING
Thinking is an active, purposeful, organized cognitive process that we use to make sense
of our world.
- Becoming aware of our thinking process
- Carefully examining our thinking process, and that of others
- Practicing our thinking abilities

Thinking is the deliberating exploration of experience or knowledge for one of these
mentioned purposes. Thinking on the other hand is a conscious process which uses
knowledge or experience for a purpose.

Thinking is a process by which a new mental representation is formed through the
transformation by complex interaction of the mental attributes of judging, abstracting,
reasoning, imagining and problem solving. Thinking is the most inclusive of the three
elements of the thought process and is characterized by comprehensiveness rather than
exclusion. When one person reads a book, imformation presumably passes through a
sequence from a sensory store to a memory store.

Thinking is a process that involves some manipulation of knowledge in the
cognitive system. While comtemplating her move, past memories combined with present
information changed her knowledge of the situation. Thingking is directed and result in
behaviour that ‘solves’ a problem or is directed toward a solution. The next chess move
is, in the mind of the player, directed toward winning the game. Not all actions are
successfully but generally, in the mind of the player, they are directed toward a solution.

SELF CONCEPT

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DEFINATION OF SELF CONCEPT
Self-concept or self identity refers to the global understanding a sentient being has of him or herself. It presupposes but can be distinguished from self-consciousness, which is simply an awareness of one's self. It is also more general than self-esteem, which is the purely evaluative element of the self-concept.

The self-concept is composed of relatively permanent self-assessments, such as personality attributes, knowledge of one's skills and abilities, one's occupation and hobbies, and awareness of one's physical attributes. For example, the statement, "I am lazy" is a self-assessment that contributes to the self-concept. In contrast, the statement "I am tired" would not normally be considered part of someone's self-concept, since being tired is a temporary state. Nevertheless, a person's self-concept may change with time, possibly going through turbulent periods of identity crisis and reassessment.

The self-concept is not restricted to the present. It includes past selves and future selves. Future selves or "possible selves" represent individuals' ideas of what they might become, what they would like to become, and what they are afraid of becoming. They correspond to hopes, fears, standards, goals, and threats. Possible selves may function as incentives for future behavior and they also provide an evaluative and interpretive context for the current view of self.

TYPES OF SELF CONCEPT
There are 6 major subtypes, namely physical i.e. an individual's view of their body, health, physical appearance and strength, social i.e. an individual's sense of worth in social interactions, temperamental i.e. an individual's view of their prevailing emotional state or predominance of a particular kind of emotional reaction, educational i.e. an individual's view of themselves in relation to school, teachers and extracurricular activities, moral i.e. an individual's estimation of their moral worth; right or wrong activities and intellectual i.e. an individual's awareness of their intelligence and capacity of of problem solving and judgements.


One of the world's greatest mathematicians enters the room with a modest shuffle. He is wearing sandals, well-loved jeans and a baggy jumper.


He speaks softly and reluctantly admits to having assumed a role as a spokesman for mathematics.
A month after being awarded the Fields Medal, the world's top maths prize, Flinders University-educated Terry Tao is back in Australia to attend the 50th anniversary conference of the Australian Mathematical Society, at Sydney's Macquarie University.


He will give presentations on long arithmetic progressions in the primes to fellow academics and on the cosmic distance ladder to high school maths teachers. He tells the HES the week after the Fields Medal presentation, was "very intensive with media attention but now it has calmed down".


"One lasting thing is I really feel like I have a responsibility to be a spokesperson for mathematics," he says.
He sees his position as Australia's only Fields medallist as important in selling the message that maths is vital for technological progress. He has heard "horror stories, second-hand" about how maths is being downgraded in universities and that teacher training is also suffering.


But then,"Australia never really had a historical emphasis on intellectual pursuits," he says.
"In the US, people respect maths and science because they recognise that a lot of the prosperity has come from it. Australia also has many scientific and technological advances but they don't receive as much press, for instance, as they do in the US."


The 31-year-old also knows his opinions will resonate in the maths world. "The words of a Fields medallist carry weight," he says. "If a Fields medallist says that a direction in maths is worth pursuing (it happens)".
But even a top mathematician has domestic concerns. Tao, professor of maths at the University of California, Los Angeles, and his wife, Laura, an engineer, juggle their work so their son, William, 3, gets as much attention as possible. And it's paying off: the youngster counted to 150 last week.


Having been out of Australia for most of the past seven years, Tao enjoys returning to the laid-back attitudes: "I've got a lot of old friends here. When I meet them, it's 'Congratulations' but then it's 'How's the family?"

DANIEL GOLEMAN

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Daniel Goleman is an internationally known psychologist who lectures frequently to professional groups, business audiences, and on college campuses. Working as a science journalist, Goleman reported on the brain and behavioral sciences for The New York Times for many years. His 1995 book, Emotional Intelligence (Bantam Books) was on The New York Times bestseller list for a year-and-a-half; with more than 5,000,000 copies in print worldwide in 30 languages, and has been a best seller in many countries.


Goleman’s latest book is Ecological Intelligence: How Knowing the Hidden Impacts of What We Buy Can Change Everything. The book argues that new information technologies will create “radical transparency,” allowing us to know the environmental, health, and social consequences of what we buy. As shoppers use point-of-purchase ecological comparisons to guide their purchases, market share will shift to support steady, incremental upgrades in how products are made – changing every thing for the better.


Social Intelligence: The New Science of Human Relationships, was published in 2006. Social intelligence, the interpersonal part of emotional intelligence, can now be understood in terms of recent findings from neuroscience. Goleman’s book describes the many implications of this new science, including for altruism, parenting, love, health, learning and leadership.




CORAZON AQUINO

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Maria Corazon "Cory" Sumulong Cojuangco Aquino (January 25, 1933 – August 1, 2009) was the 11th President of the Philippines, serving from 1986 to 1992. She was the first female president of the Philippines and the first female president of any country in Asia.

A self-proclaimed "plain housewife", Aquino was married to Senator Benigno Aquino, Jr. (1932–1983), a leading figure in the political opposition against the autocratic rule of President Ferdinand Marcos. After her husband was assassinated upon his return from exile in the United States on August 21, 1983, Aquino, who had no prior political experience, became a focal point and unifying force of the opposition against Marcos. She was drafted to run against Marcos in the 1986 snap presidential elections. After Marcos was proclaimed the winner despite widespread reports of electoral fraud, Aquino was installed as President by the peaceful 1986 People Power Revolution.

Aquino's presidency saw the restoration of democratic institutions in the Philippines, through the enactment of a new Constitution which limited the powers of the presidency, restored the bicameral Congress, and renewed emphasis on civil liberties. Her administration was likewise hampered by several military coup attempts by disaffected members of the Philippine military which derailed a return to full political stability and economic development.
Aquino died on August 1, 2009 from colon cancer.

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MASLOW’S HIERARCHY OF NEEDS
An interpretation of Maslow's hierarchy of needs, represented as a pyramid with the more basic needs.
Maslow's hierarchy of needs is a theory in psychology, proposed by Abraham Maslow in his 1943 paper A Theory of Human Motivation, which he subsequently extended to include his observations of humans' innate curiosity.

Maslow's hierarchy of needs is predetermined in order of importance. It is often depicted as a pyramid consisting of five levels: the lowest level is associated with physiological needs, while the uppermost level is associated with self-actualization needs, particularly those related to identity and purpose. Deficiency needs must be met first. Once these are met, seeking to satisfy growth needs drives personal growth. The higher needs in this hierarchy only come into focus when the lower needs in the pyramid are met. Once an individual has moved upwards to the next level, needs in the lower level will no longer be prioritized. If a lower set of needs is no longer being met, the individual will temporarily re-prioritize those needs by focusing attention on the unfulfilled needs, but will not permanently regress to the lower level. For instance, a businessman at the esteem level who is diagnosed with cancer will spend a great deal of time concentrating on his health (physiological needs), but will continue to value his work performance (esteem needs) and will likely return to work during periods of remission.

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