"The misconceptions about visual thinking are alarming. On one hand, this critical skill seems integral for contemporary learning, since almost every modern input is visual in nature. Yet this key proficiency seems almost entirely absent from state standards and daily classroom lessons."
"If these principles were all put into practice they would certainly challenge the current educational provisions that are more suited to an ‘industrial age’ environment than a ‘knowledge era’. By personalizing learning, as it would seem the above require, true twenty first century schools would evolve."
Instructivism is dead. Gone are the days of an authoritarian teacher transmitting pre-defined information to passive students. In the 1990s, constructivism heralded a new dawn in instructional desi...
Charles Newton's insight:
Stephen Downes said..."
I think this is a really good post even if I disagree with it. The premise is that while popular perception sees constructivism as replacing instructivism, and connectivism as replacing constructivism, in reality each of them has its place, and they should be viewed as complementary approaches rather than in conflict. So why do I disagree? Because while as pedagogies it is easy to imagine them being alternated, as theories they contradict each other. According to instructivism, knowledge can be transmitted. According to constructivism, knowledge is created via internal representations. I don't think either is true, and more, these aren't the sort of things that can be true in one moment and not true in the next."
Armed with a set of criteria drawn from different disciplines, I identified seven separate intelligences. All human beings possess these seven intelligences, but we differ from one another in which are strong; and in any case, strength or weakness in one (say spatial intelligence) does not predict strength or weakness in another (say, interpersonal or musical intelligence).
I would now add a few more intelligences to the list, and others, most famously Daniel Goleman, have proposed yet other intelligences like emotional intelligence. I am no longer invested in my particular set of intelligences. For me, the important advance is that a multiplicity of intelligences has been acknowledged—wits, rather than wit.
In this era of succinct messaging, I’ve created a twitter-short formula: Multiple Wits and Good Grits Lead to a Success Beyond Selfies.
This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory v5, Organisation Kolb, Psychology Vygotsky, Psychology Bloom, Piaget genetic epistemology, Psychology Skinner, Montessori constructivism, Dewey constructivism, radical constructivism Knowledge as mental representation: 1a. Knowledge is not passively received either through the senses or by way of communication; 1b. Knowledge is actively built up by the cognising subject; 2a. The function of cognition is adaptive, in the biological sense of the term, tending towards fit or viability; 2b Cognition serves the subject’s organization of the experiential world, not the discovery of an objective ontological reality., social constructivism connectivism, Taylor Organisation, Holt homeschooling, unschooling, constructivism radical constructivism, Kolb experiental learning, Montessori Montessori education, Social anthropology Lave & Wenger, Vygotsky zone of proximal development, Lave & Wenger situated learning, Education Illich, scientific pedagogy Education based on science that modified and improved the individual., communities of practice Groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.
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