Cyril Courtin, Anne-Marie Melot, and Denis Corroyer
- Published in print:
- 2008
- Published Online:
- September 2008
- ISBN:
- 9780195368673
- eISBN:
- 9780199894161
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195368673.003.0004
- Subject:
- Psychology, Developmental Psychology
Theory of Mind (ToM), originally defined as the ability to consider the human mind as a generator of representations, is a cornerstone in social interactions because it corresponds to developing an ...
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Theory of Mind (ToM), originally defined as the ability to consider the human mind as a generator of representations, is a cornerstone in social interactions because it corresponds to developing an awareness of how mental states (beliefs, desires, wishes, etc.) govern the behavior of self and others. This chapter explores relations between ToM and teaching-learning. It begins by discussing these relationships and presenting the state-of-the-art findings about ToM in deaf children. It then discusses how cognitive processes underlying ToM may differ among deaf children, and in deaf children compared to hearing children. The chapter presents ways in which some key aspects of hearing children's ToM might differ from researchers' conceptions about ToM development. This leads to a discussion of learning by deaf students and the need for teachers to be conscious of different learning styles.Less
Theory of Mind (ToM), originally defined as the ability to consider the human mind as a generator of representations, is a cornerstone in social interactions because it corresponds to developing an awareness of how mental states (beliefs, desires, wishes, etc.) govern the behavior of self and others. This chapter explores relations between ToM and teaching-learning. It begins by discussing these relationships and presenting the state-of-the-art findings about ToM in deaf children. It then discusses how cognitive processes underlying ToM may differ among deaf children, and in deaf children compared to hearing children. The chapter presents ways in which some key aspects of hearing children's ToM might differ from researchers' conceptions about ToM development. This leads to a discussion of learning by deaf students and the need for teachers to be conscious of different learning styles.
Michael C. Corballis
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199600496
- eISBN:
- 9780191739187
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199600496.003.0063
- Subject:
- Neuroscience, Development, Behavioral Neuroscience
The idea that people are either verbal or visual thinkers is current not only in popular mythology, but also in the educational concept of ‘learning styles’. Teaching methods, it is claimed, should ...
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The idea that people are either verbal or visual thinkers is current not only in popular mythology, but also in the educational concept of ‘learning styles’. Teaching methods, it is claimed, should be tailored to accommodate either the verbal or visual proclivities of the students. Careful examination of the evidence indicates that the distinction is without foundation, at least with respect to the effectiveness of educational practice. It may be true that some people are good at verbal skills, some at visual skills, but just as many are good at both or good at neither — and there are, of course, many shades in between. An associated but equally suspect idea is that people are either left-brained or right-brained. These distinctions may reflect a natural human tendency to see the world and its inhabitants in terms of dichotomies, thereby overlooking the very complexities that make us human. They may also reflect a politically correct but often misguided (and indeed dangerous) attempt to define talent in those who fail to achieve academically. The natural disposition to dichotomize is exploited by individuals and organizations only too eager to profit from human folly.Less
The idea that people are either verbal or visual thinkers is current not only in popular mythology, but also in the educational concept of ‘learning styles’. Teaching methods, it is claimed, should be tailored to accommodate either the verbal or visual proclivities of the students. Careful examination of the evidence indicates that the distinction is without foundation, at least with respect to the effectiveness of educational practice. It may be true that some people are good at verbal skills, some at visual skills, but just as many are good at both or good at neither — and there are, of course, many shades in between. An associated but equally suspect idea is that people are either left-brained or right-brained. These distinctions may reflect a natural human tendency to see the world and its inhabitants in terms of dichotomies, thereby overlooking the very complexities that make us human. They may also reflect a politically correct but often misguided (and indeed dangerous) attempt to define talent in those who fail to achieve academically. The natural disposition to dichotomize is exploited by individuals and organizations only too eager to profit from human folly.
Sara Booth, Polly Edmonds, and Margaret Kendall
- Published in print:
- 2009
- Published Online:
- November 2011
- ISBN:
- 9780199238927
- eISBN:
- 9780191730092
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199238927.003.0007
- Subject:
- Palliative Care, Patient Care and End-of-Life Decision Making, Pain Management and Palliative Pharmacology
This chapter discusses the importance of education to the success of a palliative care team in an acute hospital. Education is a core activity of any palliative care service; however, there are often ...
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This chapter discusses the importance of education to the success of a palliative care team in an acute hospital. Education is a core activity of any palliative care service; however, there are often practical difficulties in finding ways to fit it into the hospital routine. A palliative care team needs to be creative and become part of the hospital mainstream to achieve to achieve its goals of having a clear understanding of the needs of the staff working in the hospital. It is also important to investment in training around teaching and presentation skills and collaborate in order to avoid duplication, build relationship with other departments, and pool resources. This chapter provides a list of recommended learning style resources.Less
This chapter discusses the importance of education to the success of a palliative care team in an acute hospital. Education is a core activity of any palliative care service; however, there are often practical difficulties in finding ways to fit it into the hospital routine. A palliative care team needs to be creative and become part of the hospital mainstream to achieve to achieve its goals of having a clear understanding of the needs of the staff working in the hospital. It is also important to investment in training around teaching and presentation skills and collaborate in order to avoid duplication, build relationship with other departments, and pool resources. This chapter provides a list of recommended learning style resources.
AARON WILLIAMON
- Published in print:
- 2004
- Published Online:
- March 2012
- ISBN:
- 9780198525356
- eISBN:
- 9780191689345
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198525356.003.0007
- Subject:
- Psychology, Music Psychology
This chapter reviews a range of memorization strategies that are available to musicians. The chapter is in three main sections. It begins by setting out basic principles of human memory, including a ...
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This chapter reviews a range of memorization strategies that are available to musicians. The chapter is in three main sections. It begins by setting out basic principles of human memory, including a discussion of the psychological structures thought to be involved in memorization and some recommendations for improving memory generally. The second section explores musical memory specifically and offers a selection of strategies commonly used by musicians and tested through systematic research. These include rote memorization, methods for memorizing visual and auditory information, methods for developing and exploiting ‘conceptual’ memory, and memorization for words and music. The chapter closes with a discussion of how these strategies can be used in conjunction with one another and how individual differences in learning styles may impact on one's capacity to memorize.Less
This chapter reviews a range of memorization strategies that are available to musicians. The chapter is in three main sections. It begins by setting out basic principles of human memory, including a discussion of the psychological structures thought to be involved in memorization and some recommendations for improving memory generally. The second section explores musical memory specifically and offers a selection of strategies commonly used by musicians and tested through systematic research. These include rote memorization, methods for memorizing visual and auditory information, methods for developing and exploiting ‘conceptual’ memory, and memorization for words and music. The chapter closes with a discussion of how these strategies can be used in conjunction with one another and how individual differences in learning styles may impact on one's capacity to memorize.
D. Christopher Kayes
- Published in print:
- 2015
- Published Online:
- April 2015
- ISBN:
- 9780199791057
- eISBN:
- 9780190245351
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199791057.003.0002
- Subject:
- Psychology, Social Psychology
Any consideration of learning in organizations requires a description of how individual learning translates into organizational practices. This chapter builds a template that outlines approaches to ...
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Any consideration of learning in organizations requires a description of how individual learning translates into organizational practices. This chapter builds a template that outlines approaches to learning from experience in organizations. The template draws from rational, dialectic, and poststructural approaches to learning to provide an integrated model of learning in organizations based on experience. The template is built on the work of Dewey, and a contemporary application of Dewey’s work to organizations. The template builds on the notions of routine and novelty and identifies four modes of learning from experience in organizations: counter experience, direct experience, exploration, and evidence based learning. Implications for organizational learning styles are explored.Less
Any consideration of learning in organizations requires a description of how individual learning translates into organizational practices. This chapter builds a template that outlines approaches to learning from experience in organizations. The template draws from rational, dialectic, and poststructural approaches to learning to provide an integrated model of learning in organizations based on experience. The template is built on the work of Dewey, and a contemporary application of Dewey’s work to organizations. The template builds on the notions of routine and novelty and identifies four modes of learning from experience in organizations: counter experience, direct experience, exploration, and evidence based learning. Implications for organizational learning styles are explored.
Caryl Rivers and Rosalind Barnett
- Published in print:
- 2013
- Published Online:
- November 2015
- ISBN:
- 9780231151634
- eISBN:
- 9780231525305
- Item type:
- book
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231151634.001.0001
- Subject:
- Psychology, Developmental Psychology
This book tackles a new, troubling trend in the theorizing of gender: that the learning styles, brain development, motivation, cognitive and spatial abilities, and “natural” inclinations of girls and ...
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This book tackles a new, troubling trend in the theorizing of gender: that the learning styles, brain development, motivation, cognitive and spatial abilities, and “natural” inclinations of girls and boys are so fundamentally different, they require unique styles of parenting and education. Ignoring the science that challenges these claims, those who promote such theories make millions while frightening parents and educators into enforcing old stereotypes and reviving unhealthy attitudes in the classroom. This text unmakes the pseudoscientific rationale for this argument, stressing the individuality of each child and the specialness of his or her talents and desires. It recognizes that in our culture, girls and boys encounter different stimuli and experiences, yet encouraging children to venture outside their comfort zones helps them realize a multifaceted character.Less
This book tackles a new, troubling trend in the theorizing of gender: that the learning styles, brain development, motivation, cognitive and spatial abilities, and “natural” inclinations of girls and boys are so fundamentally different, they require unique styles of parenting and education. Ignoring the science that challenges these claims, those who promote such theories make millions while frightening parents and educators into enforcing old stereotypes and reviving unhealthy attitudes in the classroom. This text unmakes the pseudoscientific rationale for this argument, stressing the individuality of each child and the specialness of his or her talents and desires. It recognizes that in our culture, girls and boys encounter different stimuli and experiences, yet encouraging children to venture outside their comfort zones helps them realize a multifaceted character.
Caryl Rivers and Rosalind C. Barnett
- Published in print:
- 2013
- Published Online:
- November 2015
- ISBN:
- 9780231151634
- eISBN:
- 9780231525305
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231151634.003.0009
- Subject:
- Psychology, Developmental Psychology
This chapter talks about a new vision of the ideal classroom: one for girls and one for boys. The girls' classroom is occupied by quiet, focused girls who are comfortably seated. The teacher speaks ...
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This chapter talks about a new vision of the ideal classroom: one for girls and one for boys. The girls' classroom is occupied by quiet, focused girls who are comfortably seated. The teacher speaks in a mellow voice, and the girls learn about chemistry by analyzing “girly” artifacts like cosmetics or cleaning fluids. The boys' classroom is filled with a lot of activity and noise, with the boys expending plenty of physical energy, such as taking a motorcycle apart to understand how engines function. This kind of set up proves to be unhelpful, as the use of gender specified teaching tools is a wasteful allocation of limited educational resources. Separating boys and girls on the basis of alleged learning-style differences is completely unscientific. The real ideal classroom is one where teachers see students as individuals, and encourage them to stretch beyond stereotypes and discover a range of talents.Less
This chapter talks about a new vision of the ideal classroom: one for girls and one for boys. The girls' classroom is occupied by quiet, focused girls who are comfortably seated. The teacher speaks in a mellow voice, and the girls learn about chemistry by analyzing “girly” artifacts like cosmetics or cleaning fluids. The boys' classroom is filled with a lot of activity and noise, with the boys expending plenty of physical energy, such as taking a motorcycle apart to understand how engines function. This kind of set up proves to be unhelpful, as the use of gender specified teaching tools is a wasteful allocation of limited educational resources. Separating boys and girls on the basis of alleged learning-style differences is completely unscientific. The real ideal classroom is one where teachers see students as individuals, and encourage them to stretch beyond stereotypes and discover a range of talents.
Frank Abrahams and Daniel Abrahams
- Published in print:
- 2015
- Published Online:
- November 2015
- ISBN:
- 9780198744443
- eISBN:
- 9780191805776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198744443.003.0029
- Subject:
- Psychology, Music Psychology, Developmental Psychology
This chapter examines three models of apprenticeship. It explains the similarities between each model and how each connects to a different psychological theory. Traditional apprenticeship is a model ...
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This chapter examines three models of apprenticeship. It explains the similarities between each model and how each connects to a different psychological theory. Traditional apprenticeship is a model that relies on teacher-centered demonstration and imitation grounded in behaviorism. Cognitive apprenticeship, framed in cognitive psychology, situates the mentor and apprentice in “real-world” experiences through student-centered strategies such as reciprocal teaching. Lastly, sociotransformative apprenticeship addresses issues of power and musical identity that are neglected in the traditional and cognitive apprenticeship models. Within this third model, the mentor and apprentice pose and solve problems together as they cycle through authentic activities that foster competency and a critical consciousness in the apprentice. Such actions prepare the mentor to enter into a community of practice with skill and competence. Social theory and experiential learning ground each model. The chapter also explores the nature of the apprentice–mentor relationship and describes how mentors design scaffolding experiences that align to children’s individual learning styles.Less
This chapter examines three models of apprenticeship. It explains the similarities between each model and how each connects to a different psychological theory. Traditional apprenticeship is a model that relies on teacher-centered demonstration and imitation grounded in behaviorism. Cognitive apprenticeship, framed in cognitive psychology, situates the mentor and apprentice in “real-world” experiences through student-centered strategies such as reciprocal teaching. Lastly, sociotransformative apprenticeship addresses issues of power and musical identity that are neglected in the traditional and cognitive apprenticeship models. Within this third model, the mentor and apprentice pose and solve problems together as they cycle through authentic activities that foster competency and a critical consciousness in the apprentice. Such actions prepare the mentor to enter into a community of practice with skill and competence. Social theory and experiential learning ground each model. The chapter also explores the nature of the apprentice–mentor relationship and describes how mentors design scaffolding experiences that align to children’s individual learning styles.
Tammy Berberi, Elizabeth C. Hamilton, and Ian Sutherland (eds)
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.001.0001
- Subject:
- Sociology, Education
Today's foreign language teachers are increasingly expected to be skilled in addressing multiple intelligences and differing learning styles, yet no reliable resources exist that consolidate the best ...
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Today's foreign language teachers are increasingly expected to be skilled in addressing multiple intelligences and differing learning styles, yet no reliable resources exist that consolidate the best of what is known about the broad spectrum of disabilities that are already or soon to be in our classrooms. This book offers critical and practical essays with insights applicable across the language-teaching spectrum. It brings together scholars and teachers from around the world who examine foreign language education from general requirements through advanced literature and film courses to study abroad, showing how to enable the success of students with disabilities at every step of the way. Chapters explore the nature of language itself, the best avenues toward acquiring proficiency, and the lives of disabled people at home and abroad.Less
Today's foreign language teachers are increasingly expected to be skilled in addressing multiple intelligences and differing learning styles, yet no reliable resources exist that consolidate the best of what is known about the broad spectrum of disabilities that are already or soon to be in our classrooms. This book offers critical and practical essays with insights applicable across the language-teaching spectrum. It brings together scholars and teachers from around the world who examine foreign language education from general requirements through advanced literature and film courses to study abroad, showing how to enable the success of students with disabilities at every step of the way. Chapters explore the nature of language itself, the best avenues toward acquiring proficiency, and the lives of disabled people at home and abroad.
Jill Duncan, Ellen A. Rhoades, and Elizabeth M. Fitzpatrick
- Published in print:
- 2014
- Published Online:
- April 2014
- ISBN:
- 9780195381405
- eISBN:
- 9780190204020
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195381405.003.0003
- Subject:
- Psychology, Developmental Psychology
This chapter presents general teaching and learning theories fundamental to auditory (re)habilitation practices. The heuristic approach, top-down versus bottom-up processing, passive versus active ...
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This chapter presents general teaching and learning theories fundamental to auditory (re)habilitation practices. The heuristic approach, top-down versus bottom-up processing, passive versus active learning styles, restorative versus compensatory perspectives, process versus product, potential versus failure intervention model, and constructivist perspective are covered. It is important for practitioners to apply these theories when engaging with adolescents and their families.Less
This chapter presents general teaching and learning theories fundamental to auditory (re)habilitation practices. The heuristic approach, top-down versus bottom-up processing, passive versus active learning styles, restorative versus compensatory perspectives, process versus product, potential versus failure intervention model, and constructivist perspective are covered. It is important for practitioners to apply these theories when engaging with adolescents and their families.
Laura Otis
- Published in print:
- 2015
- Published Online:
- November 2015
- ISBN:
- 9780190213466
- eISBN:
- 9780190271701
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190213466.003.0008
- Subject:
- Psychology, Cognitive Psychology
Individual ways of thinking can be developed and changed with time. The introspections of literary scholar Mark Bauerlein, entomologist and cartoonist Jay Hosler, lawyer and novelist Diana Richmond, ...
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Individual ways of thinking can be developed and changed with time. The introspections of literary scholar Mark Bauerlein, entomologist and cartoonist Jay Hosler, lawyer and novelist Diana Richmond, and developmental biologist Scott Gilbert convey how it feels to change one’s way of thinking through determined effort. Bauerlein’s advocacy of focused concentration resonates with neuroscientist Elizabeth Gould’s and Fred Gage’s studies of adult neurogenesis and neurophysiologist Michael Merzenich’s experiments demonstrating adult neuroplasticity. Hosler’s and Gilbert’s accounts of teaching science indicate that teachers of any subject must consider the needs of verbally, spatially, or pictorially oriented students. Teachers should not, however, simply accept that students are “verbal” or “visual” and cater to their needs; they should push them to learn what comes hardest. Many thinkers profiled in this book chose professions demanding skills they needed to develop. Sometimes, people achieve their greatest successes in fields for which they first seem to have no affinity.Less
Individual ways of thinking can be developed and changed with time. The introspections of literary scholar Mark Bauerlein, entomologist and cartoonist Jay Hosler, lawyer and novelist Diana Richmond, and developmental biologist Scott Gilbert convey how it feels to change one’s way of thinking through determined effort. Bauerlein’s advocacy of focused concentration resonates with neuroscientist Elizabeth Gould’s and Fred Gage’s studies of adult neurogenesis and neurophysiologist Michael Merzenich’s experiments demonstrating adult neuroplasticity. Hosler’s and Gilbert’s accounts of teaching science indicate that teachers of any subject must consider the needs of verbally, spatially, or pictorially oriented students. Teachers should not, however, simply accept that students are “verbal” or “visual” and cater to their needs; they should push them to learn what comes hardest. Many thinkers profiled in this book chose professions demanding skills they needed to develop. Sometimes, people achieve their greatest successes in fields for which they first seem to have no affinity.
Roberta Y. Hickox
- Published in print:
- 2016
- Published Online:
- April 2016
- ISBN:
- 9780190201616
- eISBN:
- 9780190201654
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190201616.003.0006
- Subject:
- Music, History, American
This chapter examines strategies for winding back and winding forward rhythm pattern instruction including rhythm syllables and a reading/writing rhythmic sequence to aid in individualization of ...
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This chapter examines strategies for winding back and winding forward rhythm pattern instruction including rhythm syllables and a reading/writing rhythmic sequence to aid in individualization of rhythm instruction for all students. Numerous practice activities that appeal to different learning styles are offered, as various approaches to the same concept can be beneficial to all students. In addition, assessment charts are presented that sequence the steps of rhythm instruction in multiple meters and offer a means of tracking skill development of individual students that recognizes mastery and progress. Through differentiation of rhythmic objectives and skill development, students can access the curriculum at their own current skill level and the class can proceed through instruction together. Without this, we may unintentionally leave some students confused as we move on to more complex rhythmic skills.Less
This chapter examines strategies for winding back and winding forward rhythm pattern instruction including rhythm syllables and a reading/writing rhythmic sequence to aid in individualization of rhythm instruction for all students. Numerous practice activities that appeal to different learning styles are offered, as various approaches to the same concept can be beneficial to all students. In addition, assessment charts are presented that sequence the steps of rhythm instruction in multiple meters and offer a means of tracking skill development of individual students that recognizes mastery and progress. Through differentiation of rhythmic objectives and skill development, students can access the curriculum at their own current skill level and the class can proceed through instruction together. Without this, we may unintentionally leave some students confused as we move on to more complex rhythmic skills.
Courtney Crappell
- Published in print:
- 2019
- Published Online:
- June 2019
- ISBN:
- 9780190670528
- eISBN:
- 9780190670566
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190670528.003.0006
- Subject:
- Music, Performing Practice/Studies
Whereas Chapter 4 explored the “reactive” side of teaching or what happens in the lesson, Chapter 5, “Training Sequencing and Planning Strategies,” covers the “proactive” side of teaching. It ...
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Whereas Chapter 4 explored the “reactive” side of teaching or what happens in the lesson, Chapter 5, “Training Sequencing and Planning Strategies,” covers the “proactive” side of teaching. It describes how pedagogy students should be prepared for planning their lessons and curriculum, beginning first with the skill of sequencing repertoire and other performance skills, and then exploring techniques for designing long-term and short-term plans. In particular, this chapter places a strong emphasis on how piano teachers must be prepared to design lesson plans that prevent potential student problems, rather than only react when problems arise. Several classroom exercises are included that help pedagogy students understand the importance of the planning process and how they can adjust their plans to the needs of individual students.Less
Whereas Chapter 4 explored the “reactive” side of teaching or what happens in the lesson, Chapter 5, “Training Sequencing and Planning Strategies,” covers the “proactive” side of teaching. It describes how pedagogy students should be prepared for planning their lessons and curriculum, beginning first with the skill of sequencing repertoire and other performance skills, and then exploring techniques for designing long-term and short-term plans. In particular, this chapter places a strong emphasis on how piano teachers must be prepared to design lesson plans that prevent potential student problems, rather than only react when problems arise. Several classroom exercises are included that help pedagogy students understand the importance of the planning process and how they can adjust their plans to the needs of individual students.
