Academic literature on the topic 'Intrapersonal learner'
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Journal articles on the topic "Intrapersonal learner"
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Savina, Alina, and Nadezhda Moroshkina. "Is It Possible to Read Other People’s Confidence While Testing Their Implicit Learning?" Russian Journal of Cognitive Science 6, no. 4 (December 31, 2019): 39–49. http://dx.doi.org/10.47010/19.4.4.
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Recent studies have shown that observers can accurately read a partner’s confidence in their decision without verbal information exchange. The main question of the present study concerns the possibility of an accurate reading of the metacognitive experiences of others if they make decisions based on implicit knowledge. The second question addressed the predictors of such mindreadings if they are possible. The experiment was conducted using an artificial grammar learning paradigm. Participants worked in dyads: the Learner implicitly learned to classify stimuli as grammatical and non-grammatical, and the Observer observed the classification process while having no access to the stimuli, and not communicating with the partner. The Observer’s judgment of the Learner’s confidence, as well as the Learner's judgment of his/her confidence, were recorded. The results demonstrate that the Learner's confidence judgments correlate with the Observer's judgments of his/her confidence. Moreover, only the confidence judgments of the Learner correlate with the classification accuracy. It is concluded that intrapersonal confidence judgments and interpersonal confidence judgments are partially guided by the same criteria (in particular, response time), however, the Learners’ judgments of their own confidence in the decisions are more sensitive to the implicit knowledge
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Moradi, Sholeh, Shima Ghahari, and Mohammad Abbas Nejad. "Learner- vs. expert-constructed outlines: Testing the associations with L2 text comprehension and multiple intelligences." Studies in Second Language Learning and Teaching 10, no. 2 (June 29, 2020): 359–84. http://dx.doi.org/10.14746/ssllt.2020.10.2.7.
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Cognitive organizers (COs) are text aids which represent objects, concepts, and their relations by the use of symbols and spatial arrangements without adding to semantic content. The present study examines language learners’ text comprehension through outlines, a popular CO, compared with text-only condition, and further investigates the effect of learner-constructed outlines (i.e., systematic note-taking) and expert-constructed outlines (i.e., readymade displays) on comprehension. Finally, the predictive power of multiple intelligences (MI) across different input modalities is scrutinized. Following stratified random sampling, a total of 111 EFL undergraduates were divided into text-only (receiving a text twice), expert-constructed (the text followed by an outline), and learner-constructed (the text followed by an outline to be drawn up by the learner) groups. A TOEFL examination, a 1218-word expository text on systematic sleep disorder, a follow-up reading comprehension test, and a multiple intelligences inventory constituted the data collection measures. The results of multiple regression and ANOVA were as follows: (a) COs lead to more content recall than text displays; (b) expert-constructed and learner-constructed outlines are equally effective; (c) MI significantly predicts the groups’ reading comprehension; (d) interpersonal and intrapersonal intelligences are significant correlates of text-only groups’ performance; and (e) visual, verbal, and intrapersonal intelligences are significantly associated with learner-constructed groups’ reading scores. The study offers several implications for theory and practice.
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Murniati, Wahyuni. "EDUTAINMENT DALAM PENGEMBANGAN MULTIPLE INTELLIGENCES TEORI HOWARD GARDNER PADA ANAK USIA DINI." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 6, no. 2 (December 12, 2018): 301. http://dx.doi.org/10.21043/thufula.v6i2.4775.
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<p><em>There are nine intelligences proposed by Howard Gardner. Nine intelligences include: intelligence language, logical-mathematical, visual-spatial, bodily-kinesthetic, rhythmic-musical, intrapersonal, interpersonal, naturalistic and existential. When speaking of the intelligence then of course it's going to talk about a person's brain. In theory the brain, it is said that the brain will only absorb information if the brain is in a state of happy to get it. Then to condition it, teachers should make learning fun and humanizing learners. Appropriate learning models would improve intelligence learners. One model of learning that can be used to improve the intelligence of the learner is to use the model of edutainment. This article attempts to provide edutainment strategies in the use of the model to the increase of multiple intelligences of children.</em></p>
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Paraskeva, Fotini, Sofia Mysirlaki, and Vasilis N. Vasileiou. "Developing Self-Regulation Skills in Virtual Worlds." International Journal of Online Pedagogy and Course Design 2, no. 2 (April 2012): 25–43. http://dx.doi.org/10.4018/ijopcd.2012040103.
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In order to succeed in today’s life and work environments, people require more than thinking skills and content knowledge. Initiative and self-direction skills are needed, including the ability to manage goals and time, to work independently, and be self-directed learners. On the other hand, e-learning has brought changes in every field of formal and informal education, such as training programs, basic education, and life-long learning. However, e-learning is not inherently motivating and can even be demotivating due to technological, intrapersonal, and interpersonal hurdles. A hallmark of e-learning is its reliance on learner autonomy, also called independent or self-directed learning. In view of the need for the design of e-learning environments that would provide self-regulation strategies for the maximization of learners’ engagement to an e-learning course and the development self-regulation as an important life skill, this paper presents the application of a Self-Regulation Theory based educational scenario, using the Virtual World of Second Life to enhance situated experience in professional and career development and to develop self-regulation as an important skill for the 21st century, along with skills, such as collaboration, team work, peer exchange and problem solving.
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Araya, Jamie, Andrew Bennie, and Donna O’Connor. "Understanding Performance Coach Development: Perceptions About a Postgraduate Coach Education Program." International Sport Coaching Journal 2, no. 1 (January 2015): 3–14. http://dx.doi.org/10.1123/iscj.2013-0036.
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The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.
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Cigan, Vesna. "Relationship between students’ motivation and their socio-demographic characteristics." Linguistica 54, no. 1 (December 31, 2014): 11–30. http://dx.doi.org/10.4312/linguistica.54.1.11-30.
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This article presents the results of research on the relationship between indicators of intrinsic and extrinsic motivation in students attending higher education institutions, and their socio-demographic characteristics: the type of upper secondary education completed, secondary education grade point average, year of study, gender, and parents’ education. The research was conducted in March 2012, through a survey questionnaire administered to a sample of 604 respondents. The questionnaire examined, among other things, students’ motivation for learning, self-assessment of motivation for learning English and further professional development, and self-assessment of overall satisfaction with the study programme. According to the self-determination theory developed by Deci and Ryan (2000), intrinsic and extrinsic motivation are essential for undertaking any activity, including learning. As a social agent, each individual interacts with different social groups in an action-oriented set of circumstances, and develops his/her personality (CEFR). Social contexts that catalyse intrapersonal and interpersonal differences also have a significant influence on motivation. Gardner’s theory of motivation emphasizes the importance of social components and the extrinsic nature of instrumental and integrative orientation. Instrumental-integrative dichotomy was further developed by Dörnyei (1994: 279), who introduced a motivational framework consisting of three levels: the language level, the learner level and the learning situation level. Survey results show that the respondents are generally highly-motivated to learn, and that intrinsic motivation is predominant. Statistically significant differences were found between gender, secondary education grade point average, and year of study and the type and intensity of motivation, whereas the type of upper secondary education completed, and parents’ education, were not found to be statistically significantly correlated with the examined concepts.
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Ó’Móchain, Robert, and Robert Perkins. "Critical Issues: A Survey of Topic Popularity among University Students." Language Teacher 34, no. 2 (March 1, 2010): 5. http://dx.doi.org/10.37546/jalttlt34.2-1.
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This survey study investigates the possibility of mismatches between critical pedagogical initiatives and learner expectations or fields of interest. Our opinion survey of 200 first and second-year undergraduate students at two universities in western Japan, explored preferences regarding 21 discussion topics. Fourteen of the topics were related to critical sociocultural (CS) issues while seven topics were related to interpersonal and intrapersonal (IP) concerns. The principal findings of the survey showed a significant preference for IP topics over CS topics. These initial survey findings may indicate a need for critically minded pedagogues to lay more groundwork in the classroom before initiating a syllabus that focuses on CS topics. Further research will provide qualitative data to explore reasons why learners may feel an aversion to sociocultural topics for classroom discussion. 本論は、教育者の教育構想と学習者の期待もしくは興味のある分野とのミスマッチの可能性を調査す。 この調査は西日本の2つの大学の1年生と2年生200人を対象に21の議論トピックに関する興味度を調査したものである。14のトピックは重大な社会文化(CS)関連問題で、7つのトピックは対人関係や個人の内面に関する（IP)問題である。調査の主要な発見事項は、学生たちがCSに関するトピックよりIP関連トピックのほうに大いなる関心を持っていることである。これらの調査結果は、教育者たちが社会文化（CS)のトピックに重点をおくシラバスを始める前に、もっと基礎作りに力を入れる必要性があることを示しているように思う。今後の研究では、学習者たちがクラスで社会文化的な問題を議論するのを嫌う理由を調査した質的データを提供する。
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Aliasin, Seyed Hesamuddin, and Samira Abbasi. "The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use." Journal of Language and Education 6, no. 2 (June 30, 2020): 31–43. http://dx.doi.org/10.17323/jle.2020.9730.
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Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To fill this gap, at least partially, the present study investigated the relationship between emotional intelligence and the use of metacognitive reading strategies by EFL learners. Based on the convenience sampling method, 119 Iranian EFL learners across the age range of 18-27 were selected as the earlier subjects. These subjects were then homogenized through the administration of the PET reading test, which reduced the number of the participants to 102 intermediate EFL. The main instruments included Bar-On's (1997) Emotional Intelligence Questionnaire and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies Questionnaire (SORS) that measured metacognitive reading strategies use. The results revealed a moderate and positive correlation between a) emotional intelligence and the use of metacognitive reading strategies; b) intrapersonal skills, interpersonal skills, adaptability, and general mood and global metacognitive strategies; c) intrapersonal skills, interpersonal skills, and general mood and problem-solving metacognitive strategies; and d) intrapersonal skills, interpersonal skills, and general mood and support metacognitive strategies. Furthermore, multiple regression analysis results indicated that the EI scales of general mood and interpersonal skills significantly contributed to the prediction of the use of metacognitive reading strategies by EFL learners.
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Hourigan, Kristen L. "Homicide Survivors’ Definitions of Forgiveness: Intrapersonal, Interpersonal, and Extrapersonal Orientations." Violence and Victims 31, no. 5 (2016): 869–87. http://dx.doi.org/10.1891/0886-6708.vv-d-15-00015.
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This article explores the definition of forgiveness from the perspective of individuals who have lost loved ones to homicide. This article draws on 33 in-depth, semistructured interviews that asked participants to define and discuss forgiveness and non-forgiveness both in general and as it relates to homicide. Analysis shows three distinct definitions of, or orientations toward, forgiveness, each learned through interaction with family and/or religion: intrapersonal, interpersonal, and extrapersonal. Analyses suggest that future investigations must include multiple definitions of forgiveness, and victim services must be cognizant of these various pathways toward forgiveness.
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Shafiee, Sajad, Marziye Mobini, Ehsan Namaziandost, and Sharareh Ghodoosi. "Contribution of Multiple Intelligences to L2 Writing of EFL Learners." International Journal of Linguistics, Literature and Translation 3, no. 6 (June 30, 2020): 59–69. http://dx.doi.org/10.32996/ijllt.2020.3.6.7.
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The present study was carried out to unveil the predictive power of multiple-intelligences (MI) in accounting for different components of L2 writing. To do so, through an OPT, 120 intermediate EFL learners were selected. In one class session, the researcher gave McKenzie's (1999) MI questionnaire to the learners and asked them to fill out the questionnaire. In the subsequent session, the participants were asked to write an argumentative essay about a topic within 60 minutes. The learners' writings were scored from 1 to 4 based on each component of writing under question (i.e., content, organization, cohesion, vocabulary, grammar, spelling, and pronunciation). Finally, the learners' answers to the questionnaire were quantified and their performances on the writing test were scored by two raters (and the inter-rater reliability calculated through Pearson correlation equaled .86). Multivariate regression in AMOS (version 22) was used to analyze the data, and to show which types of MIs contributed more to different aspects of L2 writing. The results of this investigation showed that certain types of multiple-intelligences affected certain components of the students’ writing. More precisely, it was unraveled that logical and musical intelligences contributed more to the relevance and adequacy of content; on the other hand, verbal, musical, and naturalistic intelligences bore effects on learners' writing organization; logical, existential, and verbal intelligences played a significant part in the learners' cohesion; logical and intrapersonal intelligences contributed more to the adequacy of vocabulary for purpose; musical, logical and intrapersonal intelligences could significantly account for the grammar of written productions; visual and kinesthetic intelligences were most effective in the punctuation components of L2 writings; finally, EFL learners' spelling was influenced by logical, musical, existential, and interpersonal intelligences. The results of the study bear significant implications for L2 writing researchers and teachers.
Dissertations / Theses on the topic "Intrapersonal learner"
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Parker, Juanita Lynn. "Academic Success for the 21st Century Learner: Intrapersonal Intelligence and Resilience." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2077.
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Internal and personal strengths are associated with positive academic outcomes in the higher educational setting and are particularly relevant to the 21st century learner in the modern complex and global society. There is limited research addressing the connection between intrapersonal intelligence, resilience, and academic success. This information is important to better assist students in developing qualities that foster academic success and sustainability. The purpose of this study was to investigate the correlations between intrapersonal intelligence, as measured by the Multiple Intelligences Development Assessment Scales (MIDAS); resilience, as measured by the Connor-Davidson Resilience Scale (CD-RISC); and academic success, as measured by the Scale of Implicit Theory of Intelligence (SITI), grade point average (GPA), and grade level. Ninety-one undergraduate students recruited through an online research pool and flyers distributed on campus participated in the study. Participants were asked to complete 3 surveys and a demographic questionnaire. Constructivist and transformative learning theories were used to frame the study and address self-development in the learning process. Results of a multiple regression analysis revealed a significant correlation between intrapersonal intelligence and GPA (a component of academic success). This research study promotes positive social change by emphasizing the intrinsic strengthening and transformation of the learner for a sustainable education. To enhance academic outcomes, academic leaders could focus on developing curricula with objectives that support the increase of intrapersonal intelligence. Building awareness of the significance of intrapersonal intelligence and resilience is important for the development of a sustainable education and to equip students for the problem solving challenges of the 21st century.
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Cloete, Dina J. "‘n Ondersoek na die fasilitering van verskillende leerstyle en meervoudige intelligensies tydens koöperatiewe leer en groepaktiwiteite in hoër onderwys (Afrikaans)." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/26729.
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Education programmes of the previous education departments in South Africa were based mainly on individual achievement and competition. In the new Outcomes Based programmes there is a shift to interaction, shared knowledge and the mastering of a variety of interaction skills. Ned Herrmann’s (1996) theory about the complexity of the human brain, the MI-theory of Gardner (2000b) and Sternberg’s (1997), Litzinger and Osif’s (1993) view of thinking and learning styles form the theoretical framework of this study. This research focuses in the first place on the way that students experience group work and co-operative learning, secondlyon what facilitators know or do not know about MI (multiple intelligences), co-operative learning and groupwork and how they implement the principles in their planning and during contact sessions. The research problem is: To what extend do facilitators in higher education make provision for the learning style preferences and other individual differences of learners during contact sessions facilitated by means of group work and/or co-operative learning? How do the learners respond to these approaches? This mixed methods research is done through observation, semi-structured interviews, a diagnostic questionnaire and a content analysis of study documentation. Study documentation was analysed to determine to what extend facilitators provided for learners’ learning style preferences and other individual differences. The behaviour of teacher training students was recorded over a period of three months and in different group settings. Participants completed a diagnostic questionnaire and the data obtained were compared with their behaviour to determine if there is any correlation between certain learning styles and behaviour patterns. I found that although the questions and assignments leave room for the learners’ differences, there is no reference to MI and learning styles in the study documentation. The theory of co-operative learning and group work is addressed in die study documentation. Learners with high interpersonal intelligence scores participated spontaneously in group activities and co-operative learning. Contrary to this the intrapersonal learners responded in a negative way. Personality clashes, conflict, prejudice, etc. were resolved to a great extend by changing group combinations. Nevertheless, the intrapersonal learner maintains a negative response towards group activities and co-operative learning. There was little or no significant negative behavior observed from learners with high scores in the other seven intelligences according to Gardner (2000b). The outcome of the first contact session led me to the conclusion that co-operative learning and group work are valuable facilitating strategies on the basis of shared sources, knowledge and progress in learning activities. Although the facilitators used these facilitating strategies, I could find no evidence that they took learners’ preferences and differences into account during contact sessions. However, in the interviews it became clear that they are enthusiastic to learn more about MI and learning styles and ways to plan and facilitate according to that knowledge. Facilitators need to know the learners in order to accommodate their diversities in group activities and co-operative learning. Learners, on the other hand, need to know their own abilities, intelligence and learning style preferences. The teaching profession is complex and continuous renewal and amelioration are essential to ensure dynamic and effective learning.Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted
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Van, Vuuren Renée Jansen. "Die hantering van alledaagse bekommernisse deur laerskoolleerders in die Helderberg-kom / Renée Jansen van Vuuren." Thesis, 2014. http://hdl.handle.net/10394/10746.
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Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard.
The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature.
This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard.
Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard.MA (Psychology), North-West University, Potchefstroom Campus, 2014
Books on the topic "Intrapersonal learner"
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Davidson, Jane W., and Gary E. McPherson. Learning to perform. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0002.
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To perform any skilled activity to expert level requires committed and intensely motivated learning. This chapter explores how musical development, particularly as it applies to learning an instrument, depends crucially on inventive and productive opportunities that coalesce in configurations unique to each learner. It reveals how an obsession with gifts and talents on the parts of researchers, teachers, parents and musicians alike has led to confusion over the nature and acquisition of the skills required for high-level music performance. It traces key theories on family scripts and self-determination to illustrate the ways in which psychological constructs shape belief and thus motivate learning. Environmental catalysts such as practice support and opportunity for creative expression offer additional significant influences. These factors are shown to align with intrapersonal characteristics and are described as syzygies, or inventive configurations, that provide pathways to committed music learning.
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Harkins, Stephen G., Kipling D. Williams, and Jerry Burger, eds. The Oxford Handbook of Social Influence. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199859870.001.0001.
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The study of social influence has been central to social psychology since its inception. In fact, research on social influence began in the 1880s, predating the coining of the term social psychology. The area's influence continued through the 1960s, when it made seminal contributions at the beginning of social psychology's golden age, but by the mid-1980s, interest in this area had waned. Now the pendulum is swinging back, as seen in growing interest in motivational accounts. The chapters in this volume, written by leading scholars, cover a variety of topics in social influence, incorporating a range of levels of analysis (intrapersonal, interpersonal, and intragroup) and both source and target effects. The book also includes chapters on theories that are most relevant to social influence, as well as a set of chapters on social influence in applied settings. This text can contribute to the renaissance of interest in social influence in a variety of ways. Some chapters show us that it is time to reexamine classic topics in social influence in the context of what has been learned since the original research was conducted. Others show how integrations/elaborations that advance our understanding of social influence processes are now possible. The chapters also reveal lacunae in the social influence literature and suggest future lines of research. Perhaps the most important of these will take into account the change from traditional social influence that occurs face-to-face to social media–mediated influence that is likely to characterize many of our interactions in the future.
Book chapters on the topic "Intrapersonal learner"
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Dufva, Hannele, and Mari Aro. "3 Dialogical View on Language Learners’ Agency: Connecting Intrapersonal with Interpersonal." In Theorizing and Analyzing Agency in Second Language Learning, edited by Ping Deters, Xuesong Gao, Elizabeth R. Miller, and Gergana Vitanova, 37–53. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092901-005.
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Soon, Goh Ying, Saiful Nizam Warris, and Rasaya Al Marimuthu. "Chinese Language Learners’ Intrapersonal and Interpersonal Perceptions of a Pinyin Text-to-Speech System." In Technology and the Psychology of Second Language Learners and Users, 381–401. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34212-8_15.
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Paraskeva, Fotini, Sofia Mysirlaki, and Vasilis N. Vasileiou. "Developing Self-Regulation Skills in Virtual Worlds." In Adult and Continuing Education, 1208–23. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch069.
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In order to succeed in today's life and work environments, people require more than thinking skills and content knowledge. Initiative and self-direction skills are needed, including the ability to manage goals and time, to work independently, and be self-directed learners. On the other hand, e-learning has brought changes in every field of formal and informal education, such as training programs, basic education, and life-long learning. However, e-learning is not inherently motivating and can even be demotivating due to technological, intrapersonal, and interpersonal hurdles. A hallmark of e-learning is its reliance on learner autonomy, also called independent or self-directed learning. In view of the need for the design of e-learning environments that would provide self-regulation strategies for the maximization of learners' engagement to an e-learning course and the development self-regulation as an important life skill, this paper presents the application of a Self-Regulation Theory based educational scenario, using the Virtual World of Second Life to enhance situated experience in professional and career development and to develop self-regulation as an important skill for the 21st century, along with skills, such as collaboration, team work, peer exchange and problem solving.
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"Applying Different Learning Styles to a Multicultural Environment." In Differentiated Instructional Design for Multicultural Environments, 28–54. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5106-5.ch002.
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In this chapter, there will be a presentation of information on the development of curriculum and how curriculum is impacted by different learning styles. Different learning styles impact the development of curriculum and impacts the management of the classroom. Different learning styles are an important part of managing a diversified curriculum for a multicultural environment. It is important to understand the history of learning styles and how learning styles can be used to develop curriculum that will increase a learner's educational progress. Since students are unique in their learning process, understanding different learning styles can be useful to develop lessons that include Visual, Auditory, Verbal, Physical, Logical, Social (interpersonal), Solitary (intrapersonal) approaches is important. Following are key areas that will be discussed; history of learning styles, learning styles that impact a student's success, teachers impact on learning styles, managing a student's strengths and weaknesses by understanding different learning styles, different learning styles: Visual, Auditory, Verbal, Physical, Logical, Social (interpersonal), Solitary (intrapersonal), learning style tests/Personality Tests and maximizing learning styles in a multicultural environment.
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Montaudon-Tomas, Cynthia M., Ivonne M. Montaudon-Tomas, and Ingrid N. Pinto-López. "Connections-Based Learning." In Paradigm Shifts in 21st Century Teaching and Learning, 270–90. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3146-4.ch017.
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Connectedness is essential to human growth and learning. This chapter presents an analysis on connections-based learning from four distinct frameworks: intrapersonal, interpersonal, interdisciplinary, and media-based. It includes a model that shows different levels of interactions in adult learning. Adults can learn anything and everything about any subject through the connections they establish with the world in a lifelong process based on the way we connect with ourselves, with others with different domains, and through different media. Learning is attained as in the weaving process of a seamless web that changes the way people see themselves and the world. Everything becomes interconnected, resembling a mesh.
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Keiffer-Lewis, Veronica. "Finding a Way In." In Intercultural and Interfaith Dialogues for Global Peacebuilding and Stability, 104–24. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7585-6.ch005.
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Dialogue is central to the process of deep understanding and to building true communities that not only respect cultural and spiritual/faith differences but also excel and thrive at intrapersonal, interpersonal, institutional, and cultural levels because of those differences. Although the benefits of dialogue as a pathway to authentic interfaith and intercultural communities are well documented, dialogue is not easy to develop and sustain within complex systems, such as healthcare and higher education. Thus, when dialogue as a means for deeper intercultural or interfaith understanding has not been readily agreed to by participants, the challenges met along the dialogic pathway can be difficult to sell. Following a review of the foundational literature pertaining to calling-out and calling-in, this chapter examines the lessons learned from teaching the praxis of calling-in versus calling-out as a starting point for the development and maintenance of dialogue across differences within complex systems.