Tag: individual differences (Page 2 of 2)

Learning Profiles

This post is part of a mini-series introduction to Individual Differences in Instruction and Storytelling. I lay the groundwork for deeper adventures in Differentiated Instruction, Learning Styles, Personalized Stories, and the like.

Check out the rest of the series.

Be warned, this post is a little on the long side. I considered splitting it in two, but there was no good place to cut it.

We’ve talked about Learn Styles and Multiple Intelligences; basically coming to the conclusion that (duh) every person processes information differently. There are Linguistic, Mathmatical, Musical, Kinesthetic, Interpersonal, Intrapersonal, Naturalistic, and Spatial, among many others. The intelligences factor into a student’s (any student’s) Learning Style and shows us the best way to present information to that particular student.

This is very important, and we will talk more about how to do this as time goes on. But, a student’s Learning Style is only part of the equation. We are all more than brains seeking information to swallow. Humans are complex, social, broken, distractable, creative, and unique creatures. No two are alike. All of these other factors (along side Learning Styles) form a student’s Learning Profile. What follows is a somewhat incomplete list of other factors to account for when developing a student’s learning profile. In the next series post, we will combine all these together to create an index Learning Strategy for a particular student.

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Multiple Intelligence and Learning Styles

This post is part of a mini-series introduction to Individual Differences in Instruction and Storytelling. I lay the groundwork for deeper adventures in Differentiated Instruction, Learning Styles, Personalized Stories, and the like.

Check out the rest of the series.

The next stop on our journey through core concepts of Individual Differences in Education and Storytelling is an introduction to theories of intelligence, multiple intelligence, and learning styles.

For our purposes, we will build on a simplified version of Jean Piaget’s concept of Assimilation and Accommodation. In essence, Piaget noted that when individuals encounter and process new information, they must square that information with pre-existing information in their schema (stuff they already know). They can either adapt the incoming information or adapt what they know to absorb the new information.

A basic example:

A child sees a green firetruck. They know (their schema dictates) that fire trucks are red. This firetruck is green. Faced with this new, contradicting information, the child may assimilate the information by adapting the incoming knowledge. “This is a new kind of firetruck that is green. It is different than red firetrucks.”

Or the child can accommodate the information by changing what he/she already knows. “Firetrucks can be green or red.”

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Series: Individual Differences, A Primer

Individual Differences in Education and Storytelling

As we march through a series on Educational Storytelling, it occurs to me that a basic understanding of Individual Learner Differences will be important. Everyone is different: we learn differently, enjoy different things, and respond to different elements in different ways. If we truly want to create stories that are transformational for a lot of people, we must learn to borrow theory and methods from those who teach diverse students every day.

Simply put: until we understand how people learn and learn differently, we can never craft stories that teach individuals effectively.

So, this short mini-series introduces concepts important to Individual Differences in Instruction and Storytelling. These short posts are meant to be foundational, just starting point toward topics like Differentiated Instruction, Intelligence, Learning Styles, Cognitive Development, and Multimodal Storytelling.

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Differentiated Instruction

This post is part of a mini-series introduction to Individual Differences in Instruction and Storytelling. I lay the groundwork for deeper adventures in Differentiated Instruction, Learning Styles, Personalized Stories, and the like.

Check out the rest of the series.

 

As I am hard at work adapting my master’s thesis for the series Basics of Educational Stories, I thought it would be a good idea to lay some groundwork in the area of education. One of the most exciting concepts in education today is differentiated instruction (DI). It may sound technical and scholarly, but it’s really very simple. Every person learns differently, processes information in a unique way, and has diverse strengths. DI is just a set of methods that run with this common sense idea. Instead of pounding knowledge into the student’s brain, DI teachers create an atmosphere where students of all ages encounter the material in a unique way.

This is imperative when discussing transformational stories because each audience member has a unique way of perceiving the world and specific  lenses everything is interpreted through. We will look at all this much closer in future posts, but for now, here is a great introduction from glencoe.com:

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Series: The Basics of Educational Stories

My research is largely devoted to transformational storytelling. That can mean many things: stories for education, therapy, counseling, moral instruction, identity management, and on and on and on. What’s more, the concept of stories that transform lives (like everything else in scholardom) has the potential to be very esoteric, theoretical, and abstract. These facets of any research are important, but I do not which to do research for research sake. If transformational stories are to change lives there must be practical applications with models and methods for applying them.

To that end, I am beginning a new series entitled The Basics of Educational Storytelling. Largely derived from my master’s thesis, The Value and Principles of Educational Storytelling (which can be read here), this series hopes to lay the foundation for an educational storytelling model regardless of setting and medium.

Specifically, we will explore the value, history, theoretical foundation, and basic use cases for educational storytelling as well as common elements of engaging storytelling.

I will describe Five Guiding Principles and explore the differences between teaching social-oriented principles (values, identity, etc) and process-oriented principles (math, science, etc).

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