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Creativity & Innovation? Let's have a look...

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Creativity & Innovation? Let's have a look...

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A community of practice is a group of people who have common concerns, problems or interests, who are brought together to then gain practices and/or knowledge to fulfill there own individual goals or team goals.

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patience
support
sharing ideas
technology
flexibility
willingness to learn
encouragement
shared challenges
success for students
wanting the best

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Domain - members have a shared interest, competence and commitment that separates them from other people. It creates a common ground among members which breeds confidence in others to participate, in turn guiding learning and giving a meaning to actions.
Community - shared interests are pursued through group activities which include group discussions or problem solving, common activites which share information among members to forge relationships. The creation of community creates social bonds, enabling group learning. A strong community encourages interaction and willingness to share ideas.
Practice - members are actual practitioners in the shared domain of interest, building an inventory of resources and ideas to take back to their own practices to improve/upgrade.

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Andragogy is a teaching and learning theory that specifically addresses adult education. Here are some benefits of andragogy:

1. Self-directed Learning: Andragogy recognizes that adults are more capable of taking responsibility for their own learning. They have the autonomy to choose what and how they want to learn, which can lead to increased motivation and engagement.

2. Relevant Learning: Adults often prefer learning that is directly applicable to their lives and work. Andragogy emphasizes the importance of making learning relevant to adults' real-world experiences, making it more meaningful and practical.

3. Experience-Based: Adults bring a wealth of life experiences to the learning process. Andragogy encourages the incorporation of these experiences into the learning environment, allowing adults to build on what they already know.

4. Problem-Solving: Andragogy promotes problem-solving and critical thinking skills. Adults often have complex problems to solve in their personal and professional lives, and andragogy helps them develop these skills to address real challenges.

5. Collaborative Learning: While self-directed, andragogy also recognizes the value of collaborative learning. Adults can benefit from peer interaction and group discussions, sharing different perspectives and insights.

6. Respect for Learners: Andragogy places a strong emphasis on treating adult learners with respect and valuing their input. This fosters a positive learning environment and enhances the learning experience.

7. Flexibility: Andragogy allows for flexibility in learning methods and content delivery. Adults have busy schedules and diverse learning styles, and andragogy accommodates these variations.

8. Motivation: By acknowledging the specific needs and motivations of adult learners, andragogy can enhance their intrinsic motivation to learn, leading to better retention and application of knowledge.

Overall, andragogy recognizes that adult learners are unique in their needs and preferences, and tailoring education to accommodate these characteristics can result in more effective and engaging learning experiences.

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The concept of "Community of Practice" (CoP) and its key components:

1. **Domain**: This is the subject or area of expertise that brings the community together. It could be anything from software development to healthcare, cooking, or teaching. The domain defines the common ground for members.

2. **Community**: The community consists of individuals who share a passion or interest in the domain. These people interact and communicate regularly, often forming relationships and a sense of belonging. The community provides social support and a sense of identity.

3. **Practice**: This refers to the actual activities, discussions, and shared experiences that members engage in within the community. It's not just theoretical knowledge but practical know-how that develops through participation. Members learn from one another by solving problems, sharing insights, and refining their skills.

4. **Identity**: Over time, members of a CoP develop a shared identity and a sense of belonging to the community. They often adopt common terms, jargon, and ways of doing things specific to their domain. This shared identity strengthens the bonds among members.

5. **Learning**: Learning in a CoP is often informal and occurs through participation and observation. Newcomers start as "peripheral participants" and gradually move towards more active roles as they gain expertise. Learning is not just about acquiring knowledge but also about becoming part of a social group.

6. **Mutual Engagement**: Members of a CoP actively engage with one another through discussions, sharing resources, asking questions, and collaborating on projects related to the domain. This interaction is essential for knowledge exchange and development.

7. **Shared Repertoire**: CoPs develop a shared repertoire of tools, methods, and resources that help members in their practice within the domain. This can include documents, best practices, templates, or even specialized equipment.

In summary, a Community of Practice is a group of people who share a common interest or expertise, come together to learn, share knowledge, and improve their skills through active participation and social interaction. It's a powerful concept for understanding how learning and expertise development occur in real-world, social contexts.

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Pictorial - The 5 Assumptions

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Comparison Models

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Attached is a comparison of Andragogy and Pedagogy.

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Pedagogy describes the art and science of teaching students. The term comes from the Greek word 'paidagogos,' a combination of 'paidos' (child) and 'agogos' (leader).

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Pedagogy describes the art and science of teaching students. The term comes from the Greek word 'paidagogos,' a combination of 'paidos' (child) and 'agogos' (leader).

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1) Adults need to be involved in the planning and evaluation of their instruction.
2) Experience, including mistakes, provides the basis for learning activities.
3) Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
4) Adult learning is problem-centred rather than content-oriented.

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Out of all the education graphics that exist, none has gripped the imagination and attention of educators more than the pyramid.

Be it Bloom's Taxonomy, Dale's Cone of Learning or Maslow's Hierarchy of Needs, it seems that pyramids are the predominant concept. But is their place in education justified? Are they accurate? And do they potentially do more harm than good?

Bloom's Taxonomy
What is Bloom's Taxonomy?
Bloom's Taxonomy was first published in the mid 1950s and went on to become a staple part of initial teacher training for many years, despite its many issues and flaws. It was designed with the intention of helping develop students "higher-order" thinking skills and as a way to design and assess learning outcomes.

What's the problem with Bloom's Taxonomy?
Bloom's Taxonomy places "remembering" significantly lower down than "evaluating" or "creating". This has led to many interpreting the latter two being more important and of higher value than the former.

But this is a false dichotomy, as remembering, or essentially having large amounts domain-specific knowledge, makes high quality evaluating and creating possible. Even the best "evaluator" among your students would struggle to compare and contrast the similarities and differences between the deaths of Ophelia and Juliette without knowing the details and context of William Shakespeare's plays.

Furthermore, when you take it to its natural conclusion, the downgrading of knowledge in favour of skills becomes incredibly problematic. This culminates in favouring a more discovery-based and inquiry-learning approach - in theory, this would allow to spend more time practising these higher-order skills.

Unfortunately, research suggests that this approach is not beneficial for novices, who do not have a rich schema in place to help them mentally connect these dots. As a result, it places a heavy toll on their working memory, which can hinder the transfer of information to their long-term memory. This can lead to a cognitive overload, which ultimately increases stress and reduces learning.

Finally, it is interesting to note that it isn't technically a taxonomy, which is the scientific classification of things. In the 60+ years Bloom's "Taxonomy" has existed, methodical research on cognitive science and learning has come on leaps and bounds, and it does not support the idea that the different levels described are separate and isolated. Instead, they interlink and work in tandem to support one another.

Dale's Cone of Learning
What is Dale's Cone of Learning?
Dale's Cone of Learning, initially called the Cone of Experience, aimed to inform teachers of how much their students would remember depending on how they presented information to them.

What's the problem with Dale's Cone of Learning?
Dale's Cone of Learning is arguably one of, if not the most shared education graphic. For many years, it was displayed without objection or critique, in a sort of Bandwagon Effect that assumed its popularity meant accuracy. Sadly, this is simply not the case.

As with all edu-myths, Dale's Cone is a bit like the Magic Eye posters that were popular in the early 90s: if you squint and try really hard, you can probably find something in it. For example, some research did find support for teaching others as an effective technique (known as the Protégé Effect).

Sadly though, the truth is that there is no evidence to support the figures often associated with Dale's Cone. Rather tellingly, Dale did not include any numbers in his original graphic (these were added some years later by a Mobil Oil company employee in a non peer-reviewed journal).

The first clue is that those numbers are too neat. A sceptic would point out that you should always be cautious of round numbers, as research (especially into something as complex and messy as student learning) doesn't lend itself to clean-cut, well-rounded numbers.

Additionally, pyramids are sequential - one would expect that to get to the next level, you have to complete the previous one. This is clearly not the case for Dale's Cone, as to complete it would amount to learning 275% of a piece of information.

Furthermore, the layers used in this graphic suggests a very defined and structured hierarchy of effectiveness. As with the figures themselves, no such research paper has ever been published to support the exact order of the learning strategies used in this graphic.

The final criticism of this graphic tends to be true of most pyramid-shaped graphics in education. They are confusing as they send mixed messages. On one hand, the base of the pyramid makes it sound like it is the foundation that all other areas are built on. On the other hand, the top of the pyramid is often viewed as the pinnacle. All in all, it's probably fair to say that the sooner Dale's Cone of Learning is left in the past, much like those Magic Eye posters, the better.

Maslow's Hierarchy of Needs
What is Maslow's Hierarchy of Needs?
Maslow's Hierarchy of Needs has by and large stood the test of time. It was first released during World War II and sought to explore the direction one goes through for personal development. Essentially, it suggests that one's physiological and primary needs must be met before one can meet the "higher-order" psychological needs.

Find this graphic and many more in our latest book, Teaching & Learning Illuminated!
What's the problem with Maslow's Hierarchy of Needs?
Sounds logical, right? Well, all is not rosy in the Maslow garden. Many other researchers have since commented that it is probably more accurate to think of each level as overlapping and at times interlinking instead of separate and perfectly sequential. Like most pyramid-shaped graphics, it may be more complex than the simplistic presentation may suggest.

A lesser-known fact about the Hierarchy of Needs to be aware of is that a more detailed update published just before Maslow's death exists. It includes additional layers, one of which places "Transcendence" at the peak instead of "Self-Actualisation".

It has been reported that Maslow felt his original model was " too sloppy and too easily criticisable" and that he " meant to write and publish a self-actualization critique, but somehow never did." Transcendence includes helping others develop their potential, whereas Self-Actualisation tends to focus more on realising one's own individual potential.

Overall, this model certainly isn't perfect. It has its flaws and weaknesses and, like all pyramid models, is too neat to be considered true. That being said, it is worth knowing about - it does provide a strong platform to help initially understand a range of areas such as intrinsic motivation, psychological safety and attachment in students.

Final ThoughtS

Illustrations have the ability to illuminate and explain complex systems and ideas. However, they should always be viewed with scrutiny, especially if they either suggest a clear hierarchy or present suspiciously neat and round numbers as fact.

Hopefully this blog goes some way to help paint a clearer picture.

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Be wary of pyramids: the problem with Bloom, Dale and Maslow

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Infographics can make complex topics accessible in education, but they're often simple to a fault. We take a look at Bloom, Dale and Maslow's limitations.

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Tony

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Tony

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Right-brained? Left-brained? Take the brain test!

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Which side of your brain is more dominant?
The 30-Second Brain Test

In which direction is the dancer turning?

Choose the color, not the word. You have 4 seconds for each task.

Thank you for your
participation.
We welcome your feedback.

The brain test is a fun and insightful game that helps us learn more about ourselves and the way we think. There are no right or wrong answers, it merely tests the balance between the left and right hemispheres of the brain. The brain test doesn't measure knowledge like a brain training game does, and it is not designed for brain development, however it does tell us a lot about our brains; the result reveals to users how much they use the left and right hemispheres of the brain. Simply complete the quiz to get the result. Have fun!

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Right-brained? Left-brained? Take the brain test!

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Which side of your brain is more dominant? Take the popular ③⓪-second brain test and compare the result with your friends! ☕ Start your brain test now "

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1. Research B.F Skinner's Operant Conditioning Theory (Rats)
2. Provide a short summary on the theory.
3. Discuss how this behaviourism theory could link to teaching and learning - giving examples linked to your own setting / learners at HETA
4. Provide an appropriate, short YouTube clip which discussed / explains the theory

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1. Research Ivan Pavlov's Classical Conditioning Theory (Dogs)
2. Provide a short summary on the theory.
3. Discuss how this behaviourism theory could link to teaching and learning - giving examples linked to your own setting / learners at HETA
4. Provide an appropriate, short YouTube clip which discussed / explains the theory

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What do we know? Let's start to explore...

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Classical Conditioning | Examples and how it works | StudySmarter

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B.F. Skinner   Operant Conditioning (Full video)

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after the affects that were found with the dog and the bell, this can be associated to human behaviour by removing negative behaviour by removing something of value which will result in increase in good behaviour also if good behaviour is rewarded with something of value to the student it will result in more good behaviour 

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after the affects that were found with the dog and the bell, this can be associated to human behaviour by removing negative behaviour by removing something of value which will result in increase in good behaviour also if good behaviour is rewarded with something of value to the student it will result in more good behaviour 

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linking into my teaching by promoting good workmanship and good timings i can give the students and extra five minutes break. by constantly nagging at the students for not staying in the bays they will then behave to stop my nagging

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linking into my teaching by promoting good workmanship and good timings i can give the students and extra five minutes break. by constantly nagging at the students for not staying in the bays they will then behave to stop my nagging

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Activity: Research and analyse the model of learning preferences.

What are the strengths / areas for improvement?
Explain how identifying individual learning preferences enables inclusive teaching, learning and assessment?

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VARK Questionnaire version 8.02
Choose the answer which best explains your preference and click the box next to it. Please click more than one if a single answer does not match your perception. Leave blank any question that does not apply.

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VARK Questionnaire: How do you learn best?

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Fill in the VARK questionnaire to find out your learning style - do you prefer to use Visual, Aural, Read/write or Kinesthetic learning strategies, or a combination?

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Group 2 - Kolb (Learning Style Inventory)

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Group 2 - Kolb (Learning Style Inventory)

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Activity: Research and analyse the model of learning preferences.

What are the strengths / areas for improvement?
Explain how identifying individual learning preferences enables inclusive teaching, learning and assessment?

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Kolb's Learning Styles Test - Eduolog.com

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Educational guide for all teachers, students and parents about school education programs, special education, pdr, guidance tests and personal development.

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Group 3 - Honey & Mumford (Learning Styles Preferences)

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Group 3 - Honey & Mumford (Learning Styles Preferences)

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Activity: Research and analyse the model of learning preferences.

What are the strengths / areas for improvement?
Explain how identifying individual learning preferences enables inclusive teaching, learning and assessment?

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Free Online Mumford and Honey Learning Styles Questionnaire

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Discover what kind of learning style and technique best suits you with this free online test. Takes around 10 minutes to complete.

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Activity: Research and analyse the model of learning preferences.

What are the strengths / areas for improvement?
Explain how identifying individual learning preferences enables inclusive teaching, learning and assessment?

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Q. What is this personality test based on?

A. This test is based on the personality theory created by Isabel Myers and Katharine Briggs. It measures your preferences on Myers and Briggs' four dimensions of personality type, as well as 23 more detailed facets of type to personalize your results.

Q. How long is this personality test?

A. The test consists of 130 questions and takes about 10-15 minutes to complete.

Q. Is this personality test really free?

A. You do not need to purchase or register to take this test and view an overview of your results. If you would like, you can purchase a more comprehensive full report for a small fee.

Q. Is this personality test accurate?

A. This test has been researched extensively to ensure it is valid and reliable, using a variety of statistical methods. These results are detailed in the TypeFinder technical report. Most of our users describe their results as both accurate and insightful. However, it is important to note that no test can determine personality type correctly for everyone-it's essential that you evaluate your results on your own to decide if they describe you well, and research other possible types if necessary.

Q. What will my results for this test look like?

A. You will first see a brief, free report showing the key points from your results. After reviewing your brief report, you then have the option to unlock your full report for a small fee. To see what you can expect from your full report, see this sample report.

Q. How can I access my personality test results?

A. After you take a test, you will have the option to create an account by entering your email address. If you create an account, you can view your test results at any time by returning to Truity.com and logging into your account. We do not email your results to you.

Q. Do I need to complete this personality test all at once?

A. If you've created an account and are logged in when you take the test, your responses will be saved as you go through the test. If you do not log in to a Truity account before starting the test, your progress will not be saved and you will need to complete the test all at once.

Q. Can I have my employees, team or group take the TypeFinder test?

A. Absolutely. Our Truity@Work platform is designed to make it easy to give a TypeFinder personality test to your team or group. See discounted group pricing and learn how to quickly and easily set up testing for your group on the Testing for Business page.

Q. Will this test tell me which careers are best for my type?

A. This test has brief information about the careers for your type, but if you main goal is to find the right career for you, then we recommend you take the TypeFinder for Career Planning, which is specifically designed to help you find the right career for your type as well as your individual interests and strengths.

Q. Is this personality test appropriate for children?

A. None of our tests are appropriate for children under the age of 14. Some of our tests may have mature content, and anyone younger than 18 should only take the test with parental guidance.

Q. Where can I find more information about the 16 personalities?

Q. Can my personality type change over time?

A. If you asked Isabel Briggs Myers and Katherine Briggs (the creators of the 16 personality types) or Carl Jung (the psychologist whose theories Briggs and Myers studied), they would say no, a person's personality type does not change over time. However, personality psychologists who study large populations have found that shifts in personality do occur over time. Research shows that age and individual life experiences can cause a shift in your personality. However, drastic shifts in personality are unusual, and most people find that changes are small and gradual.

Q. I'm looking for the official MBTI® assessment. Is this it?

A. The MBTI® is the original assessment developed by Isabel Myers and Katharine Briggs. The TypeFinder® is based on Myers and Briggs' theory, but is not the same as the MBTI® assessment. Some key differences:
The MBTI® Assessment The TypeFinder®
Q. Are you going to sell my data?

A. . We do not sell your email or other data to any third parties, and we have a zero-spam policy. We carefully comply with applicable privacy laws in handling your personal information. You can read more in our privacy policy.
Myers-Briggs Type Indicator, Myers-Briggs, and MBTI are registered trademarks of The Myers & Briggs Foundation in the United States and other countries. Truity has no affiliation with the organizations publishing or holding rights to the MBTI® assessment.

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This updated and expanded edition of our bestselling TypeFinder assessment goes deeper than any personality test you've taken before. Based on original research into the nuances of personality type, the TypeFinder reveals not only your four-letter personality type code, but exactly how your one-of-a-kind personality profile fits within that type.

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What do we know? Let's start to explore...

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What do we know? Let's start to explore...