Hoogbegaafdheidsprofielen van Betts en Neihart
De hoogbegaafdheidsprofielen van Betts en Neihart worden in onderstaande tekst met een beknopte typering weergegeven.
De succesvolle leerling
De succesvolle leerling levert goede prestaties, is perfectionistisch, vermijdt risico en zoekt bevestiging van de leerkracht.
De uitdagende leerling
De uitdagende leerling is creatief, komt op voor eigen opvattingen, is competitief, heeft grote stemmingswisselingen, is eerlijk en direct
De onderduikende leerling
De onderduikende leerling ontkent zijn of haar begaafdheid, vermijdt uitdaging, zoekt sociale acceptatie en wisselt in vriendschappen
De drop-out is creatief, zoekt buitenschoolse uitdaging, isoleert zich zelf, verstoort, presteert gemiddeld of minder, bekritiseert zichzelf en anderen
De dubbel gelabelde leerling
De dubbel gelabelde leerling (met leer- en/of gedragsproblemen) werkt inconsistent, presteert gemiddeld of minder (mogelijk als gevolg van een onderliggend leerprobleem), verstoort en reageert af
De zeflstandige leerling
De zeflstandige leerling heeft goede sociale vaardigheden, werkt zelfstandig, ontwikkelt eigen doelen, werkt zonder bevestiging, is creatief, komt op voor eigen opvattingen en neemt risico
Multifactorenmodel van Monks:
Multifactorenmodel van Heller:
woensdag 27 februari 2013
Guns, Germs, and Steel is a 1997 book by Jared Diamond, professor of geography and physiology at the University of California, Los Angeles (UCLA).
The book attempts to explain why Eurasian civilizations (in which he includes North Africa) have survived and conquered others, while arguing against the idea that Eurasian hegemony is due to any form of Eurasian intellectual, moral or inherent genetic superiority.
A documentary based on the book was produced by the National Geographic Society in 2005.
zondag 24 februari 2013
zondag 17 februari 2013
Why do we give tests? What purpose does it serve? Well, to start with because we need to know how children are doing in school. Ever since there have been schools, teachers have used tests of various kinds to find out how well students are learning and if their instruction has been successful or not. But the reasons for testing don’t stop there.
In general, teachers use classroom tests to:
In general, teachers use classroom tests to:
- Diagnose student strengths and weaknesses.
- Monitor each student’s progress.
- Assign grades.
- Determine the teacher’s own instructional effectiveness.
- Provide information to inform instructional and curricular decisions.
- Help teachers clarify their instructional intentions.
Here are the twenty rules of formulating knowledge. You will notice that the first 16 rules revolve around making memories simple! Some of the rules strongly overlap. For example: do not learn if you do not understand is a form of applying the minimum information principle which again is a way of making things simple:
- Do not learn if you do not understand
- Learn before you memorize - build the picture of the whole before you dismember it into simple items in SuperMemo. If the whole shows holes, review it again!
- Build upon the basics - never jump both feet into a complex manual because you may never see the end. Well remembered basics will help the remaining knowledge easily fit in
- Stick to the minimum information principle - if you continue forgetting an item, try to make it as simple as possible. If it does not help, see the remaining rules (cloze deletion, graphics, mnemonic techniques, converting sets into enumerations, etc.)
- Cloze deletion is easy and effective - completing a deleted word or phrase is not only an effective way of learning. Most of all, it greatly speeds up formulating knowledge and is highly recommended for beginners
- Use imagery - a picture is worth a thousand words
- Use mnemonic techniques - read about peg lists and mind maps. Study the books by Tony Buzan. Learn how to convert memories into funny pictures. You won't have problems with phone numbers and complex figures
- Graphic deletion is as good as cloze deletion - obstructing parts of a picture is great for learning anatomy, geography and more
- Avoid sets - larger sets are virtually un-memorizable unless you convert them into enumerations!
- Avoid enumerations - enumerations are also hard to remember but can be dealt with using cloze deletion
- Combat interference - even the simplest items can be completely intractable if they are similar to other items. Use examples, context cues, vivid illustrations, refer to emotions, and to your personal life
- Optimize wording - like you reduce mathematical equations, you can reduce complex sentences into smart, compact and enjoyable maxims
- Refer to other memories - building memories on other memories generates a coherent and hermetic structure that forgetting is less likely to affect. Build upon the basics and use planned redundancy to fill in the gaps
- Personalize and provide examples - personalization might be the most effective way of building upon other memories. Your personal life is a gold mine of facts and events to refer to. As long as you build a collection for yourself, use personalization richly to build upon well established memories
- Rely on emotional states - emotions are related to memories. If you learn a fact in the sate of sadness, you are more likely to recall it if when you are sad. Some memories can induce emotions and help you employ this property of the brain in remembering
- Context cues simplify wording - providing context is a way of simplifying memories, building upon earlier knowledge and avoiding interference
- Redundancy does not contradict minimum information principle - some forms of redundancy are welcome. There is little harm in memorizing the same fact as viewed from different angles. Passive and active approach is particularly practicable in learning word-pairs. Memorizing derivation steps in problem solving is a way towards boosting your intellectual powers!
- Provide sources - sources help you manage the learning process, updating your knowledge, judging its reliability, or importance
- Provide date stamping - time stamping is useful for volatile knowledge that changes in time
- Prioritize - effective learning is all about prioritizing. In incremental reading you can start from badly formulated knowledge and improve its shape as you proceed with learning (in proportion to the cost of inappropriate formulation). If need be, you can review pieces of knowledge again, split it into parts, reformulate, reprioritize, or delete.
More information: http://www.supermemo.com/articles/20rules.htm
zaterdag 16 februari 2013
donderdag 14 februari 2013
woensdag 6 februari 2013
Ben Tiggelaar over het werk van Timothy Ferris
Ben Tiggelaar over het werk van David Allen
Ben Tiggelaar over het werk Marcus Buckingham
Ben Tiggelaars Goeroe Tips
Ben Tiggelaar - Hoe word ik een beter mens
Rick Nieman in gesprek met Ben Tiggelaar
Weijers Ontweekt! - Weijers Ontmoet: Ben Tiggelaar
Podcast over ondernemerschap