1. Some interesting facts about males and females in education: Females grades are better, but males do much better on tests. Females do better at language use and memory and males are better at math.
2. Everyone learns differently, so why are learning styles so controversial? In that video is shows the four most common types of "learning styles" the video suggests that teaching students based on their learning style will result in improved learning. However, there is no actual scientific evidence that supports that claim.
2.1. Masa and Mayer conducted a study. Students were given either a text to read or and illustration to analyze and then completed a task given to them based on their lesson. Afterwards they categorized the students into verbal and visual learners through a survey. They survey revealed that when the learning styles matched the teaching methods, there is no significant improvement in test results.
2.2. Kraitzig and Arbuthnott tested wether three learning styles; visual, auditory, and kinesthetic, related to enhanced performance on memory tests. First the participants decided what learning style they thought worked best for them. Then the participants completed three standardized memory tests involving the three learning styles being tested. The results found that memory test performance did not correlate with learning style preference.
2.3. There are plenty of other ways to enhance learning. For students, self-testing and practice tests have shown to enhance performance. This is because they promote active retrieval and direct your attention to key concepts that you might not know. For educators, praising effort can enhance learning. Teachers should praise students strategies and work effort because it is something they can change.
3. Alfred Binet created the first ever IQ test. It is referred to as the Binet-Simon Scale and it is still used today. Binet stressed that their were limitations to this test because intelligence is too broad of a concept to determine with a single number. He said that intelligence is influenced by many factors, it changes overtime, and it can only be compared to children with similar backgrounds.
4. Nature versus Nurture. Both of these factors play a role in out intelligence. Epigenetic's is the study of heritable changes in gene expression that do not involve changes to the underlying DNA sequences. The study found that lifestyle and environmental influences such as nutrition, exercise, love, and stress all contribute to how we grow up. If we grow up in a loving and encouraging environment that has an education, we most likely will grow up to be the same.
5. Mindset Matters!! We can learn anything we want to learn.
5.1. Carol Dweck says we need a growth mindset.
6. We all may have a preference in learning styles. There may be one we like best or one that suits us best, but if we have a growth mindset we can learn anything.
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9. Definition: "The ability to acquire and apply knowledge and skills." or "How effectively and adaptively the brain works."
10. Howard Gardners Multiple Intelligence Theory states that intelligence does not manifest itself in one single form, instead it manifests in many distinct and independent parts. There is linguistic intelligence, which means how smart an individual is with essays or cross words. These are word smart people. Logical/Mathematical intelligence is the ability to calculate, consider propositions, hypothesize, and carry out complex mathematical operations. These individuals are number smart. Kinesthetic intelligence involves a variety of physical skills, a sense of timing and the perfection of a mind body union. These individuals are body smart people. Musical intelligence have the ability to recognize, create, and reflect on music. Visual and spatial intelligence is the ability to think in three dimensions. Interpersonal intelligence is to understand and interact effectively with others, to note distinctions among people, to recognize the moods and temperaments of others, and to entertain multiple perspectives. These individuals are people smart. Intra-personal intelligence is the ability to understand ones self and ones thoughts and feelings. They use this knowledge to plan and direct their lives. These individuals are self smart people. Naturalist intelligence is the human ability to discriminate among living things, as well as sensitivity to the natural world. Nature smart people are normally chefs or farmers. Existential intelligence is the sensitivity and capacity to tackle deep questions about human existence. These individuals are spiritually smart.
11. Different learning styles: Reflectivity and Impulsivity, Field dependance and Field Independence, or mental self-government styles.
11.1. Impulsivity means when an individual acts quickly when there are no immediate solutions available. They collect less information, and do things less systematically. They tend to give less thought.
11.2. Reflectivity means that individuals take more time researching and analyzing before turning in a solution.
11.3. Field Dependence means that individuals prefer to be in contact with people and are considered to be more tactful, outgoing, considerate, and affectionate.
11.4. Field Independence means that individuals they reflect on their own ideas, they can do things by themselves and be happy.
11.5. Mental self-government styles: Functions, Forms, Levels, Scope, and Learning.
12. Multiple Intelligence Theory
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16. Wechsler's Global Capacity Theory: The Global capacity of the individual to act purposefully, think rationally, and to deal effectively with their environment. He also thought that an individuals score on a vocabulary test was the subject/score that correlates best with the individual overall IQ.
17. Sternberg's Triarchic Theory of Intelligence consists of three sub-theories. Those sub-theories are analytical (componential), creative (experimental), and practical (contextual). Analytical is how much prior knowledge someone may have, creative is being put in unique situations and then how the person handles that situation, and practical is adapting to something, changing it, and then
