age and learning presentation
DESCRIPTION
This presentation explores some of the ways in which cognitive styles intersect with learning throughout the life span.TRANSCRIPT
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Presented by Doreen D’Amico
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Needs
Learn
Change
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Learning Style
Preference
Motivation
Auditory Ability
Memory
Visual Ability
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3 Months
Babies have recognition memory, i.e. toys
6 Years
Memory strategies begin, i.e. telling a story
Early Teens
Working memory evolves into storing and building
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18-25 Years
Critical Thinking Develops Rapidly
22-35 Years
Full Brain Development
Occurs
25- 30 Years
Critical
Thinking
Peaks
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Practical
(Sensible)
Personal
(Significant)
“Stickiness”
of
Information
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Stabilizes
Thinking
Critical
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1960
69.8 Years
2008
78.4 Years
2050
82.6 Years
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Children
Kinesthetic Tactile Visual Auditory
Adolescents
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College-age Freshmen
Abstract Approaches
College-age Seniors
Concrete Approaches
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Traditional-age College Students
Kinesthetic
Hands-on experience
Listening
Reading
Non-traditional age College Students
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Acquisition
• Birth through adolescence
• Acquiring basic learning abilities
Specialization• Early adulthood, formal education , career
training
• Primary time for forming style
Integration
• Mid-career to older adulthood
• Non-dominant styles develop
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Approach a Problem
Learn a New Skill
Training & Retraining
Intellectual Stimulation
Social Connections
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Hearing Loss
Higher Sound
Frequencies
Consonant Sounds
Distinguish Speech from
Background Noise
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Loss of Visual Acuity
Inhibits Night
Driving
Inhibits Reading
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Observed (MMPALT II)
Visual
Interactive
Interactive
Aural
Preferred (PMPS)
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• Accommodator
• Feeling & Doing55-65
Years Old
• Diverger
• Feeling & Watching
66-74
Years Old
• Assimilator
• Thinking & Watching75 Years and Up
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“People can change, and those changes –not just the accumulation of
information - represent true learning.”
(Bain, 2004).
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Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
Brown, B. F. (1984). A descriptive analysis of perceptual modality learning styles in older adults.(Unpublished doctoral dissertation.) Oklahoma State University, OK. OCLC Number: 19099190.
Manheimer, R.J. (2007). Allocating Resources for Lifelong Learning for Older Adults. In R.A.Pruchno & M.A. Smyer (Eds.), Challenges of an aging society: ethical dilemmas, political issues. (pp. 217-237). Baltimore, MD: The John Hopkins University Press.
Sprenger, M. B. (2007). Becoming a “Wiz” at brain-based teaching: How to make every yearyour best year. (2nd ed.). Thousand Oaks, CA: Corwin Press.
Truluck, J.E. & Courtenay, B.C. (1999). Adults. Educational Gerontology, 25. 221-236. doi: 0360-1277/99.
World Development Indicators, The World Bank. (2011) Retrieved from http://data.worldbank.org/data-catalog/world-development-indicators?cid=GPD_WDI.