Friday 28 April 2023

[28042023] OSFA?


OSFA? - One Size Fits All?

- John Dewey (1938): Dewey was a philosopher and educator who believed that learning is an active and social process and that education should be relevant to student's lives and experiences.

- Benjamin Bloom (1956): Bloom developed a taxonomy of educational objectives, which is a framework for defining and categorizing different types of learning outcomes.

- Lev Vygotsky (1978): Vygotsky was a psychologist who emphasized the importance of social and cultural factors in cognitive development, and developed the concept of the "zone of proximal development," which refers to the range of tasks that a learner can perform with the help of a more knowledgeable other.

- Howard Gardner (1983): Gardner proposed the theory of multiple intelligences, which suggests that intelligence is not a single entity, but rather a collection of independent abilities that can be developed and nurtured in different ways.

- David Kolb (1984): Kolb's theory of experiential learning emphasizes the importance of reflection and active experimentation in the learning process, and proposes a model of learning that involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation.

- Anthony Gregorc (1988): Gregorc developed a model of learning styles that categorizes learners into four types based on their preferences for concrete or abstract thinking and sequential or random processing.

- Neil Fleming (1991): Fleming's VARK model categorizes learners into four types based on their preferences for visual, auditory, reading/writing, or kinesthetic learning.

- Richard Felder and Linda Silverman (1992): Felder and Silverman's Index of Learning Styles (ILS) categorize learners into four types based on their preferences for sensing/intuitive, visual/verbal, active/reflective, and sequential/global learning.

- Carol Ann Tomlinson (1995): Tomlinson developed the concept of differentiated instruction, which emphasizes the need to adapt teaching to the individual needs, interests, and abilities of learners.

- Robert Sternberg (1997): Sternberg proposed a theory of thinking styles that categorizes learners into four types based on their preferences for analytical, creative, practical, or wisdom-based thinking.

- Diana Oblinger (1999): Oblinger discussed the differences between different generations of students, including baby boomers, Gen-Xers, and millennials, and suggested that educators need to be aware of these differences in order to engage and motivate students effectively.

- David A. Sousa (2001): Sousa's book "How the Brain Learns" explores the latest research on brain-based learning and suggests practical strategies for optimizing learning based on our understanding of how the brain works.

- Diane Ravitch (2010): Ravitch's book "The Death and Life of the Great American School System" is a critique of standardized testing and calls for a return to more personalized and individualized instruction.

- John Hattie (2012): Hattie's book "Visible Learning for Teachers: Maximizing Impact on Learning" synthesizes over 800 meta-analyses of research on student achievement, and emphasizes the need for teachers to be flexible and adaptable in their instruction in order to meet the needs of individual learners.

- Yong Zhao (2012): Zhao's book "World Class Learners: Educating Creative and Entrepreneurial Students" argues that education should focus on developing students' creativity and entrepreneurial skills and that standardized testing and rigid curricula often stifle these abilities.

- Thomas Armstrong (2012): Armstrong's book "Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life" emphasizes the need to focus on student's strengths and abilities, rather than their deficits, and provides practical strategies for supporting neurodiverse learners in the classroom.

- Carol Dweck (2016): Dweck's book "Mindset: The New Psychology of Success" discusses the concept of a growth mindset, which emphasizes the belief that intelligence and abilities can be developed through hard work and persistence, rather than being fixed and immutable traits.

- Alfie Kohn (2018): Kohn's book "The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and 'Tougher Standards'" critiques traditional approaches to education that rely on grades, tests, and competition and advocates for more progressive and student-centered approaches that focus on intrinsic motivation and collaboration.

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