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Motion and emotion
... According to Mayer and Salovey (1997), Emotional intelligence is a conceptual framework that can exert influence upon emotional abilities. Scholars have agreed that there is a strong relationship between Emotional intelligence and success in school, but this success requires a good IQ and the motivation of a person toward success (Greenleaf, 2003).Emotional intelligence serves as a context for understanding the relation between emotion and cognition (Mayer et al., 2004). The skill of understanding inner thoughts, motives, and behaviors of self and others, and of acting on the basis of that information, may take time but can be taught (Goleman, 1995). ...
... Emotion is an important factor in students' learning. Factors such as motivation, memory, organization, cognitive process, and anxiety are controlled by the learner's emotions (Greenleaf, 2003). When the emotional state of a learner is positive, the organization of cognitive memory can be stimulated, and the learner will grow intellectually. ...
... When the emotional state of a learner is positive, the organization of cognitive memory can be stimulated, and the learner will grow intellectually. Conversely, negative emotions hinder learners from connecting their learning to the task at hand and from creating meaning and relevance (Greenleaf, 2003). ...
... Recent research into the workings of the human brain has significant implications for educators (Greenleaf, 2003;King-Friedrichs, 2001;Levine, 2003;Nunley, 2003;Scherer, 2001;Tuttle, 2000). Brain-based instruction is cognizant of the brain's natural learning system (Greenleaf, 2003). ...
... Recent research into the workings of the human brain has significant implications for educators (Greenleaf, 2003;King-Friedrichs, 2001;Levine, 2003;Nunley, 2003;Scherer, 2001;Tuttle, 2000). Brain-based instruction is cognizant of the brain's natural learning system (Greenleaf, 2003). Good instruction within the classroom seeks to utilize the brain adeptly, to process, store and retrieve information (Greenleaf, 2003). ...
... Brain-based instruction is cognizant of the brain's natural learning system (Greenleaf, 2003). Good instruction within the classroom seeks to utilize the brain adeptly, to process, store and retrieve information (Greenleaf, 2003). Brain research suggests three broad, related concepts that necessitate a differentiated approach (Tomlinson & Kalbfleisch, 1998). ...
With contemporary classrooms becoming increasingly diverse, educational authorities, teachers and school administrators are looking to teaching and learning strategies that cater for a variety of learning profiles. As a response, differentiated instruction is a paradigm, which is gaining ground in many educational circles. This model proposes a rethinking of the structure, management and content of the classroom, inviting participants within the learning context to become engaged in the process, so that all students benefit. While the model has been accepted and set to work, there remains room for theoretical support to give it momentum. A recent, comprehensive analysis of the literature in this area will reflect on this model, within the context of increasing academic diversity. This paper therefore attempts to synthesize the research supporting a shift to a new exemplar for modern education, and in so doing shed light on the rationale supporting differentiated instruction.
... Mayer and Salovey [2] expressed that emotional intelligence is a conceptual framework that can influence emotional competencies and capabilities. There is an agreement among the majority of the scholars that there is a strong relationship between emotional intelligence and success in school, but this success requires a good IQ and the motivation of a person toward success [43]. Flattery [44] purported that learning involves coping with related emotions and learning contexts. ...
... It can be assumed that for better academic performance, students' emotional intelligence should be enhanced. According to Greenleaf [43], when the emotional state of a learner is positive, the organization of cognitive memory can be stimulated, and the learner will grow intellectually. Conversely, negative emotions hinder learners from connecting their learning to the task at hand and from creating meaning and relevance. ...
The study investigated the association between emotional intelligence and academic success among undergraduates of Kohat University of Science & Technology (KUST), Pakistan. A sample of 186 students who were enrolled during the semester Fall 2015 to Spring 2018 was selected through a random sampling technique. A cross-sectional, descriptive and correlational research methods were employed in this study. A standardized tool “Emotional Intelligence Scale” was employed for the collection of information from the undergraduates. Cumulative Grade Point Average (CGPA) of the students was considered as academic success. Data were collected through personal visits. Statistical tools i.e., simple percentage, mean, standard deviation, ANOVA, Pearson’s product-moment correlation and multiple linear regression were employed to reach the desired research outcomes. The findings revealed that there was a strong positive relationship (r = 0.880) between emotional intelligence and academic success among undergraduate students. The multiple linear regression analysis showed that self-development (Beta = 0.296), emotional stability (Beta = 0.197), managing relations (Beta = 0.170), altruistic behaviour (Beta = 0.145), and commitment (Beta = 0.117) predict academic success of undergraduates positively. The findings suggest that the emotional intelligence of the undergraduate students may be further improved so that their academic performance may further be enhanced.
... The more we move, the more oxygen is available for the brain, resulting in better learning and retention (Tokuhama-Espinosa, 2010;Medina, 2014). A logical extension of this thinking is that being in a passive and static learning environment inhibits learning and that any movement enhances learning (Greenleaf, 2003). Additionally, retention of knowledge and procedures is associated with the context and circumstances of the learning experience. ...
Fourteen areas in Mind, Brain and Education Science (MBE) intersect with and support the efficacy of the Challenge Based Learning (CBL) framework. In this essay, each area is briefly explained and connected to a key idea within CBL. It is important to note that all MBE concepts presented are grounded in complex understandings of the brain that continue to evolve. This essay does not directly address the scientific research. Refer to the reference section for a deeper scientific and research dive.
... The instructions should be designed by making use of prevalent theories and theoretical knowledge into different models of teaching which can be readily used by teachers in schools as well as school settings. In the present era Neuroscience in education which brings the learning system of brain forward (Christoff,2008) often called brain based learning i.e. how brain takes, processes, interprets information; makes connection, stores (like making connection, coding, constructing matrix), and remembers the messages (Greenleaf, 2003).It is student centered learning that utilizes the whole brain and recognizes that not all students learn in the same way. It is also an active process where students are actively engaged in constructing their own knowledge in a variety of learning situations and contexts (Caine & Caine,2005) Brain based learning involves accepting the rules of how the brain processes, and then organizing instruction bearing these rules in mind to achieve meaningful learning ,It is a set of principles and a base of knowledge and skills through which we can make better decisions about the learning process . ...
Education system of every country is based on certain aims and objectives hence educational policies are planned to achieve those aims and objectives through curriculum on the basis of which instructions are imparted ,in school setup students continuously go through different grades and at each level they are provided information and knowledge by teachers to be evaluated at the end of session or intermittently. every teacher follows his own system of instructional delivery. there are many teaching models based on learning theories which are available to be followed by teachers in their day to day teachings ,every model of teaching s based on some learning theory prevalent at that particular time, may it be behaviourist,cognitivits or constructivist. Education has constantly updated its knowledge base since its inception from behaviorist to cognitive then constructivist. The major focus of education is to develop higher order thinking , it is directly in congruence to science of human learning Mind Brain and Education(MBE)has been assigned as new science of teaching and learning(Tokhuhama,2010) it provide ways to inculcate interdisciplinary research findings of neuroscience ,psychology and developmental biology to knowledge base of educational problems. The whole world is experiencing major paradigm shift in educational theories and practices since the advent of evidence based practices and it has become essential to think beyond the boundaries of specific field in education. The process of teaching and learning is interlinked and interdependent. Successful learning is the outcome of successful teaching, so, instructional system focused on effective methods to accelerate the process of learning is required. A teacher would know how learning takes place, the role of brain and genetics along with environment, their teaching would be effective .There is large data base of knowledge on human learning, different psychological and neurological findings but an Instructional Model to sequence the events of teaching learning process is needed, in present study author has attempted to develop an instructional model based on ground theory analysis of MBE science ,instructional guidelines of Tokhuhama (2010) It outlines different physiological ,neurobiological and psychological aspects of teaching and learning to make it more effective.
... The instructions should be designed by making use of prevalent theories and theoretical knowledge into different models of teaching which can be readily used by teachers in schools as well as school settings. In the present era Neuroscience in education which brings the learning system of brain forward often called brain based learning ,how brain takes, processes, interprets information; makes connection, stores (like making connection, coding, constructing matrix), and remembers the messages (Greenleaf, 2003).It is student centered learning that utilizes the whole brain and recognizes that not all students learn in the same way. It is also an active process where students are actively engaged in constructing their own knowledge in a variety of learning situations and contexts (Caine & Caine,2005) Brain based learning involves accepting the rules of how the brain processes, and then organizing instruction bearing these rules in mind to achieve meaningful learning ,It is a set of principles and a base of knowledge and skills through which we can make better decisions about the learning process .Although neuroscience does not directly deal with teaching but successful learning is the result of success in teaching (Goswami,2004) Many researchers who does not support the direct application of brain research findings into classroom practices as they consider it as too early to apply the basic research into education rather they support an multidisciplinary endeavor where flow of information from brain research to psychology to education should occur (Bruer J.T, 1997),they would agree with the new field of Mind Brain and Education(MBE) science which is one such endeavor to bridge the gap in neuroscience psychology and education Mind brain and Education is developing as science of human learning the 1990's declared as decade of brain ,when most of brain research on learning takes places which provide database to several neuromyths too like left and right brain activation and learning styles etc. ...
Education has constantly updated its knowledge base since its inception from behaviourist to cognitive then constructivist. New research in Mind Brain and Education(MBE) provide ways to inculcate interdisciplinary research findings to knowledge , the whole world is experiencing major paradigm shift in educational theories and practices since the advent of evidence based practices and it has become essential to think beyond the boundaries of specific field in education .The major focus of education is to develop higher order thinking , it is directly in congruence to science of human learning. MBE includes sciences like neuroscience, psychology and genetics with education where teaching and learning processes would be analysed evaluated and methods and solutions would be prescribed beyond the theories of education only. The process of teaching and learning is interlinked and interdependent. Successful learning is the outcome of successful teaching, so, instructional system focused on effective methods to accelerate the process of learning is required. A teacher would know how learning takes place, the role of brain and genetics along with environment, their teaching would be effective .There is large data base of knowledge on human learning, different psychological and neurological findings but an Instructional Model to sequence the events of teaching learning process is needed, in present study author has attempted to develop an instructional model based on ground theory analysis of MBE science ,instructional guidelines ofTokhuhama Espinosa,(2010) Instructional Model outlines different physiological ,neurobiological and psychological aspects of teaching and learning to make it effective.
... An art educator guides her students in a project called Live Comics which is a very accurate term for a fotonovela. Greenleaf (2003) writes, "Whoever does the work does the learning . . . We must design learning experiences that cause learners to engage, personalize, and frame contexts from their own lives-to do the work of learning" (p. ...
Selected Papers from the 2008 Central States Conference Adeiline J. Moeller, Editor Janine Theiler, Assistant Editor Silvia Betta, Assistant Editor 1 The Important Work of Engaging Our 21st Century Learners — Toni Theisen 2 A Model for Teaching Cross-Cultural Perspectives — Susan M. Knight 3 The Stealth Approach to Critical Thinking in Beginning Spanish Classes — Deanna H. Mihaly 4 Teaching About the French Heritage of the Midwest — Randa Duvick 5 Integrating Russian Cuisine with Russian Language and Culture Classes — Marat Sanatullov 6 Preparing a Fotonovela in the Foreign Language Classroom — Carol Eiber 7 Engaging Students through Hybrid Course Materials — Angelika Kraemer 8 Digital Recordings and Assessment: An Alternative for Measuring Oral Proficiency — Peter B. Swanson & Patricia Early 9 Motivation in the Foreign Language Classroom by Elimination of Winners and Losers: Mastery Goals versus Performance Goals — Rebecca A. Barrett 10 Differentiated Instruction – One Size Does Not Fit All! — Ekaterina Koubek 11 Bellringer Reading — Silvia Hyde
... Many researchers have conducted several studies regarding the importance of affective domain in the process of second language learning (Dodigovic, 2005;Greenleaf, 2003;Matthews, 2005;Park & Abelmann, 2004;Piper, 2001;Ringbom, 2006;Uso Juan, 2006). These researchers made an attempt to identify the learner's affective aspects of language learning that might promote, and to facilitate the process of second language learning . ...
s This paper aims to review the significance and importance of emotional intelligence in the process of language teaching and learning. It has been investigated that emotional intelligence plays fundamental role in all aspects of lives; it also has an effective contribution to language teaching and learning, since for learning a language, learners typically need to communicate with people. In domain of language teaching and learning, the concept of emotional intelligence has not broadly identified, applied, or generalized, whereas there are considerable effort s have been made to promote this key concept since two decades ago. To achieve this aim , it is required that researchers and teachers take into account the concept of emotional intelligence and it is required that language teachers promote emotional intelligence in the classroom in order to create efficient and effective learning environment .
... The model demonstrates that the leadership skills which contribute to leader success require the inclusion of emotional intelligence abilities. Leader attributes include a range of interpersonal skills are closely linked to emotional intelligence abilities; listening, empathy and awareness (Greenleaf, 2003); influencing skills, developing, coaching and nurturing (Maccoby, 2000) developing plans, setting goals and demonstrating strong emotional self-management (Humphrey, 2002) and self-control (Goleman, et al., 2002). Emotional Intelligence supports certain transactional leadership when the leaders use the contingent reward characteristic in order to inspire and motivate employees to perform well. ...
Organizations need employees who are committed in their work so that they can contribute to the survival of the organization in the marketplace competition. Organizational commitment can be divided into three components; normative, affective and continuance commitment. There are various factors that influence employees’ commitment. These factors can be categorized into four groups; organizational factors, including leadership, culture, structure and processes; individual factors, including personality traits, emotional quotient, intellectual quotient, and spiritual quotient; job factors, including job characteristics, and remuneration systems; and environment factors, including social relationships and physical environment. This paper is meant to discuss on the influence of the most dominant organizational factor; leadership styles, on employees’ organizational commitment by concentrating on the effect of leaders’ emotional intelligence. Leadership styles are hypothesized to significantly influence the three types of employees’ organizational commitment. Besides, leaders’ emotional intelligence is hypothesized to enhance the relationship between leadership styles and employees’ organizational commitment. The practical and research implications of the paper are also discussed.
... In this sense, learning is associated not only with cognitive abilities, but also with emotions, expectations, prejudices, self-efficacy and social needs. Emotions further serve as a powerful vehicle for enhancing or inhibiting learning (Greenleaf, 2003), and may initiate, terminate, or disrupt information processing, resulting in selective information processing. Alternatively, they may organize recall. ...
... In this sense, learning is associated not only with cognitive abilities, but also with emotions, expectations, prejudices, self-efficacy and social needs. Emotions further serve as a powerful vehicle for enhancing or inhibiting learning (Greenleaf, 2003), and may initiate, terminate, or disrupt information processing, resulting in selective information processing. Alternatively, they may organize recall. ...
Knowledge tracing has been widely used in online learning systems to guide the students' future learning. However, most existing KT models primarily focus on extracting abundant information from the question sets and explore the relationships between them, but ignore the personalized student behavioral information in the learning process. This will limit the model's ability to accurately capture the personalized knowledge states of students and reasonably predict their performances. To alleviate this limitation, we explicitly models the personalized learning process by incorporating the emotions, a representative personalized behavior in the learning process, into KT framework. Specifically, we present a novel Dual-State Personalized Knowledge Tracing with Emotional Incorporation model to achieve this goal: Firstly, we incorporate emotional information into the modeling process of knowledge state, resulting in the Knowledge State Boosting Module. Secondly, we design an Emotional State Tracing Module to monitor students' personalized emotional states, and propose an emotion prediction method based on personalized emotional states. Finally, we apply the predicted emotions to enhance students' response prediction. Furthermore, to extend the generalization capability of our model across different datasets, we design a transferred version of DEKT, named Transfer Learning-based Self-loop model (T-DEKT). Extensive experiments show our method achieves the state-of-the-art performance.
McCarthy (1985) constructed the 4MAT teaching model, an eight step instrument developed in 1980, by synthesizing Dewey’s experiential learning, Kolb’s four learning styles, Jung’s personality types, as well as Bogen’s left mode and right mode of brain processing preferences. An important implication of this model is that learning retention is improved in the whole brain treatment group and thus this model is effective in retaining learning information as long term memory. Specifically, when examine the effectiveness of student scoring levels (high, median, and low), the results indicated that retention improved across all levels in the treatment group while results were inconsistent in the control group. When examine academic achievement and attitudes, interaction factor of both school and method showed a statistically significant difference.
This revision includes a synthesis of the main theoretical models related to the emotions in the learning process. The conclusion of the study is that it is necessary to design and develop customized learning spaces, especially in online learning due to its distinctive characteristics. Therefore, an affective e-Learning model is proposed, and not only is it intended for increase the students' knowledge but also boost positive emotions that increase their subjective wellbeing levels. From this conceptual scope, a holistic model that aims to impact he emotional development of e-Learning communities is based. Respect and the good use of individual differences support the measures and strategies of this proposal.
With contemporary classrooms becoming increasingly diverse, educational authorities, teachers and school administrators are looking to teaching and learning strategies that cater for a variety of learning profiles. A paradigm that is gaining ground in many educational circles is differentiated instruction. This model proposes a rethinking of the structure, management and content of the classroom, inviting participants within the learning context to become engaged in the process, to the benefit of all. While the model has been accepted and set to work, there remains room for theoretical support to give it momentum. A recent, comprehensive analysis of the literature in this area examines this model, within the context of increasing academic diversity. This paper therefore seeks to synthesise the research supporting a shift to a new exemplar for modern education, and in so doing shed light on the rationale supporting differentiated instruction.
This phenomenological study explored horticultural students ’ intellectual development as defined by William Perry’s Scheme. Perry’s theory of intellectual development helps describe the progression in college student thinking from simple to complex. These patterns of development act as filters through which a student ascribes meaning to their world. The objectives of this study were to: 1) explore the reliability of using the Learning Environment Preference Inventory (LEP) instrument’s Cognitive Complexity Indicator (CCI) scores as a tool to recognize the positions of cognitive complexity of horticultural students, the nature of this complexity and if gender, age, class status, or previous horticultural experience would influence CCI scores; 2) determine if specific teaching methods designed to promote active involvement at a higher level of exchange than lecture might influence scores; 3) describe the effects of the collaborative interactions with classmates and instructor; 4) determine whether student journals would reveal changes in their cognitive complexity or perception of learning as a result of their learning environment and; 5) discover other significant issues that could produce
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