THE COMPETITIVE WORLD (Challanging and Characteristics of Learning)

www.humanikaconsulting.com

Seta A. Wicaksana, M.Psi., Psikolog 0811 19 53 43

seta.wicaksana@gmail.com

• Pembina Yayasan Humanika Edukasi Indonesia • Pendiri dan Direktur Humanika Consulting • Penulis Buku “SOBAT” Elexmedia Gramedia 2016 • Trainer, Psikolog, karir Konselor dan Assessor di Humanika Consulting • Pengembang Alat Tes minat bakat BRIGHT dan Sistem Tes Psikologi berbasis

aplikasi HITS dan HABIT • Narasumber di Radio DFM 103,4FM • Dosen Tetap Fakultas Psikologi Universitas Pancasila • Sedang mengikuti tugas belajar Doktoral (S3) di Fakultas Ilmu Ekonomi dan

Bisnis Universitas Pancasila Bidang MSDM • Lulusan Fakultas Psikologi S1 dan S2 Universitas Indonesia • Lulusan sekolah ikatan dinas Akademi Sandi Negara (Ilmu matematika dan

komputer)

Past…

Now

Organisasi dan Tantangan

Values / Culture

Competitive and Innovative

Networking

Branding

Community Development

Evolusi Konsep dan Peran Manajemen SDM

Labor Mobilization (1870-1880)

Personel administration (1890- 1950)

Personnel Management (1960-1990)

Human Resource (1995)

Human Capital (2000)

Era Industri Vs Era Informasi The Information/

Knowledge Age

Technology change

Competition

Type of production

Role of workers

Skill requirements

Employment

Learning span

The Industrial Age

Took years to accomplish

Local, state, national

Manufacturing

Manual Laborer

Strength, dexterity, stamina

Lifetime with one employer

Kindergarten-12th grade

Months, weeks to accomplish

Global

Service, info, knowledge

Designer, engineer, manager

Scans (see Table II)

Change jobs at least six

times, careers three times

Lifetime

EVOLUSI PERUBAHAN

PERIODE

PRODUCT

FOCUS

ORIENTATION

Mass Production Era

Standard & Undifferentiated

Production efficiency

Internally

Mass Marketing Era

Little differentiation

Marketing

Externally

Post Industrial Era

Differentiated

Discontinuity of change

Externally

Change Acceleration Era

Frequency of change and rate of diffusion of change

Frequency of change and rate of diffusion of change

Frequency of change and rate of diffusion of change

“Your Culture is Your Brand” - Tony Hsieh, CEO of Zappos

PERAN MANAJER MODERN

(ULRICH, 1997)

• STRATEGIC PARTNER : proses strategi

interaksi yang konsisten antara individu dengan perencanaan strategi

• CHANGE AGENT : kapasitas perubahan

pengembangan “trust”, pemecahan masalah dan perencanaan program pelaksanaan

• EMPLOYEE CHAMPION : komitmen karyawan dan kompetensi “listening, responding and meeting employee resource needs”

• ADMINISTRATIVE EXPERT : efisiensi proses

“re-engineering” proses kerja dan “managing” infrastruktur

Aktivitas yang ada di Organisasi pada abad 21

• Project based learning

• explore passions

• Internships

• driven action research projects

• Authentic service learning

• Creative alignment of educators

Looking deeper at . . . . . . digital literacy

• information creation

• innovation

• activism

• global citizenship

• responsibility

“Born Digital: Understanding the First Generation

of Digital Natives” Palfrey and Gasser, 2008

7 Ketrampilan yang dibutuhkan di abad 21 (Global Achievement Gap, 2008 by Tony Wagner)

Critical thinking and problem-solving

Collaboration Agility and adaptability Initiative and

entrepreneurialism Effective oral and written

communication Accessing and analyzing

information Curiosity and imagination

Hukum-hukum Belajar

INTELLIGENCE - a function of experience

Inseparable BODYBRAIN PARTNERSHIP - Emotion - the gatekeeper to learning and

performance - Movement - body and brain function together

There are MULTIPLE INTELLIGENCES - problem-solving and/or product-producing capabilities

LEARNING is a 2-STEP PROCESS - input/output - Pattern-Seeking: identify and make meaning

(no logic/sequence)

- Program-Building: using what is understood (acquire mental program)

PERSONALITY/TEMPERAMENT - impacts learning and performance

Karakter Pembelajar Orang Dewasa

“Learning is a process, not a thing that can be seen. It is individual and personal.”

Developmental Changes are the Result of Physical, Cognitive, and Socioemotional Processes

Periode Perkembangan Dewasa

• Early adulthood - begins in late teens/early 20s and lasts through the 30s

• Early adulthood is a time of: – establishing personal and

economic independence – developing a career – selecting a mate – learning to live with someone in

an intimate way – starting a family – rearing children

Periode Perkembangan Dewasa

• Middle adulthood - period from 40 years of age to about 60

• Middle adulthood is time of: – expanding personal and social

involvement and responsibility – assisting next generation in

becoming competent, mature individuals

– reaching and maintaining satisfaction in a career

Periode Perkembangan Dewasa

• Late adulthood - period that begins in the 60s and lasts until death

• Late adulthood is the time of: – adjusting to retirement – decreasing strength and

health – new social roles – reviewing one’s life

Memiliki Pandangan yang Berbeda terhadap Kehidupan

Kenapa Orang

Dewasa Belajar ?

Mendapatkan pengetahuan dan ketrampilan yang ia inginkan

Pengelolaan perubahan yang lebih baik

Meningkatkan harga diri (Self-Esteem)

Pembelajaran orang dewasa akan efektif, ketika :

• Belajar dari pengalaman • Dapat segera dilakukan

dalam kehidupan/aktifitsnya • Menggunakan berbagai

metode dalam belajar • Lingkungan belajar yang

informal dan menyenangkan bagi mereka

Karakteristik Pembelajar Orang Dewasa

1. Not beginners but in a continuing process of growth

2. Bring with them a unique package of experiences and values

3. They come to education with intentions 4. They bring expectations about the learning

process 5. They have competing interests (Life!) 6. They already have their set patterns of

learning

Pembelajaran orang dewasa akan efektif ketika ...

• The learners are engaged with the design of learning

• The learners are encouraged to be self directed

• The educator functions as a facilitator rather than didactic instructor

• Learning needs and styles are taken into account

• A climate conductive to learning is established

• Past experiences are used in the learning process

• Learning activities seem relevant to learners circumstances

Orang Dewasa Pun Bisa Belajar !

• People over the age of 40 have an advantage, when it comes to learning material which calls for good judgement or related to experience.

• Adults can do “fast memorizing” more efficiently than young children; however, youngsters retain the fact longer.

• The reasons adults may appear to learn not as well is based on reaction time, not intelligence. If time is not a factor, there is no difference in ability to learn.

AGING Games

Does aging have an effect on adult learning?

Click here to play the “I Want to be a Millionaire”

(oops wrong game) “Adult Education and

Aging Game”

Click here to continue regular slide

show

IQ in Adults

Decreases about 1% a year after the age of 30.

Increases about 1% a year until the age of 65.

Doesn’t materially change during adulthood

Starts dropping off significantly after the age of 65.

500

The Correct Answer is C. Contrary to popular opinion, IQ doesn’t decline remarkably with age.

• A group of 50 year olds were given IQ tests that had taken 31 years earlier. They made higher scores on every part except math reasoning.

• Wechsler found test scores increased until 35 then declined very slowly after that.

Next Question

Physical Strength in Adults

Peaks around the age of 20. Peaks around the age of 30.

Peaks around the age of 40. Peaks around the age of 50

1,000

The Correct Answer is B. Physical strength reaches a peak around the age of 30.

• In England, Galton set up a booth at a National Fair and tested over 7,000 people for physical strength, his research and later research reveals 30 is the peak.

• However, physical strength declines slowly. Research at Harvard found physical strength dropped dramatically between 70 and 75.

Next Question

There is a relationship between intelligence and speed of learning

In youth In adults

In both youth and adults In neither youth or adults

5,000

The correct answer is A. In youth there is a correlation between intelligence and speed in learning. In adulthood, this is not true.

Next Question

The ability to hear peaks before

Age 15

Age 45

Age 30

Age 60

10,000

The Correct Answer is A Peak Performance in Hearing Occurs Before Age 15

• Gradual decline until 65, then more rapid.

• Older people

– Hear less and

– Hear slower

• As people age:

– Men lose ability to hear high sounds.

– Women lose ability to hear low sounds.

• This is one of the reasons why women talk more with women and men talk more with men in the older years

Next Question

The most acute decline in vision occurs

Between 13 and 18 Between 18 and 40

Between 40 and 55 After 55

The Correct answer is C.

• Vision – 13-18 Continuous gain – 18-40 Gradual decline – 40-55 Sharp decline – 55 On Gradual decline

• Older Eyes Suffer – Vision loss in dim light – Narrowing field of vision – Slow adaptation to dark – Cataracts – Defective color vision

Common Sense Practices For Minimizing Losses Associated With Age - Vision • Illumination

– More Direct Light

– Don’t Face Direct Light

• Eliminate glare

• White or Chalk Boards – Keep Clean

– Use Large Writing

• Media – Use Sharp Color Contrast

– Enlarged Type or Print

– Avoid Abbreviations

• Seating – Seat People Close to Board

End of “Adult Education and Aging Game”

Three Kinds of Learning

• Reflective: we take time to review an experience and extract the learnings from it.

• 5 senses: hearing, seeing, feeling, smelling, tasting

•Intuitive: we don’t quite know how we know something, but we know it and can arrive at correct conclusions and results with this less definable knowledge.

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Bloom’s Cognitive Domain of Learning

The ability to remember and recall in the same way it was taught.

Development of understanding to put in own words, explain/clarify meaning, and infer unknown information from known.

Ability to use learned information in new and concrete ways.

Able to break down things into smaller parts.

The ability to put parts together in a new way or to form a new pattern.

The ability to judge how well something went or met a goal.

Receiving

Responding

Valuing

Organization

Characterization

Krathwohl’s Affective Domain of Learning

Paying attention to someone or something

Taking action, giving feedback, obtaining satisfaction

Acceptance, appreciation, preference, commitment to something because of its perceived worth or value

Adding new values or beliefs, starting to organize life around those values

Integration of values into daily lifestyle or philosophy. Start to live it naturally. Becomes part of your life.

Receiving

Responding

Valuing

Organization

Characterization

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Cognitive Domain of Learning

Affective Domain of Learning

Kolb’s Learning Styles

We use all four learning styles but usually prefer one.

• Theorist - Abstract Conceptualization: lecture, papers, analogies, how this related to that, case studies, theory readings, thinking alone.

• Pragmatist - Concrete Experience: laboratories, field work, observations, how can I apply this in practice, peer feedback.

• Activist - Active Experimentation: simulations, case study, small group discussions, peer feedback.

• Reflector - Reflective Observation: logs, journals, brainstorming, time to think.

Kolb’s Learning Styles

Thorndike’s Laws of Learning

• Law of Readiness: People learn best when they are ready to learn.

• Law of Exercise: People enhance their memory through repetition, drill & practice.

• Law of Effect: Learning is strengthened when accompanied by pleasant, non threatening situation. It is decreased when associated with unpleasant situation.

• Law of Primacy: First impressions last. Both good and bad.

• Law of Intensity: Learners learn more from doing real things than substitutes.

• Law of Recency: We remember the most recent thing we learn.

“Without practice, there is no knowledge”

- Paulo Freire

The Environment • Organization • Work group

• Job • Personal life

Variables Influencing Individual Behavior

The Person • Skills & abilities

• Personality • Perceptions

• Attitudes •Values • Ethics

Behavior

B = f(P,E)

E P

Dunn and Dunn Learning Styles model

Environmental Stimulus

Sound: This element refers to a student's preference for background sound while learning. To what extent do you prefer silence, or background noise or music while concentrating or studying? Light: Light refers to the level of illumination that is preferred while studying and learning. This element explores the extent to which a student prefers soft, dim or bright light while concentrating.

Environmental Stimulus

Temperature: What level of temperature do you prefer while involved in studying and/or other learning activities? Preferences for this element may vary from a cool room to a warm room while studying or engaged in various instructional activities. Design: Each design is associated with the room and furniture arrangements that each student prefers while learning. Do you prefer to study sitting at a traditional desk and chair? Or do you like a more informal arrangement with different types of furniture, such as a couch, a recliner, or pillows and carpet on the floor?

Emotional Stimulus

Motivation: This element deals with the level and/or type of motivation the student has for academic learning. That is, the extent to which a student is interested in learning. Are you self-motivated (intrinsic), motivated through interest in a topic or contact with peers, or are you primarily motivated by adult feedback and reinforcement? Persistence: This element relates to each student's persistence on a learning or instructional task. Persistence relates to the student's attention span and ability to stay on task. Do you have a preference for working on one task until it is finished or do you prefer to work on a variety of tasks simultaneously?

Emotional Stimulus

Responsibility: To what extent do you prefer to take responsibility for your own academic learning? This element involves the preference to work independently on assignments with little supervision, guidance or feedback. Do you prefer to work independently without an adult telling you how to proceed? Or, do you prefer to have frequent feedback and guidance? Structure: This element focuses on the student's preference, or lack of preference, for structured learning activities and tasks. Do you prefer being told exactly what the learning task is, how you should proceed, and what is expected of you? Or do you prefer to be given an objective and then be left alone to decide which procedures or options you use to reach the objective?

Emotional Intelligence

Emotional intelligence is the ability to perceive, understand, and use

emotions (Salovey and others, 2005). The test of

emotional intelligence measures overall

emotional intelligence and its four components.

Emotional Intelligence: Components

Component Description

Perceive emotion Recognize emotions in faces,

music and stories

Understand emotion Predict emotions, how they

change and blend

Manage emotion Express emotions in different

situations

Use emotion Utilize emotions to adapt or be

creative

Erikson's Eight Life-Span Stages

How Does EQ Differ From IQ? MHS 2005

EQ IQ

Focus: developing an

understanding of and an

ability to manage emotions

Focus: developing one’s

cognitive abilities; more

academically oriented

Can be enhanced

throughout one’s life

Generally thought to be largely

established at birth and cannot

be enhanced

Recently understood to be an

important predictor of one’s

potential for success

Has been traditionally used to

predict potential for one’s

success

Fosters understanding and

management of own emotions

Allows development of needed

knowledge base

Promotes positive relationships Enables development of

technical skills and abilities

Increases self-motivation and

drive

Enables conceptual thinking

Sociological Stimulus

Self: Self relates to your preference for working on a learning task by yourself. When working on an assignment, do you prefer to work alone or do you prefer working as member of a group? Some students prefer working independently. Others may prefer working with someone else. With other students, it may depend on the type. Pair: This element relates to working with one other student. Do you prefer working with one other person as opposed to working as a member of a group? Some students may prefer working with others but not in a small group or alone. Peers and Team: Do you like working as a member of a team or do you prefer to complete a task by yourself? This element helps determine a student's preference for working with a small group with interaction, discussion and completion of the task as a team member rather than independently.

Sociological Stimulus

Adult: How do you react to working with an authority figure? Do you like to work together with an adult and/or teacher or do you react negatively to teacher or adult interaction during a task? This element relates to preference for interaction and guidance from an adult. Variety Versus Concentrating in Routines or Patterns: This element refers to a preference for involvement in a variety of tasks while learning. Do you like routines or patterns or do you prefer a variety of procedures or activities while concentrating on new or difficult academic tasks.

Physiological Stimulus

Perceptual: Learning by listening, viewing, experiencing or touching is the focus of this element. Do you prefer instruction and retain more information when the activities involve visual materials (viewing pictures, maps or reading), auditory activities (listening to tapes, lectures, music), or tactual and kinesthetic involvement, such as note taking, and/or working on projects that involve making things (i.e., science projects, storybooks, diaries, model building, etc.)? Intake: Intake is concerned with the need to eat, drink, or chew while engaged in learning activities. Do you prefer to drink something while studying, such as a soft drink or coffee? Do you prefer to chew gum? Does munching on snacks help you concentrate?

Physiological Stimulus

Time: This element is related to the concept of energy levels at different times during the day. Do you prefer to work on a task that needs concentration in the early morning, late morning, early afternoon, late afternoon, or evening? Mobility: Can you sit still for a long period of time as long as you are interested in what you are doing, or do you prefer to move constantly -- standing, walking, changing body positions? Mobility is concerned with the extent to which you prefer to be moving, even unconsciously, while involved in concentration.

Psychological/Cognitive Stimulus

Global-Analytic: This element determines whether a student learns best when considering the total topic of study, or when approaching the task sequentially -- one aspect at a time. Students who have a preference for global learning are concerned with the whole meaning and the end results. They need to start with an overview of the big picture before they deal with details and facts. Students who prefer an analytic style of learning prefer to learn one detail at a time in a meaningful sequence. Once they know all the parts, they put them together and comprehend the big picture. Hemisphericity: Hemisphericity is associated with left or right processing. Left-brain individuals tend to be more analytic or sequential learners, whereas right-brain dominance tends to be associated with simultaneous or global learners. This preference overlaps the Global/Analytic. Impulsive-Reflective: This element relates to the tempo of thinking. Do you draw conclusions and make decisions quickly or do you think about the various alternatives and evaluate each before making a decision?

What is Intelligence?

Intelligence (in all cultures) is the ability to learn from experience, solve problems, and use our knowledge to adapt to new

situations.

In research studies, intelligence is whatever the intelligence test measures.

This tends to be “school smarts.”

General Intelligence

The idea that general intelligence (g) exists comes from the work of Charles Spearman (1863-1945) who

helped develop the factor analysis approach in statistics.

General Intelligence

Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed by factor analysis.

For example, people who do well on vocabulary examinations do well on

paragraph comprehension examinations, a cluster that helps define verbal intelligence. Other factors include

a spatial ability factor, or a reasoning ability factor.

Howard Gardner

Gardner proposes eight types of

intelligences and speculates about a

ninth one — existential intelligence.

Existential intelligence is the

ability to think about the question of life, death and existence.

Robert Sternberg

Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three intelligences rather than eight.

1. Analytical Intelligence: Intelligence that is assessed by intelligence tests.

2. Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas.

3. Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).

Extremes of Intelligence

A valid intelligence test divides two groups of

people into two extremes: the mentally

retarded (IQ 70) and individuals with high intelligence (IQ 135). These two groups are significantly different.

High Intelligence

Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically.

Mental Retardation

Mentally retarded individuals required constant supervision a few decades ago, but with a supportive

family environment and special education they can now care for themselves.

Flynn Effect

In the past 60 years, intelligence scores have risen steadily by an average of 27 points. This

phenomenon is known as the Flynn effect.

Perkembangan Kognitif pada Dewasa

• Jean Piaget (1952) - in each stage of cognitive development, people think in a qualitatively different way

• Piaget believed that the formal operational stage (ages 11 to 15) is the highest stage of thinking

• Adults gain knowledge, but ways of thinking are the same as those of adolescents

Perkembangan Kognitif pada Dewasa Muda

• Adults gain knowledge, but ways of thinking are the same as those of adolescents

• Jean Piaget (1952) - in each stage of cognitive development, people think in a qualitatively different way

• Piaget believed that the formal operational stage (ages 11 to 15) is the highest stage of thinking

• Post-formal thought - thought that is – reflective, relativistic,

and contextual – provisional – realistic – open to emotions and

subjective

Perkembangan Kognitif pada Dewasa Muda

• Some researchers disagree with Piaget and believe that thinking in early adulthood becomes more realistic and pragmatic

Perkembangan Kognitif pada Dewasa

• Crystallized intelligence (individual’s accumulated information and verbal skills) increases in middle adulthood

• Fluid intelligence (one’s ability to reason abstractly) begins to decline in middle adulthood

• Horn argues some intellectual abilities decline in middle age, but others increase

Perkembangan Kognitif pada Dewasa

• Schaie found that four intellectual abilities (vocabulary, verbal memory, inductive reasoning, and spatial orientation) improved after early adulthood

• found that two intellectual abilities (numerical ability and perceptual speed) declined in middle age Schaie (1996)

K. Warner Schaie suggests that adults' thinking follows a set pattern of stages

• The ACQUISITIVE STAGE, which

encompasses all of childhood and adolescence, in which the main developmental task is to acquire information.

• The ACHIEVING STAGE is the

point reached by young adults in which intelligence is applied to specific situations involving the attainment of long-term goals regarding careers, family, and societal contributions.

Schaie stages of cognitive development,

continued…

• The RESPONSIBLE STAGE is the stage where the major concerns of middle-aged adults relate to their personal situations, including protecting and nourishing their spouses, families, and careers.

• The EXECUTIVE STAGE is the period in middle adulthood when people take a broader perspective than earlier, including concerns about the world.

• The REINTEGRATIVE STAGE is the period of late adulthood during which the focus is on tasks that have personal meaning

McGraw-Hill ©2006 by the McGraw-Hill Companies, Inc.

All rights reserved. 11-97

Longitudinal Changes in Six Intellectual Abilities From Age 25 to Age 67

Perkembangan Kognitif pada Dewasa Tua

• When speed of processing is involved, older adults do more poorly than younger adults

• Older adults do more poorly in most areas of memory

• Wisdom (expert knowledge about practical aspects of life) may increase with age

PERSONALITY

How is Personality Measured?

Projective Test - elicits an individual’s response to abstract stimuli

Behavioral Measures - personality assessments that involve observing an individual’s behavior in a controlled situation

Self-Report Questionnaire - assessment involving an individual’s responses to questions

Myers-Briggs Type Indicator (MBTI) - instrument measuring Jung’s theory of individual differences.

Type of Personality in Learning

102

Sensing Thinking Learner (ST)

• Likes:

– Immediate responses and feedback

–Details and sequential order

–Hands-on activities with a specific, correct answer

–Clear, concise, step-by-step directions

–Knowing exact expectations; why something has to be done, and how well it is to be done

–Drill and practice

103

Intuitive Thinking Learner (NT) • Likes:

–Planning and organizing before working

–Working independently

–Analyzing and examining pros and cons

–Arguing and debating

– Thinking about ideas and how they are related

– Finding/designing a new way to do something

– Logical and strategic games

104

Intuitive Feeling Learner (NF)

• Likes:

– Learning without time constraints

–Praise for personal ideas and insights

–Using creativity and imagination

–Open-ended activities with many possibilities

–Working on many things at once

– Self-expression and self-discovery

–Creative and artistic activities

105

Sensing Feeling Learner (SF)

• Likes:

– Getting personal attention and praise

– Sharing feelings and experiences

– Working in groups/being part of a team

– Having someone show how to do something

– Role-playing and personal expression

– Non-competitive games where no one loses

– Interpersonal activities; opportunities to learn about himself/herself

106

What is your learning style?

Sensing Thinking (ST)

Intuitive Thinking (NT)

Intuitive Feeling (NF)

Sensing Feeling (SF)

How Motivation Affects Learning and Behavior

• Motivation directs behavior toward particular goals.

Social cognitive theorists propose that individuals set goals for themselves and direct their behavior accordingly.

Motivation determines the specific goals toward which learners strives.

Thus, it affects the choices students make.

• Motivation leads to increased effort and energy.

Motivation increases the amount of effort and energy that learners expend in activities directly related to their needs and goals.

It determines whether they pursue a task enthusiastically and wholeheartedly or apathetically and lackadaisically.

• Motivation increases initiation of and persistence in activities.

Learners are more likely to begin a task they actually want to do.

They are also more likely to continue working at it until they’ve completed it, even if they are occasionally interrupted or frustrated in the process

In general, then, motivation increases students’ time on task, an important factor affecting their learning and achievement

• Motivation affects cognitive processes.

Motivation affects what learners pay attention to and how effectively they process it

For instance, motivated learners often make a concerted effort to truly understand classroom material—to learn it meaningfully—and consider how they might use it in future.

• Motivation determines which consequences are reinforcing and punishing.

The more learners are motivated to achieve academic success, the more they will be proud of an A and upset by a low grade.

The more learners want to be accepted and respected by peers, the more they will value membership in the “in” group and be distressed by the ridicule of classmates.

• Motivation often enhances performance.

Because of the other effects just identified—goal-directed behavior, effort and energy, initiation and persistence, cognitive processing, and the impact of consequences—motivation often leads to improved performance.

Therefore students who are most motivated to learn and excel in classroom activities tend to be our highest achievers.

09/04/2017 114

Feedback

• Positive feelings are a crucial step to learning

• Absence of positive feedback or receipt of negative feedback can inhibit successful learning

A Final Thought . . .

“It is a world in which comfort with ideas and

abstractions is the passport to a good job, in

which creativity and innovation are the key to

the good life, in which high levels of education - a very different kind of education than most of us have had - are going to be the only security there is.”

-New Commission on the Skills of the American Workforce, 2006

“Truly successful schools seem to possess a restlessness and on-going passion for

continuous improvement. They shun any sense of ‘having arrived’ at success and continually strive to improve & reinvent

themselves.”