Learning In The 21St Century

The relationship between the physiological structure of the brain, which processes stimuli in each human body, and human consciousness, which is not physically limited.

The patterned processes that operate as a filter of stimuli passing from the brain to the mind. These filters welcome, inhibit, or limit the movement of stimuli as they seek to enter the working memory to be translated into language, numerals, and so forth and are directed into any number of memory channels, where they are stored for later retrieval and use.

A mindset based on the belief that our ability is fixed at birth and needs to constantly be proved. Failure implies we are not smart, talented, or successful.

The degree to which we demonstrate ferocious determination, resilience, hard work, and a laser-like sense of direction.

A mindset based on the belief that our ability and talent can be developed through learning. We can actually grow our potential through failing and learning from our failures.

The process of allowing the mind sufficient time to determine the most appropriate way to respond to incoming stimuli and to process that stimuli more slowly.

Using a clear educational goal, a laser-like learning focus, grit, and a growth mindset to drive your Learning Patterns to achieve success on every assignment and assessment.

The process of taking in the world around us and making sense of it so we can respond efficiently, effectively, and appropriately.

A two-part, 28-question, self-report tool with three open-response written questions that can identify an individual's combination of Learning Patterns.

A set of four distinct components that work simultaneously and act as filters to determine the degree to which stimuli pass from the brain to the mind. Each Learning Pattern performs a specific learning function within an individual. Each Learning Pattern is named for the role it plays within the learner's mind: Sequence, Precision, Technical Reasoning, and Confluence. Also known as Learning Processes

Same as learning patterns

A system for developing intentional learners that includes (a) the Interactive Learning Model theory; (b) a conceptualization of the brain–mind interface; (c) an instrument (the LCI) that captures the extent to which an individual uses of each four Learning Patterns; (d) a glossary of descriptive terms that identify discrete actions used when learning; and (e) a set of tools to help the learner successfully complete a learning task, including the personal learning profile, which is discussed in Chapter 2, and the word wall, the metacognitive steps, and the strategy card, which are discussed in Chapter 3.

Using the mind to attend, focus, and respond to stimuli with intention rather than instinct.

A college student who is not a recent high school graduate or necessarily taking classes full time; examples include students who work full time, are returning to school after a period away, are attending classes part time, or have dependents.

The many ways that learners (of any age) use new technologies to participate in virtual communities in which they share ideas, comment on one another's projects, and plan, design, implement, advance, or discuss their practices, goals, and ideas.

The part of memory that translates stimuli that have passed through the brain–mind interface formed by our Learning Patterns and turns it into symbolic representation (words, numbers, musical notes, and the like) and stores it for retrieval later.