Chapter 3 (Continued)

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Chapter 3 (Continued)

Variability and Implications for Educators

Former beliefs of learner characteristics

Variability is a liability

Some of these misconceptions are still present today

Education could improve learner abilities but not brain and genes

Learners were limited to their biological composition (brains and genes)

labeled - intelligent, average, dull

Variability

Combination of strengths and challenges that a learner is made up of.

Recent research on learner characteristics

Variability is a tool not a liability

Educators can design and facilitate an effective learning environment

enhance learner outcomes

Characteristics (brains and genes) constantly shift due to the interaction between the individual and their environment

Learners are unique

Recognition Networks

The environment is comprised of predictable patterns.

Facilitate recognition of higher-order information

higher-order information

Patterns

individual aspects of patterns, such as their color, shape, orientation, or motion are processed by separate parts of recognition networks.

What the learner sees, hears, smells, tastes, and touches

Context

Experience

Background

Varies from person to person

Systematic variability is anticipated from the outset.

recognition systems intensely interconnected

located in the back of the brain

Strategic Networks

Strategic action

Reflect - correct/adjust

Self-monitor

Initiate plan

Design plan

Identify goal

Executive functioning

Decision-making

Self-assessment

Self-regulate

Plan

Organize

Recognize patterns

Displayed in various ways in the classroom.

Vary by each individual's characteristics

Educators can plan, execute, and facilitate all kinds of purposeful variables in the environment.

Located at the front of the brain

Affective Networks

Located at the center of brain

Determines significance of the world through an affective filter

Inhibits emotional responses

Understanding emotions can impact student learning

stressful and/or fearful situations

Interpreting/creating our own reality

Prioritize actions

what we do and learn

Facilitates learners’ positive sense of self, value, and membership

Increased performance

Positive impact on learning