A

en·gage·ment n. the act of engaging or the state of being engaged; the degree of attention, curiosity, interest, optimism, and passion put forth; emotional involvement or commitment dis·so·nance n. - inconsistency between one's actions and one's beliefs con·ver·gence - n. the process of coming together or evolving into one

PHILOSOP HY PSYCHOLOG Y SOCIOLOG Y

phi·los·o·phy n. – the study of the fundamental nature of knowledge, reality, and existence; a particular system of thought. psy·chol·o·gy n. – the study of the human mind and its functions, especially those affecting behavior in a given context. so·ci·ol·o·gy n. – the study of the development, structure, and functioning of human society.

Concrete Experience Abstract Conceptualism Reflective Observation Active Experimentation Learning is a function of how an individual creates meaning from his or her experiences (Dewey 1938, Piaget, 1967; Kolb, 1984). Reality is a dynamic system of continuous change that occurs in stages (Piaget, 1967).

EXPERIENC E REFLECTION COGNITIVEAFFECTIVE BEHAVIOR CRITICAL THINKING Learners must be cultivated into balanced and reflective critical thinkers (Dewey, 1916; Dewey, 1897; Knowles, 1980). Psychological domains by level of cognition and affection (Bloom, 1956; Anderson & Krathwohl, 2001; Zimmerman, 2001).

Teaching and learning are social processes that cannot be separated from environment (Dewey, 1916; Dewey 1938; Bandura, 1986). Behavior, environment, and personal characteristics reciprocally influence each other (Bandura, 1986). ENVIRONMENTAL PERSONA L BEHAVIORAL

Bloom’s Taxonomy

INNOVATOR ADAPTOR Kirton Adaption-Innovation Theory

SELF-AWARENESS SOCIAL AWARENESS SELF-MANAGEMENT RELATIONSHIP MANAGEMENT Emotional Intelligence

STRATEGIC THINKING (NT) Analytical Context Futuristic Ideation Input Intellection Learner Strategic INFLUENCING (NF) Activator Command Woo Communication Competition Maximizer Significance Self-Assurance EXECUTING (ST) Achiever Arranger Belief Consistency Deliberate Discipline Focus Responsibility Restorative RELATIONSHIP BUILDING (SF) Adaptability Developer Connectedness Empathy Harmony Includer Individuation Relator Positivity Strengths Finder

Gardner’s Theory of Multiple Intelligences

Kolb’s Learning Styles and Experiential Learning Cycle

Paul & Elder’s Critial Thinking Framework

The Four Temperments

The Myers-Briggs Type Indicator

WATCH FEEL DO AE AC RO CE Judgement Sensing Intuition Perception Thinking Feeling Extraversion Introversion INTJENTPINFJENFP ENTJINTPENFJINFP ESTJISTPESFJISFP ISTJESTPISFJESFP

PRACTIC E THEOR Y

A

Low Affective Interaction High Affective Interaction High Cognitive Interaction Low Cognitive Interaction

No ExperienceDeep Experience Learner - Focused Teacher - Focused PEDAGOGY SHIFT ANDRAGOGY

SIMULATION OBSERVATION IMMERSION THEORY

Low Reflection Ability High Reflection Ability High Critical Thinking Ability Low Critical Thinking Ability