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Dreyfus Model Of Skill Acquisition
The Dreyfus model of skill acquisition is a model of how learners acquire skills through formal instruction and practicing, used in the fields of education and operations research. Brothers Stuart and Hubert Dreyfus proposed the model in 1980 in an 18-page report on their research at the University of California, Berkeley, Operations Research Center for the United States Air Force Office of Scientific Research. The model proposes that a student passes through five distinct stages and was originally determined as: novice, competence, proficiency, expertise, and mastery. Dreyfus model The Dreyfus model is based on four binary qualities: * Recollection (non-situational or situational) * Recognition (decomposed or holistic) * Decision (analytical or intuitive) * Awareness (monitoring or absorbed) The original model included mastery as the last stage, in their book ''Mind over Machine'', this was slightly adjusted to end with Expertise. This leads to the full five stage process: C ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Skill
A skill is the learned ability to act with determined results with good execution often within a given amount of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be used only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used. A skill may be called an art when it represents a body of knowledge or branch of learning, as in ''the art of medicine'' or ''the art of war''. Although the arts are also skills, there are many skills that form an art but have no connection to the fine arts. People need a broad range of skills to contribute to the modern economy. A joint ASTD and U.S. Department of Labor study showed that through technology, the workplace is changing, and identif ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Skill
A skill is the learned ability to act with determined results with good execution often within a given amount of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be used only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used. A skill may be called an art when it represents a body of knowledge or branch of learning, as in ''the art of medicine'' or ''the art of war''. Although the arts are also skills, there are many skills that form an art but have no connection to the fine arts. People need a broad range of skills to contribute to the modern economy. A joint ASTD and U.S. Department of Labor study showed that through technology, the workplace is changing, and identif ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Learning
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, value (personal and cultural), values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machine learning, machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a Heat, hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved. Human learning starts at birth (it might even start before in terms of an embryo's need for both interaction with, and freedom within its environment within the womb.) and continues until death as a consequence of ongoing interactions between people and their environment. The nature and processes involved in learning are studied in many established fi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Skills
A skill is the learned ability to act with determined results with good execution often within a given amount of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be used only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used. A skill may be called an art when it represents a body of knowledge or branch of learning, as in ''the art of medicine'' or ''the art of war''. Although the arts are also skills, there are many skills that form an art but have no connection to the fine arts. People need a broad range of skills to contribute to the modern economy. A joint ASTD and U.S. Department of Labor study showed that through technology, the workplace is changing, and identif ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
ACTFL Proficiency Guidelines
ACTFL (American Council on the Teaching of Foreign Languages) is an organization aiming to improve and expand the teaching and learning of all languages at all levels of instruction. ACTFL is an individual membership organization of more than 13,000 language educators and administrators from elementary through graduate education, as well as in government and industry. Founded in 1967 as a small offshoot of the Modern Language Association (MLA), ACTFL quickly became both a resource and a haven for language educators. Since then, the organization has set industry standards, established proficiency guidelines, advocated for language education funding, and connected colleagues at the ACTFL Annual Convention. ACTFL language proficiency guidelines The ACTFL Proficiency Guidelines provide a means of assessing the proficiency of a foreign language speaker. It is widely used in schools and universities in the United States and the ACTFL Oral Proficiency Interview is the most widely us ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Language Proficiency
Language proficiency is the ability of an individual to use language with a level of accuracy that transfers meaning in production and comprehension. There is no singular definition of language proficiency: while certain groups limit its scope to speaking ability, others extend it to cover both productive and receptive language skills and their effective application in varying practical contexts. However, this diversity has implications for its application in other language domains such as literacy, testing, endangered languages, language impairment, etc. There is little consistency as to how different organizations classify it. Native-level fluency is estimated to require a lexicon between 20,000 and 40,000 words, but basic conversational fluency might require as few as 3,000 words. Developing language proficiency Developing proficiency in any language begins with word learning. By the time they are 12 months old, children learn their first words and by the time they are 36 mont ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Merleau Ponty
Maurice Jean Jacques Merleau-Ponty. (; 14 March 1908 – 3 May 1961) was a French phenomenological philosopher, strongly influenced by Edmund Husserl and Martin Heidegger. The constitution of meaning in human experience was his main interest and he wrote on perception, art, politics, religion, biology, psychology, psychoanalysis, language, nature, and history. He was the lead editor of ''Les Temps modernes'', the leftist magazine he established with Jean-Paul Sartre and Simone de Beauvoir in 1945. At the core of Merleau-Ponty's philosophy is a sustained argument for the foundational role that perception plays in the human experience of the world. Merleau-Ponty understands perception to be an ongoing dialogue between one's lived body and the world which it perceives, in which perceivers passively and actively strive to express the perceived world in concert with others. He was the only major phenomenologist of the first half of the twentieth century to engage extensively with th ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Shu Ha Ri
Shuhari (Kanji: 守破離 Hiragana: しゅはり) is a Japanese martial art concept which describes the stages of learning to mastery. It is sometimes applied to other disciplines, such as Go. Etymology ''Shuhari'' roughly translates to "to keep, to fall, to break away" or "follow the rules, break the rules, transcend the rules". Shuhari can be decomposed in 3 kanjis, each kanji in components and radicals: * "protect", "obey"—traditional wisdom—learning fundamentals, techniques, heuristics, proverbs. This first kanji consists of the components ** 宀: the roof ** 寸: the measure, the dimension, small, 1/10th of a shaku (i.e. ~3cm) * "detach", "digress"—breaking with tradition—detachment from the illusions of self, to break with tradition - to find exceptions to traditional wisdom, to find new approaches. In some styles of Japanese music (gagaku and noh), it is also the middle of the song. The components of this kanji are ** 石 : the stone ** 皮: skin This kanji can ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Four Stages Of Competence
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time. Many skills require practice to remain at a high level of competence. History Management trainer Martin M. Broadwell described the model as "the four levels of teaching" in February 1969. Paul R. Curtiss and Phillip W. Warren mentioned the model in their 1973 book ''The Dynamics of Life Skills Coaching''. The model was used at Gordon Training International by its employee Noel Burch in the 1970s; there it was called the "four stages for learning any new skill". Later the model was frequently attributed to Abraham Maslow, incorrectly since the model does not appear in his major works. Overview The four stages suggest that individuals are initi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Education
Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Various researchers emphasize the role of critical thinking in order to distinguish education from indoctrination. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental states and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational goals increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills. Types of education are commonly divided into formal ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Chris Argyris
Chris Argyris (July 16, 1923 – November 16, 2013) was an American business theorist and professor emeritus at Harvard Business School. Argyris, like Richard Beckhard, Edgar Schein and Warren Bennis, is known as a co-founder of organization development, and known for seminal work on learning organizations. Biography Argyris was born a twin—along with Thomas S. Argyris (1923–2001)—into a family of Greek immigrants to the United States in Newark, New Jersey. Argyris (pronounced AHR-JUR-ris) grew up in Irvington, New Jersey, and Athens, Greece. In World War II he served in the U.S. Army Signal Corps. After his service he studied psychology at Clark University, where he met Kurt Lewin. He obtained his MA in 1947, and joined the University of Kansas, where he obtained his MSc in Psychology and Economics in 1949. In 1951 received his PhD from Cornell University, with a thesis under the supervision of William F. Whyte on organizational behavior. In 1951 Argyris started his ac ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
