Question

Q40-Which capacity develops as learning increases​

Answer 1

Answer:

Objective

The workshop is designed to introduce interested stakeholders to ANSI/ASTM E2659-18 and the requirements for developing a quality education/training course that has an assessment at the end to determine if the learning outcomes have been achieved. It will cover such areas as: terminology, significance and use of the standard, requirements for certificate issuers, and certificate program and certificate issuance and use.

Answer 2

Answer:

Key 1: Understanding a student’s cognitive strengths and weaknesses and using targeted evidence-based strategies to support learning.

• Cognitive skills are the foundation for learning.  They are the processes our brains use to take in, store, organize, comprehend and retrieve information, as well as to make decisions and take action.
• Cognitive skills include processes like different types of attention, various aspects of visual and auditory processing, short-term and long-term memory and executive functions, including working memory, inhibitory control and cognitive flexibility, among others.  
• Each cognitive skill contributes to the learning capacity of the individual, as does the degree to which they work together.  Each of us has cognitive strengths and weaknesses or stronger and weaker learning skills.

Key 2: Training students’ cognitive skills in a comprehensive and integrated way.

• So, the second key is to help develop individual students’ cognitive skills so that those skills are simply there to use and support them in learning.  That is the purpose of cognitive training, also sometimes referred to as brain training.
• Cognitive training has been around for decades, taking the form of one-on-one therapeutic activities designed to strengthen various cognitive processes. Fields such as Speech and Language and Vision Development, Occupational Therapy and many other disciplines offer training to improve areas of cognitive functioning.
• Historically, each discipline has operated separately from the others and focused on a subset of cognitive skills.

Key 3: Nurturing a growth mindset.

• It is tempting to put this key first. After all, individuals who believe that intelligence is not fixed and that abilities and talents can be developed are better able to learn from their mistakes, to be resilient when they experience setbacks, and to take responsibility for their own learning.
• We don’t put this first for an important reason – the concept of a growth mindset is often misunderstood. It is not simply a belief structure; it is a pattern of how we respond to mistakes and challenges; it is about the confidence we have in our won problem solving skills.