Interesting. There was a thread recently on the Personal forum about introversion and extroversion and I do find the terms simplistic; I'm glad you offered some links.

Which I've looked at and read . . . .  but I'm still feeling like something is missing. That's because all of the articles fail to explore motivation.

If you put a gun to my head I can be extrovert . . . . or extrovert, depending on the threat or encouragement.

With the correct carrot and stick children can alter and modify their behaviour in the classroom, regardless of what their primary instinctual response may be. We all have over-ride buttons to be pressed.

No? 

It was an extreme analogy, airy, nothing more

kibosh

If you put a gun to my head I can be extrovert . . . . or extrovert

Eeek! That should have read;

If you put a gun to my head I can be extrovert . . . . or introvert

kibosh

It was an extreme analogy

airy

I just thought you seemed to want to apply those stresses in order to get children to conform

Only sometimes

I have to say that in situations where it is my learning that is the issue I prefer to work on my own via traditional methods and not working in a group.  Have always wondered about the wee quiet souls and how they cope with all this active learning.  Not against it but what happened to different educational needs?  I cringe at groupwork and roleplay and am a quivering wreck at presentations but it doesn't mean I'm not capable, just have a different set of skills that enables me to do loads of stuff that others can't.

gnulinux

TROLLS!

I've replied to you on the other thread where you have made the same claim.

redmilly

Have always wondered about the wee quiet souls and how they cope with all this active learning.

I think 'active learning' has been discussed at some length on this forum and in general an understanding of the term was reached; not so much to do with physical activity and more to do with an active brain.

redmilly

I cringe at groupwork and roleplay and am a quivering wreck at presentations

Surely a wee quiet soul's efforts in these types of activity will be assessed on content rather than style, just as will the loud, noisy kid's work.

Then of course there's the lazy kid . . . . of either extrovert or introvert persuasion. Perhaps the methodologies associated with CfE simply provide them with more opportunity to do nothing?

kibosh

airy

I just thought you seemed to want to apply those stresses in order to get children to conform

Only sometimes

 

gnulinux

TROLLS!

redmilly

I have to say that in situations where it is my learning that is the issue I prefer to work on my own via traditional methods and not working in a group.  Have always wondered about the wee quiet souls and how they cope with all this active learning.  Not against it but what happened to different educational needs?  I cringe at groupwork and roleplay and am a quivering wreck at presentations but it doesn't mean I'm not capable, just have a different set of skills that enables me to do loads of stuff that others can't.

kibosh

I think 'active learning' has been discussed at some length on this forum and in general an understanding of the term was reached; not so much to do with physical activity and more to do with an active brain.

There's other research, by people like Mihaly Csikszentmihalyi, which substantiates much of what Cain says (Cain's problem, as with Diane Senechal, is that although they make good points they don't back it up with academic research) in that there are some pupils who work much better on their own and will produce work which is of a higher quality if they are able to work in a way which suits their skills and abilities rather than those of the latest fashion (ensuring that every child has the right education for them - GIRFEC, anyone?)

kibosh

Surely a wee quiet soul's efforts in these types of activity will be assessed on content rather than style, just as will the loud, noisy kid's work.

But when the noisy kid dominates the group and makes sure the work reflects his views, if those views are crap then the quiet, reflective kid will be marked down (I know, I've been there!)

kibosh

Then of course there's the lazy kid . . . . of either extrovert or introvert persuasion. Perhaps the methodologies associated with CfE simply provide them with more opportunity to do nothing?

Totally agree...

amysdad

there are some pupils who work much better on their own and will produce work which is of a higher quality if they are able to work in a way which suits their skills and abilities rather than those of the latest fashion

Yes I agree and if the latest fashion is groupwork, that's not likely to nurture the learning development of the introvert. If, as Mark Priestley asserted in the Scotsman recently is true, that, "The past ten years has ...seen plenty of change in learning and teaching methods in our classrooms, particularly a wholesale move to group-based learning in many schools" , then a re-assessment of classroom practice is necessary. Wholesale is fortunately not what I see in my school.

http://www.scotsman.com/news/mark-priestley-let-s-get-learning-up-to-date-1-2205641

airy

I'd be wanting to induce the introverted behaviour not encourage the extroverts any further!