Lerend Organiseren en Veranderen
Als meer van hetzelfde niet helpt
André Wierdsma, Joop Swieringa

Bij Bol.com | Managementboek

We shouldn’t focus on making the right decision, but making the decision right for us.

Adam Grant

Companies are conditioned to reward the heroes who put out the fires, not the folks who keep a crisis from occurring in the first place. Nobody ever gets credit for fixing problems that never happened.

Bruce McTague

Werken met Leren Veranderen
Werkboek voor veranderaars in opleiding en praktijk
Hanna Boersema-Vermeer, Gertjan de Groot e.a.

Bij Bol.com | Managementboek

Action Learning For Managers
Mike Pedler

Bij Bol.com | Managementboek

Pushing rarely opens the door to genuine learning...

Pull beats push.

Douglas Stone & Sheila Heen

Volgens André Verkens zijn er - op basis van cognitieve psychologie - zes leerversterkende strategieën te onderkennen:

Cognitieve psychologen hebben doorheen de jaren zes strategieën beschreven die het leren versterken in verschillende situaties.

(1) Dual Coding
(2) Spacing or spreading out learning opportunities over time
(3) Interleaving basically means jumbling up ideas. Students learn more when they can switch between different topics. Doing this helps students learn the similarities and differences between different ideas.
(4) Retrieval practice involves bringing information to mind from memory.
(5) Concrete examples are often used by instructors. Concrete information is easier to remember than abstract information, and so concrete examples foster learning
(6) Elaboration involves asking “how” and “why” questions about a specific topic, and then trying to find the answers to those questions. The act of trying to describe and explain how and why things work helps students understand and learn.

Bron: https://www.interactum.be/dual-coding-theory-dct/

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