Improving Changeover by Implementing SMED

The take away is that having a lot of knowledge does not reflect competency. Competency is in our ability to turn that knowledge into action. Making the brain competent requires full development of brain cells. This is very important for educators to remember when we create the dynamics of learning environments. If we don’t do it right we can be responsible for developing one form of competency at the expense of the other. When we are young the process is simple and the brain thrives. ButĪs we learn more and more development slows down as it gets more complicated. So harmony becomes more and more important as we gain more knowledge, and in gaining more knowledge. Otherwise we become scatterbrains unable to turn our knowledge into practical outcomes. Given environment, it learns how to function in that environment accepting and rejecting the dynamics of the environment according to the needs and wants the brain has already developed in other environments.

To say a plumber can install a sink and to say a person is a plumberĪre two different things. To say a physician can prescribe a remedy and to say a person is a physician are also two different things. Installing sinks and prescribing remedies are explicit skills. Being a plumber or a physician speaks to the person in terms of all the integral skills and knowledge they possess and how they use them in a general sense. In a scientific sense, we can say it is the difference between how specific chains of brain cells develop and how the brain develops overall.Įvery brain cell functions as a “competent” part of the brain, andīrain cells in their totality make up the competent brain. So developing a competent brain is a process of developing networks and chains of competent brain cells.įortunately this is a natural process. 'Project-Based' Affective Learning Systems

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