• The Learning Process - Dynamic Flight
  • To learn is to acquire knowledge or skill
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The Concept and Teaching of Place-Value Richard Garlikov

Learning also may involve a change in attitude or behavior

If there was no OfSTED, no league tables, no SLT… just you and your class
The principle of exercise states that those things most often repeated are best remembered. It is the basis of drill and practice. The human memory is fallible. The mind can rarely retain, evaluate, and apply new concepts or practices after a single exposure. Students do not learn to weld during one shop period or to perform crosswise landings during one instructional flight. They learn by applying what they have been told and shown. Every time practice occurs, learning continues. The instructor must provide opportunities for students to practice and, at the same time, make sure that this process is directed toward a goal.

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Psychologists sometimes classify learning by types, such as verbal, conceptual, perceptual, motor, problem solving, and emotional. Other classifications refer to intellectual skills, cognitive strategies, and attitudinal changes, along with descriptive terms like surface or deep learning. However useful these divisions may be, they are somewhat artificial. For example, a class learning to apply the scientific method of problem solving may learn the method by trying to solve real problems. But in doing so, the class also engages in verbal learning and sensory perception at the same time. Each student approaches the task with preconceived ideas and feelings, and for many students, these ideas change as a result of experience. Therefore, the learning process may include verbal elements, conceptual elements, perceptual elements, emotional elements, and problem solving elements all taking place at once. This aspect of learning will become more evident later in this handbook when lesson planning is discussed.



It takes time and opportunity to perceive. Learning some things depends on other perceptions which have preceded these learnings, and on the availability of time to sense and relate these new things to the earlier perceptions. Thus, sequence and time are necessary.

Once children have gained facility with counting,and with counting by groups, especially groups of 10's and perhaps 100's,and 1000's (i.e., knowing that when you group things by 100's and 1000'sthat the series go "100, 200, 300, ... 900, 1000; and 1000, 2000, 3000,etc.), I believe it is better to start them out learning about the kindof representational group values that children seem to have no troublewith -- such as colors, as in poker chips (or color tiles, if you feelthat "poker" chips are inappropriate for school children; poker chips arejust inexpensive, available, easy to manipulate, and able to be stacked).Only one needs not, and should not, talk about "representation", but merelyset up some principles like "We have these three different color pokerchips, white ones, blue ones, and red ones. Whenever you have ten whiteones, you can exchange them for one blue one; or any time you want to exchangea blue one for ten white ones you can do that. And any time you have tenBLUE ones, you can trade them in for one red one, or ."Then you can show them how to count ten blue ones (representing ten's),saying "10, 20, 30,...,90, 100" so they can see, if they don't already,that a red one is worth 100. Then you do some demonstrations, such as puttingdown eleven white ones and saying something like "if we exchange 10 ofthese white ones for a blue one, what will we have?" And the children willusually say something like "one blue one and one white one". And you canreinforce that they still make (i.e., represent) the same quantity "Andthat then is still eleven, right? [Pointing at the blue one] Ten [thenpointing at the white one] and one is eleven." Do this until they catchon and can readily and easily represent numbers in poker chips, using mixturesof red, blue, and white ones. In this way, they come to understand grouprepresentation by means of colored poker chips, though you do not use theword representation, since they are unlikely to understand it.

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Implementing e-learning requires a minimum technological platform: necessary hardware,adequate telecommunication capabilities, current browser versions, access to software,etc. As part of implementing this new learning technology, and in an effort to not createdistrust and frustration in employees, the organization should ensure appropriatetechnological capability. The system should be completely tested and user problemsanticipated and addressed.

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A student could probably stall an airplane on the first attempt, regardless of previous experience. Stalls cannot really be learned, however, unless some experience in normal flight has been acquired. Even with such experience, time and practice are needed to relate the new sensations and experiences associated with stalls in order to develop a perception of the stall. In general, lengthening an experience and increasing its frequency are the most obvious ways to speed up learning, although this is not always effective. Many factors, in addition to the length and frequency of training periods, affect the rate of learning. The effectiveness of the use of a properly planned training syllabus is proportional to the consideration it gives to the time and opportunity factor in perception.

Schools and Learning : Cumbria County Council

All learning is by experience, but learning takes place in different forms and in varying degrees of richness and depth. For instance, some experiences involve the whole person while others may be based only on hearing and memory. Aviation instructors are faced with the problem of providing learning experiences that are meaningful, varied, and appropriate. As an example, students can learn to say a list of words through repeated drill, or they can learn to recite certain principles of flight by rote. However, they can make them meaningful only if they understand them well enough to apply them correctly to real situations. If an experience challenges the students, requires involvement with feelings, thoughts, memory of past experiences, and physical activity, it is more effective than a learning experience in which all the students have to do is commit something to memory.