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| n |
Students’
responses depend on context –
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including the
state of their mind at the time.
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n |
Hands on
activities are not enough.
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They have to be
brains on, as well.
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(Learning
environments need to be designed
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to prime the
students’ states of mind.)
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| n |
Connections
count – not just the content.
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n |
Evaluations must
focus on functional learning,
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not on the
“presence” of the knowledge in a (presumed)
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unstructured
box..
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| n |
Learning is a
growth – not a transfer.
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n |
Students have to
make connections many times
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before they
“stick” (synapses grow).
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