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April 15, 2006
Good Afternoon,
In all seriousness sometimes we learn better than other times. Why is this true? The brain shows that to consolate information that sleep plays an important role. So why do we cram for exams.....I did and I did well somedays and somedays I did not. But I still crammed for tests....all nighters...coffee all night to stay awake, the whole ballgame. Yet if, I did well on the test, I did not really understand the material fully and more importantly I did not remember what I did learn for very long. Obviously something was wrong in my style of study. I could blame the teachers or the schools for not pointing this out, but...you know I knew better. I did not know that reason then why the memory did not become long term, but I do now. And for the memory to become long term and be comfortablly ensconced in their respective cerebral cortex locations, it take time and reflection and understanding and review and reflection again etc. We must be sure that we become part of the quest in the subject matter commensurate with our prior knowledge and do not just jump ahead because the rest of the class started there. Your own personal neuronal networks [prior knowledge] are for you to review and determine where you are comfortable beginning in a subject.
I have given some graduate students in psychology and education introductory material that was commensurate with early grade level entry level. Why because some students have a dearth of knowledge that somehow they missed and cannot enter the learning cyle until these prior knowledge neuronal networks have been established. Maybe we put too much emphasis on being in grade 4, or 5 or 6 when it is basically not educationally sound but for administrative book-keeping.
Why do we learn some things better than others....think, really think, and use "fancy thinking skills" as per Prof. Perkins at Harvard would say.
Metacognition is an other means of checking on your thinking.
Learning really is a hoot.....and fun besides, as long as it is relevant or even potentially relevant.
Rob
April 18, 2006
Great reflection and a great prior learning review depending on where you are at in your learning constructs....Great read found on the internet at this particular url represented by the follow hyperlink:
http://www.siumed.edu/%7Edking2/ssb/neuron.htm#myelin
Rob
April 20, 2006
Good Evening,
Stress is coming to the head of the class when determining undue fear and pressure that we put on ourselves and the children we teach. Very interesting url, retrieved today from the internet. The hyperlink for the url is
http://www.fi.edu/brain/stress.htm
Rob
April 25, 2006
Good morning
, Severe Depression linked to change in hippocampus [Brain].
I would like to call your attention to the
Infinite Mind. This is a program for educators et al. I use it a great deal and enjoy the up to date messages. The Website url for the Infinite Mind can be found at the following url:
http://www.lcmedia.com/mindprgm.htm
Use it....you will enjoy it.
Best,
Rob
MAY 3, 2006
GOOD MORNING
I believe that educators want to know as much about the subject or subjects that they are teaching. Educators hold a special place in society that should/and in many cases does command respect for knowledge. The brain is not the entire body and we get on a kick and don't always remember this. We are not a brain in a bucket, but an entire human with fingers and toes and arms etc.
The body is a system which means that one thing does affect another; it strives to run smoothly with or without constraints.
I am addressing depression today and again reminding us that stress which comes from all sorts of stressors can and does produce damaging hormones which affect our body. Depending upon how deleterious the reaction and time element involved in the stressor, damage can be done to a very important part of out memory system....that being the hippocampus...the results can be both functional and anatomical along with obviation of neurogenises in the hippocampus. A good word for us to get to know is glucocorticoid that is sometimes referred to as an adrenal steroid. It seems that all of us who work with children would want to know that we [teachers are sometimes the STRESSORS for no good reason at all. We have all heard that some stress is good for us and that is true...but let's not get carried away PROFESSOR STRESSOR].
Be well,
Rob
May 5, 2005
Good morning
Have you ever heard a teacher say that they really learn a subject when they teach it. I have....I have done it. I still do it.... But let us think about what we are saying....we are forming our own construct of learning when we teach and the student is the receptor....should it not be the other way around...whereby the student is forming his/her own construct of knowledge. Think about it....I do...everytime I think that I am imparting knowledge...maybe I am learning and not the student.
Best,
Rob
May 19, 2006
Good Morning
Educators must give students space in which to learn. You cannot be sitting within four wallls for all those years of mandatory education without going fruity....as a matter of fact our environment is one of our key sources of learning....but did you ever think that in a given year a fourth grade child might be sitting in the only environment that is mandated by law that he/she be there. Isn't that possibly in some cases cruel and unusual punishment. In the 1970's, I was sent to Africa through auspices of the office of overseas schools in Washington D.C. and our local school district. The International School of Lusaka, Zambia, Africa was to be our new home for the next year...as the new head master of the elementary division of the International School, my job was to head the school and revise the curriculum for the thirty two nations attending.
The children had the greatest opportunity to learn about Zambia and the culture being right there....however since Zambia formerly Northern Rhodesia
previously was a British protectorate, the education followed the tradition UK style of education ...that being 'the sitting within four walls' and students doing their sums.
The interesting fact really was that the children who were learning French did fairly well within the four walls, but the students who were sent outside for being naughty...[usually the same students] learned fluent African languages by being with the indigenous Zambians who were too poor to attend the international school. Now this is learning....experiential and constructivist.....Just a thought.....
Best,
Rob
May 22, 2006
Good Morning,
Well,here we are back to suferficial teaching..when do students learn the five senses[we remember back in first few grades..A child at the age of 5, 6, 7, 8, 9, 10 et al. knows these all. Just ask them and they might take
seconds to retrieve the knowledge, but here we go
ignt, tasting, feeling and touching and smell.Well, we get an happy smile on our paper. How many of those students really knew the five senses et al. and elaborated profoundly...You know it is not hard and everyone will learn a great deal from it.
I always remember that the little kids at recess time proudly say the five senses to each other and to the yard duty teacher. This is great.....but do we stop here. I questioned graduate on this subject....they all got them right but had not taken them any further than that.
Think About it.
Best,
Rob
June 3, 2006
Good Morning
Best,
Rob
Retreived today from the internet.
URL: I'd rather see a sermon
Than hear one any day;
I'd rather one should walk with me
Than merely show the way.
The eye's a better pupil,
And more willing than the ear;
Fine counsel is confusing,
But example's always clear.
I soon can learn to do it,
If you'll let me see it done;
I can see your hands in action,
But your tongue too fast may run;
And the lectures you deliver
May be very fine and true,
But I'd rather get my lesson
By observing what you do.
For I may misunderstand you
And the high advise you give,
But there's no misunderstanding
How you act and how you live.
- Anonymous
June 4, 2006
Good Morning
Retrieved from the internet today is a most interesting article from McGill University. I personally will follow this particular area of interest.
Best,
Rob
URL:
http://www.mcgill.ca/reporter/38/18/evans/
June 8, 2006
Good morning
As Professor Kurt Fischer, Harvard University, resently said at a conference in Cambridge.Mass. [Para:] Your brain is not separate from the body. It is not sitting in a bucket...it is attached to us...and it is a large part of who we are. This paraphrase, I hope, did Kurt justice, but his point was well taken. Much of the emphasis is now on the brain...we must not forget that it [the brain] is part of the whole thing called the body.
This is an important reminder...since the body is a system and many important components make up this system, think more that just brain.
Best,
Rob
June 12, 2006
Good Evening
Have you ever mentally, emotionally felt a paradigm shift? First of all, it is important to know what a paradigm is
before it shifts. For the sake of brevity, let just say that a paradigm is a held belief. I retrieved the following from the internet today and if presented correctly, does cause a real paradigm shift. If this does not cause a paradigm shift with you then maybe you can find one or create one that does cause you to have mental, emotional shift in your belief....it can also be physical. I believe that to experientially feel a paradigm shift is an important part of real learning.
Best,
Rob
Url:
Your attitude and behavior are a function of your paradigm. For example: It's Sunday morning, you are enjoying a quiet ride in the subway - no crowds. A man with several children gets on. The children act rowdy, shouting, disturbing others. You become irritated and finally say "Sir, your children are really disturbing a lot of people, I wonder if you couldn't control them a little more." The reply comes slowly: "I guess I should...We just came from the hospital...Their mother just died about an hour ago and I guess...I don't know what to think...I guess they don't know how to handle it either..." You have just experienced a paradigm shift that puts the situation in new light.
We all see things differently. Similar to putting someone else's glasses on. See things distorted, but they don't see things that way.
I don't really know about the neuroscience of un-learning, but I know that it has been easier for the kids I work with to unlearn things when they are meta-cognitive about it. If I just tell them it is wrong and have them work with it some they are not as likely to truly un-learn it as they are if they explain why it is wrong to themselves and to someone else -as well as explaining the right way to themselves and to someone else. This usually has to happen more than once and perhaps they are retraining some pathways as they integrate this "new" knowledge, but it is making more meaning to them as they have to process it in this way, rather than have it go in under the radar so to speak.
ldtchr Wrote:I don't really know about the neuroscience of un-learning, but I know that it has been easier for the kids I work with to unlearn things when they are meta-cognitive about it. If I just tell them it is wrong and have them work with it some they are not as likely to truly un-learn it as they are if they explain why it is wrong to themselves and to someone else -as well as explaining the right way to themselves and to someone else. This usually has to happen more than once and perhaps they are retraining some pathways as they integrate this "new" knowledge, but it is making more meaning to them as they have to process it in this way, rather than have it go in under the radar so to speak.
June 14, 2006
Hi Idtchr,
Being meta-cognitive is good; the bioscience is actually the growing of a non adaptive neuronal network....There are several good approaches to amelioration by growing a new neuronal network to take the place of the nonadaptive neuronal network....but I also like the meta-cognitive approach for some students; depending on the learning style of the student, another approach might really be gestalt....but that depends on the purview of the pupil and teacher....the main ingredient is patience which is very important.
Be well,
Rob
June 21, 2006
Good morning
If the teacher is going to be the expert in galvanizing or teaching learning, he/she
MUST be interested in the subject or materials that the student is attempting to learn.
This is extremely important!!!!!!! It is best that the teacher is excited and interested since that feeling will be conveyed to the student forthwith. I have been in Oregon and just returned home to San Diego. While in Oregon I was working on actual field experience with students learning experientially. The range of intelligence via a regular standard IQ test was 69 to 118 or so.
However, There was no significant difference in the quality of work in the experiential learning tasks among the students. Communications and physical movement contraints were the only noticeable differences and since I have a movement disorder that affects my verbal communications and movement....there was no such thing as same and differences.
Each student had their share of self efficacy in the respective tasks and everyone learned commensurate with their motivation and interest.
One thing I do know....If we do not like what we are teaching, we had better learn to like it and approach the learning in a positive, ebullient manner or we will be not accomplish our desired outcome and most likely do some inadvertant harm to the learning process performed by the students. Teachers are key and we had better remember that......
I am leaving Friday for Santa Clara, California where I will be continuing sharing a long term experiential learning project....over a forty years span. It will be interesting trying to recognize the students by looks....from chidren to adults.
Best,
Rob
July 9, 2006
How good is good? A good teacher/great teacher is worth his/her place in history thus being a cynosure of all whom he/she helps to learn.
We cannot afford to be timid and stand back to let the world go by when we are the ones presenting to the students and attempting to setforth enough energy that it is contagious and reflects in the student's building of a knowledge construct and yet understanding it thoroughly.
Howard Gardner and David Perkins along with many great Professors really believe in learning for understanding. They espouse this and believe in themselves to a point that they do not have to convince the world that they are right....because they just are!!!!!!!!!!
Be well,
Rob
:autumn: Good Morning....This picture of autumn to our left is typical of formal learning whereas (a.) government and (b.)education have two separate goals and assessments. They are not congruent nor compatible.
One of the most salient reasons that (a.) govenment (including schools, universities, local, state and federal goverments) and the (a.) act of pure learning [education] are not on the same wave length is:
l. Government (as defined above) is involved in statistics and politics along with assessment and politics). Government does not share the educational goals or the learning process other than on paper and in suspense files and dusty paper card folders.
There is too much money spent on education with two separate and different goals at odds. That being (a.) government and (b.) education.
Schools, colleges and Universities are still in my book listed under governments since they are controlled to a great extent by government and politics. Schools would thrive if not under the control of government or politics....Yet, maybe this is not realistic....who is going to hold whom accountable. People who have great knowledge in education or politicians?
Let's take a good look at special education. Money that comes from the state, federal and local governments delineate that monies need to go to special education in a categorical sense so to speak...yet a great amount of money is spent on overhead...administration and defending the rights of the special education child to get a free and appropriate education. Why doesn't the money go directly to the student or classroom. Keep the money where the learning process is manifest.
Unless a special education child requests a report card, the assessment of that child can be manifest in everyday observation. We do not need to include them in state and national test norms since the special education child has a unique set of goals and objectives, yet we insist that an autistic child be given an IQ test....over parental objections to prove that the child does manifest low intelligence due to whatever malady is present. This is not only purely dumb but seriously cruel to the student and teacher. If a child cannot walk due to disease or movement disorder, do we need to grade the child on walking. So we give an "F" in walking.....Politics will most always be in education, because adults need to be given authority over something that justifies their professional or lack of professional acumen.
Why does the thrill of going to school lose it's appeal....well think about it. Who wants to be 'put down' on a regular basis and who wants people getting in the way of good learning.
I personally have travelled half way around the world to have a government sponsored entity tell me that glial cells in the brain are insignificant and not of importance. Five months later I am studying the importance of Glial cells in education and health with some of the finest scientists in the world at the famous Cold Springs Harbor Laboratory on Long Island.....the only subject for that 50 hour week was glial cells. This was pure learning and not government sponsored....this was pure science and education. Colleagues learning from colleagues with peer discussion as your evaluation. No grades...but deep, profound desire to learn from the best....and demonstrate the best you can offer, to those who know what you are talking about.
:yes:
Rob
:autumn: December 11, 2006
As a former superintentent of schools and university adjunct prof along with teaching elementary and high school, I can say that I have encountered some of the greatest teachers ever....in this country and abroad. I can now after a long career site the best teacher ever...and why.
The best teacher is named Erin Young, B.M., M.A., CCC-SLP, Speech and Language Pathologist, Scripps Center for Voice and Swallowing, Scripps Memorial Hospital - La Jolla in La Jolla, California. Some of you may be surprised that I did not pick a teacher from a public or private school. That is because teachers can come from many domains and be expertly trained and know how to teach for understanding.
Erin Young was treating me for a particular speech and swallow problem that is progressive if not intervened. She was able to use her own form of bio-feed back with xrays, models, demonstrations etc. until I completely understood the problem and how her instructions to me would help ameliorate the difficulty that I possessed. We not only practice speech and swallowing in her office but indeed the follow-up homework was essential. In order to be sure that I understood the homework and what object I was working toward, Erin made CD recordings for me to use while practicing my throat muscle assignments. I could use her CD's as a form of biofeedback just as a weight scale is used as a form of biofeedback in the home for diet purposes. In other word, my lessons were not a shot in the dark so to speak. I knew with Erin's help what I was trying to accomplish.
Some of the muscles were already atrophied before I started with this great teacher....but the remainder of the muscles will allow me to swallow without choking and speak at a db level that can be heard by others. We used a db meter at her office and I purchased one for home as a feed back source of trying to speak circa 70-78 db depending on the occasion.
Erin Young is my choice as the best teacher I have ever met and who would "stand on her head if need be" to be sure that I was understanding the problem and how I could ameliorate this. Nothing is more motivational than solving an important problem and to continue doing so for life....with your own knowledged gleaned from Erin....I know that what I practice without Erin's help is correct and she will even check to be sure every so often.
As you well know neuroscientists and teaching practitioners are attempting to work together to do exactly what Erin and I were doing. She was helping me to understand the premise behind the learning and she was able to do this without any pretentiousness. She is a real professional.
Thank you Erin.
:yes:
Rob
March 1, 2007
It is well documented that Eric Kandel and Larry Squire have put the terminology together that include the brain's functions for learning and memory. I am specifically referring to learning and memory being [1] declarative, and [2] non-declarative; procedural.
Without going into detail of the great works of Kandel and Squire which I must say is very exciting, my purpose will be to impress upon all of us that the two functions mentioned in paragraph one, are correct and will serve us well now and in the future.
My thesis will be to present a paradigm using what we all ready know from Kandel and Squire, but yet present for your thinking, the best of learning and memory; that being the conjoined effort to close the distance between declarative and non-declarative teaching with the edge going to a non-declarative paradigm shift. This would mean that the emphasis of our instruction would be experiential, non-declarative, procedural and learning would be routine and memory would be manifest. Memory retrieval would be easily assessed as you can see in figure 1 below.
For review, to paraphrase Kandel and Squire, declarative learning can be defined as: knowledge, facts, lectures, classroom learning and intellectual discourse; all are very important, but further expatiation of my paradigm shift will help bring things into the light.
Figure 1
We are learning to swim. Do we employ declarative or non-declarative learning and memory? Please remember that I am using experiential learning as non-declarative.
If we intend to learn to swim to save our lives or be a champion swimmer, we must employ a non-declarative style of teaching and learning. We learn to swim by being in the water and fully experiencing the water environment. Our senses are being tuned to this new environment and our neurophysiology is learning with all of its senses on high alert. Our sensory and motor neurons are working overtime to bring this fish from the land to the water.
Once we are confident in our swimming ability and our neurophysiology has physically changed in our neuronal networks, we will remember that we can swim by just doing so.
How will we assess the swimming curriculum? Well, we could have a true or false test or essay test; however that would be assessing using declarative tools and we have been teaching swimming with non-declarative methodology; the swimmer also learned using non-declarative skills. It would be best to just assess performance by observing the swimming objective setforth at the beginning of figure 1. and that being swimming to save our lives or swimming to be a champion swimmer. This of course can be empirical in the case of the beginning swimmer and may take a stop watch or an experienced eye to assess the signs of a champion swimmer.
We are learning to ride a bike. Declarative or non-declarative? You know the answer. No need to take too much time in explaining this one. However, I do have a comment. If you learn to ride a bike through declarative teaching, I will not attempt to ride on the back of the bike, your first day out.
I am working on a paradigm shift of teaching and learning that will incorporate the declarative conjoining the non-declarative either in part or by whole. In other words we must make learning real; conjoining the two disciplines will most likely advance that process.
Do we teach a declarative style or method for a non-declarative function? I bet that we still do. We must really be sure that we are not thoroughly confusing our students. What can we do about it? We can make our class real, use less seat time and more involvement strategies. Build fewer classrooms and create more experiential labs; or use the community more often as a lab. Use graphics from our computer's internet. In Figure 2, a computer graphic will be just about as close to reality as being inside a functional MRI.
Figure 2.
How does myelin that covers a neuron's axon in the central nervous system of a human being regenerate or in this case obtain new myelin after the old myelin on the axon has cracked and worn away...died.
We see in this url obtained from the web during 2006, a graphic that depicts a movement from declarative teaching and learning to non-declarative teaching and learning; yet we keep the important integrity of both.
Please enjoy this hyperlink: URL:
http://www.myelin.org/index.htm URL:
http://www.myelin.org/diseasesinbrief.htm
Be well,
Rob
Educators must be experts in teaching learning...
maybe we have got it wrong.
We are naturally equipped to learn anything we have to learn, simply by copying, if we are aloud to do so, of course we need to read think and do arithmetic and even for that, efficient human design can assist.
just how many people has it taken to make this internet facility work.
and still in basic skills we are allowing children to be left completely without basic skills perfection from the point of poor teaching and no teaching at all.
good luck with your work Rob you will be the first one to hit ten thousand here. me
ickly:
Good morning,
I find that it is not always a matter of teaching and learning that posses a problem for educators; but indeed the subject of what to teach is also very important.
l. If you are an teacher in the elementary school grades, you can pretty well determine the educational needs of the student...learning to read, maths, language development etc.
2. As you look as the curriculum in middle school or high school then the curriculum becomes more driven by the finances, board of trustees etc. This of course is implying that you have options or electives to teach. How are the electives determined and who determines them.
3. In college or university, the requisite departments have a great deal to say in the subject matter and the politics of education begins. What is to determine a liberal or conservative college or university? Well, this is driven by what? Is Harvard considered liberal and Stanford considered more conservative...maybe this is a public illusion or maybe the words liberal and conservative kind of get in the way.
4. When you teach, does the text become your curriculum....or do you have a syllabus that you follow....who lets you know this....at the university or college level the publish or leave attitude is still there....but maybe it is changing to the quality of what you publish or should it?
....Be well,
Rob aka segarama:tourist:
April 13, 2007
The curriculum of a school disrtict should be an important driving force of 'what will be taught'. Many school districts use replication of prior years curriculum as a criteria for what will be taught the next year; year after year; replication, replication,replication. So...what is improper with this? Maybe just maybe it is a dull, banal and easy way out of supplementing the textbooks that change every few years and we find that the textbooks become the focal point of what the curriculum really reflects.
or....scenario two
The curriculum of a school district must change every year or we are not keeping up with the modern world. This one really sounds good. Lets take a closer look. The science department has need equipment....that is good. Even if the test tubes and glassware were still dusty from lack of use. There are more keywords being used especially through the decade of the brain and beyond....amygdala, cortex, sensory and motor neurons etc...that is good. It helps with the more modern, contemporary vocaulary. Actually in scenario two all of the subject areas address new vocabulary; reflect the growing community and look at the past as a anachronistic way of life. Again, we select new text that will become our real curriculum and we will use that text as if it were found in Washington DC.
I kind of like scenario two because it addresses a new challenge of looking forward;but are we discarding of the past that is important and acts as a cohesive factor in human relations ie. marriage and family and friends.
or ....scenario three
I was a 29 year old principal of a middle class school in California, we reflected one of the better curriculums and were known statewide for our attention to goals and objectives and the concerns of the community when putting together our famous school district curriculum. It tended to reflect the thinking of the State of California, yet at that time, we were not really sure. The thinking of the State of California was yet to be tested in any form of self efficacious manner..Yes, this is Bandura from Stanford.
Actually if you went Sacramento [Capitol] to discuss the thoughts of the State regarding the school districts curriculum, they were quick to reply that the schools are all responsible to their local school boards and not to us. However we were not totally aware of this since the school boards who are made up of lay people were becoming more and more reliant on input from political parties from the left and the right....and becoming very accountable to their local communities who had more important things to do than really be interested in the little kids frame of instruction for the current year and all subsequent years......unless the frame of instruction or curriculum met the "smell" test of the far left and the far right. And we all remembered that the informal or non written curriculum was indeed the important curriculum of all. That being true....do what the power brokers want you to do or if you were brave and had another job in your back pocket...you could really teach without too much interference from money and power.. as a teacher we really were not use to much money, we we more interested in altrusim and for power....we really did not know much about power until it hit us hard when not following the code the far right or far left.
Well, I thought that schools must be different around the world as far as power brokers etc...so I applied for a sabbatical and received a job for year as the Head Master of the International School of Lusaka, the Capital of Zambia [Africa]. My wife and I along with our two very young children took this assignment in Zambia and learned more than we ever though that we could learn .... not about subject matter....but politics, orgainization and power brokers. In my excitement I forgot to find out very much about the school....but I learned quickly that the International School was administered by the United States and the curriculum was from the UK. Since the International Schools around the world are private, money speaks a great deal. Each International School was operated by an American with curricular guides coming from the UK....after all, this country use to be a British protectorate.
Thirty two nations were represented at the International School of Lusaka...and guess what? What would we teach as history or social studies in the fourth grade. My first day there, I went into a fourth grade class and was listening to a dicussion of their indigineous social studies curriculum....GUESS WHAT....WE WERE NOT STUDYING CALIFORNIA... the rest of the story went on like this for a year. Surprise after surprise except for the politics and power brokers and the far right and far left. Poverty that was left to run freely. Local public education was dependent upon the ability of the one teacher and one classroom to survive...There was really no support system for the teacher....the class continued to operate even when the teacher was absent....no adult, no supervision, but the students sat all day waiting for the end of school to arrive. No one knew that the teacher was not there except the students of course or an unexpected trip to the bush by a central office administrator.
Life is really very different around the world...but some things respond to great attention....parents and students are extremely loyal and would rather not improve in their education if it is pushed down their throats by outsiders.....their answer is a polite, "thank you, but we are getting along just fine". The most dangerous thing a teacher or educator could possible be in a foreign country would be an iconolast.
Even in all of my travels, experiential education was the key to a good education.
Be well,
Rob aka segarama
I would be remiss if I did not include "early screening and early intervention" to educators must be experts in teaching learning...therefore I am transferring the notes from that threat here for this particular case....educators must be experts in teaching learning...
I would be remiss if I did not include "early screening and early intervention" to educators must be experts in teaching learning...therefore I am transferring the notes from that thread here for this particular case....educators must be experts in teaching learning...
Be well,
Rob aka segarama
Dr. Rob Harriman:tourist:
Early Screening....Early intervention
--------------------------------------------------------------------------------
Early screening for health and learning difficulties can cover a multitude of domains. We can ascertain by early screening whether or not a child has a propensity for "prior learning". Does a child jump too fast and not consider the enjoyment and skill of prior learning...which of course is a physical change in the brain. [neuronal networks]; this is a basic flaw in children who are not interested early on ....in the learning process but more interested in watching the process pass by as if watching television.
Early intervention in the area of ameliorating "prior learning or prior knowledge skills" can really set the tone for experiential learning and or learning with self-efficacy. In other words when we really experience success, it has a tremendous effect on future successes....both psychologically and through physical changes in the brain. [neuronal networks]
We can do more....let do it now!!!!! Example of results of positive early intervention:
http://photo.net/shared/community-member...id=2416351
Please click on the photo until a larger photo of same appears.
Be well.
Be well.
Rob aka segarama
Dr. Rob Harriman
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