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People remember 10%, 20%...Oh Really?

People remember 10%, 20%...Oh Really?
Publication Note This article was originally published on the Work-Learning Research website (www.work-learning.com) in 2002. It may have had some minor changes since then. It was moved to this blog in 2006. Updated Research Even after more than a decade, this blog post still provides valuable information explaining the issues -- and the ramifications for learning. Introduction People do NOT remember 10% of what they read, 20% of what they see, 30% of what they hear, etc. My Search For Knowledge My investigation of this issue began when I came across the following graph: The Graph is a Fraud! After reading the cited article several times and not seeing the graph---nor the numbers on the graph---I got suspicious and got in touch with the first author of the cited study, Dr. "I don't recognize this graph at all. Bogus Information is Widespread I often begin my workshops on instructional design and e-learning and my conference presentations with this graph as a warning and wake up call. Chi, M. Related:  Les arcanes de l'apprentissageLanguage Learning Theory, Blogs, etc.Réflexions pédagogiques

La plus vieille écriture en cours de déchiffrage bientôt traduite ? Le mystère du proto-élamite est resté gardé pendant 5.000 ans mais, grâce à un système de spots lumineux, un chercheur d'Oxford a pu numériser en détail les tablettes d'argile du Louvre aux écritures pas toujours très lisibles. Les textes seront bientôt mis en ligne pour que toute une communauté puisse d'atteler à la tâche d'enfin traduire cette écriture du sud-ouest de l'Iran. Jusque-là vous aviez une bonne excuse pour ne pas savoir lire le proto-élamite : plus personne ne sait le faire depuis des millénaires. Mais cela va bientôt changer grâce à une équipe de chercheurs d’Oxford. Avez-vous déjà partagé cet article? Partager sur Facebook Partager sur Twitter "Je pense que nous sommes enfin sur le point de faire une grande avancée", s’enthousiasme Jacob Dahl d’Oxford à la BBC. 1.200 signes déjà connus Outre les difficultés liées aux gravures peu lisibles, il semble que les scribes qui ont travaillé ces tablettes n’ont pas reçu d’éducation poussée. Des textes très prosaïques

7 Ways to Memorize a Language and Understand It Posted on 08. Oct, 2014 by meaghan in Language Learning We published a SlideShare earlier this month discussing “8 Mistakes that Haunt Language Learners”. One of these mistakes is worth a deeper look—the concept of memorizing what needs to be understood. It’s a big problem for anyone who wants to learn a language quickly, but more importantly sustain it over time and use it fluidly. So what, exactly, is the problem with memorizing versus understanding? Image by Deb Stgo on Flickr.com Learning a language presents a similar struggle. Memorize what needs to be memorized. Look for patterns. Use mnemonics and tricks. Engage your senses. Image by Jeffrey Anderson on Wikimedia Commons Explain the concept to someone else. Be interested. Review often. So, there you have it. Share this Post! About meaghan Meaghan is the Social Media Coordinator for Transparent Language, aka the messenger of language news to twitterverse.

Edgar Dale - Wikipedia, the free encyclopedia Edgar Dale (April 27, 1900 in Benson, Minnesota, – March 8, 1985 in Columbus, Ohio) was an American educationist who developed the Cone of Experience. He made several contributions to audio and visual instruction, including a methodology for analyzing the content of motion pictures. Born and raised in North Dakota he received a B.A. and M.A. from the University of North Dakota and a Ph.D from the University of Chicago.[1] His doctoral thesis was titled "Factual Basis for Curriculum Revision in Arithmetic with Special Reference to Children's Understanding of Business Terms. In 1933 Dale wrote a paper on how to effectively create a High School film appreciation class. Early career[edit] He was a teacher in a small rural school in North Dakota (1919–31). Cone of Experience[edit] An example of the false "cone of learning" attributed to Dale Awards[edit] References[edit] Jump up ^ Wagner, Robert W. External links[edit]

Andragogy - Knowles Knowles' theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect. Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value. In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Application Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for "soft skill" domains such as management development). Example 1. 2. 3. 4. (See computers for further discussion of this topic). Principles References Knowles, M. (1975).

Academe's Dirty Little Secret Ed. Note: The image below titled "The Learning Pyramid" is NOT based on any verifiable research; perhaps, no research at all (see this and that). This pyramid is widely cited yet it is, as Christopher Harris shared in a recent email, a hoax. A paradigm of instructional design that suggests we create learning experiences for our students where they create content that educates. I had a conversation with a couple of friends who teach at university. (It's amazing to me that student societies don't protest this sort of thing.) We're no better at the K-12 level. I guess this is academe's dirty little secret: there are no assessment standards. To its credit the National Council for Teachers of Mathematics (NCTM) published a set of Principles and Standards for School Mathematics in 1995 (updated in 2000). One of my friends shared that she is required to ensure her classes achieve a predetermined average grade. I don't believe a student's grade in any course is a measure of their intelligence.

Dès 7 mois, les bébés bilingues connaissent la grammaire Des scientifiques ont découvert que les bébés qui évoluent dans un milieu bilingue sont capables, dès l’âge de 7 mois, d’apprendre rapidement la grammaire des deux langues maternelles qu’ils entendent. Si l'on savait que les bébés possédaient certains capacités intellectuelles particulièrement tôt dans leur développement, c'est une nouvelle découverte que viennent de révéler des scientifiques du Laboratoire de Psychologie de la Perception (Université Paris Descartes/CNRS/ENS) et de l’Université de British Columbia. Les bébés qui évoluent dans un milieu bilingue sont capables, dès l’âge de 7 mois, d’apprendre rapidement la grammaire de leurs deux langues maternelles. Avez-vous déjà partagé cet article? Partager sur Facebook Partager sur Twitter Les bébés de 7 mois qui ont été observés pour l’étude ont participé à des expériences de grammaire artificielle. Les enfants bilingues exploitent davantage d'indices

Noonan - Teaching ESL Students to "Notice" Grammar The Internet TESL Journal Francis J. Noonan IIIchipperchina [at] hotmail.comEaston Area School District (Easton, PA, USA) This article explains how to teach ESL/EFL students to notice grammar. There is also a suggested lesson plan. Introduction Many teachers are confused on how to teach grammar. Why Noticing? The theoretical basis for noticing centers around the relationship between explicit and implicit knowledge. The question is can explicit grammar knowledge (Li's knowledge) become implicit knowledge (Jim's knowledge)? What is Noticing? Noticing is basically the idea that if learners pay attention to the form and meaning of certain language structures in input, this will contribute to the internalization of the rule (Batstone, 1996). ". . . we don't actually try to influence the construction of the complex network [implicit knowledge] . . . because really learners can only do it themselves. How Do Teachers Help Students Notice? How can we as teachers help students notice target forms?

Pyramide des apprentissages ? - Cette pyramide a été citée par GEFeminin et commentée sur Twitter le 7 août 2014 : Ecoles au Féminin : citée par Michèle Drechsler : - Une version triangle monochrome de la pyramide existe sur le web, attribuée à Ginette Grenier\Pedagogie differenciee (la commission scolaire des affluents, c'est Repentigny, au nord de Montréal). La source mentionnée : « recherches sur la mémorisation menées dans les années 1960 » et « NTL of Bethel » (Maine) - Ginette Grenier est citée par l'OCCE 67 (Estime de soi) - Un texte mis en ligne le 29.07.2011 propose une version

Deep Learning Understanding deep learning Professor John West-Burnham National College of School Leadership United Kingdom Perhaps the most concise and yet complete definition of deep learning is provided by Dewey (1933): Of course, intellectual learning includes the amassing and retention of information. Dewey emphasises the essential components of deep learning: differentiating information and knowledge focusing on understanding seeing reflection as the key process. The rest of this paper explores the implications of this model. Before debating the nature of deep learning, it is necessary to differentiate between the various usages of learning. a qualitative increase in information learning as memorising learning as developing skills and techniques learning as creating understanding, seeing relationships and being aware of the processes involved learning as creating new realities, developing wisdom and re-creating knowledge. Shallow, deep and profound learning Memorisation Reflection Intuition Information Knowledge

Instructional Strategies for Online Courses Instructional Strategies for Online Courses Effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Because learners have different learning stylesor a combination of styles, online educators should design activities multiple modes of learning in order to provide significant experiences for each class participant. Traditionally, in a teacher-centered classroom, instructors control their environment because they have a monopoly on information. Online learning environments permit a range of interactive methodologies. Of the many instructional strategies available for use in the online learning environment, most were not been developed specifically for online instruction. Learning contracts connect educational needs to individual student needs. Learning contracts can be extremely effective in the online environment. The lecture is one of the most frequently used instructional methods. The discussion group Guided design

LE CERVEAU À TOUS LES NIVEAUX! La dyslexie consiste en une difficulté plus ou moins grande à apprendre à lire et à écrire. C’est un trouble du développement que l’on découvre quand l’enfant apprend à lire, vers 6 – 7 ans et qui est plus fréquent chez les garçons et chez les gauchers. Des problèmes de lecture peuvent aussi être acquis suite à une lésion cérébrale à l’âge adulte, auquel cas ils reçoivent plutôt le nom d’alexie. La personne dyslexique confond différents sons (p et b, f et v) ou des lettres proches visuellement (m et n). La dyslexie touche 5 % à 10 % des gens dont les autres capacités cognitives sont par ailleurs tout à fait normales. Le dyslexique peut avoir une expression orale tout à fait normale mais la difficulté commence dès qu'il se trouve en présence des lettres. On commence ainsi à identifier des signes pathologiques variés dans le cerveau des dyslexiques. L’aphasie globale équivaut à avoir à la fois une aphasie d’expression et une aphasie de compréhension.

What happens in the brain when you learn a language? Learning a foreign language can increase the size of your brain. This is what Swedish scientists discovered when they used brain scans to monitor what happens when someone learns a second language. The study is part of a growing body of research using brain imaging technologies to better understand the cognitive benefits of language learning. Tools like magnetic resonance imaging (MRI) and electrophysiology, among others, can now tell us not only whether we need knee surgery or have irregularities with our heartbeat, but reveal what is happening in our brains when we hear, understand and produce second languages. The Swedish MRI study showed that learning a foreign language has a visible effect on the brain. Young adult military recruits with a flair for languages learned Arabic, Russian or Dari intensively, while a control group of medical and cognitive science students also studied hard, but not at languages. However we learn, this recent brain-based research provides good news.

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