Tip #227: Debunking Myths About More Practice
According to Dr. David A Sousa, “the old adage that ‘practice makes perfect’ is rarely true. It is very possible to practice the same skill
June 25, 2008
According to Dr. David A Sousa, “the old adage that ‘practice makes perfect’ is rarely true. It is very possible to practice the same skill
I have a bias that I am going to share, based on thirty years of experience in training and consulting: Knowing is not doing, and
In the lesson design process, we identify the key content to determine what must be taught so that all of the training goals will be
People often ask me how I got into training. Well, it certainly wasn’t planned. While I was working on my masters degree at the University
Accelerated learning techniques include involving as many senses as possible for whole brain learning and to meet the needs of different learning styles. Color, music,
Accelerated learning techniques include involving as many senses as possible for whole brain learning and to meet the needs of different learning styles. Color, music,
How do we decide what degree of difficulty or complexity of content is appropriate for our learners? Our needs assessment will have to determine: Who
According to Dr. Madeline Hunter in Enhancing Teaching: “Teaching, like medicine, is a relativistic, situational profession where there are no absolutes. There is nothing that
I was first introduced to the UCLA Mastery Teaching Model by my mother, Merle Levine, who was then the Principal of Northport High School, which
The ninth and last step in the comprehensive nine step LESSON PLANning Process is: STEP 9. ARRANGE TO EVALUATE IF THE TRAINING NEED HAS BEEN
The fifth step in the comprehensive nine step LESSON PLANning Process is: STEP 5. ORGANIZE THE LEARNING OBJECTIVES. Learning objectives explain in specific and measurable
The first step in the comprehensive nine step LESSON PLANning Process is: Step 1. Look at the Training Needs. a. Identify the performance issue that
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