The lesson consisted of learning by
heart several verses out of the Gospel and the repetition of the beginning of the Old Testament.
Gagne's first category of conditions of learning, which is verbal information, supports learning by
presentation within an organised, meaningful context.
The concept of process learning, or learning-to-learn--as distinct from learning by
the transmission of already known information--is a vital step in the right direction.
doing: Teaching research methods through student participation in a commissioned research project.
In a later paper based on this initial study Solomon (1994) further illuminated the relationship of OPAC use and learning by
describing the connection between students' proficiency with the OPAC, and the kind of instruction and assignments that different groups of students received.
They proposed that PKC contributes to learning by
somehow closing potassium pores, priming the neurons to react more strongly to a new stimulus.
In this study, service learning is defined as learning by
engaging in activities that are with structured opportunities intentionally designed to promote student learning (Frcdericksen, 2000: 64).
Thus, pupils should understand the "how" and "why" of parallel and series wiring as they are actively involved in learning by
In Study l, pleasing the teacher was positively related to pleasing the family, self-regulated learning (i.e., controlling one's own learning by
regulating effort, persisting, and using strategies), deep processing, and shallow processing.
Curtis and Lawson (2001) characterize collaborative learning by
making a contrast with cooperative learning.
Service Learning Service learning is "a method of teaching that enriches the process of learning by
engaging students in meaningful service to their schools and communities through careful integration with established curricula."[1,2] This learning methodology is often coordinated with institutions of higher education, as well as communities, as a way to apply solutions to real-world problems.
It is possible that these results were found because high quality training and support reinforce classroom learning by
creating conditions for a positive service experience and/or, in the absence of meaningful reflection, provide an opportunity for students to analyze their SHINE experience as they respond to community needs and troubleshoot problems that arise.
The evaluators suggested extending learning by
creating a conceptual framework to share with students at the beginning of the lesson that depicts graphically how the procedural steps fit with various telecommunications theories and the team learning.
Incidental vocabulary learning by
advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words.
In the Universal Program, learning by
doing was emphasized.