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StaffRobert HeinyGuidelines for Increasing Learning

Guidelines for Increasing Learning

 

Guidelines for Increasing Learning Efficiency

Distinguishing How from What People Learn

Classic Education at EduClassics.com describes behavior patterns people use to learn from a learners’ view. Use of these descriptions can increase contributions of Classic Education in the 21st Century. This page introduces Guidelines to Increase Learning Efficiency. It applies technical descriptions of a learners’ view.

Educlassics.com, the website for Classic Education, was launched on November 29, 2008, and has grown to include over 339 main pages plus articles that develop overviews on these pages created by enthusiasts like you!

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Summary of Classic Education at EduClassics.com – A Two Minute Read]


Welcome to CLASSIC EDUCATION at EduClassics.com


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In its simplist case, learning occurs through trials-and-errors to answer the primary question of learners, What do I have to do to solve this problem? and then doing it. The most efficient learning will reduce the number of trials-and-errors to one-trial-for-one-correct-answer.

To increase learning efficiency, reduce the number of trials-and-errors to do it correctly. This reduction trades clock time to solve another problem for time that would have been consumed by more attempts to solve the first problem. This trade yields learning two things instead of one, thus doubling learning during the same clock time.

A Learners’ View of Guidelines to Reduce Trials-and-Errors

Learners make these choices to learn:

1. From the presentation of the problem to you, choose which of the five (5) generic answers will tell you what you must do to resolve the problem.

2. Next, choose to what to see or listen that will likely lead to the chosen answer.

3. Try to use what you chose to see or hear to resolve the problem you chose.

Robert Heiny
Robert Heinyhttp://www.robertheiny.com
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in The Encyclopedia of Education (1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for TuxReports.com.

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