This English grammar video lesson teaches causative verbs visually! Using this Master English Conversation Grammar Focus lesson, you will learn causative verbs (let, make, have, and get) and how to combine them with sentence objects. If you learn causative verbs visually, you’ll master them faster and be able to use them without thinking much more […]
To sound like a native English speaker, you must understand the Uncanny Valley of Fluency…
I think The Uncanny Valley of Fluency explains a lot of the frustration advanced learners feel as they get closer to fluency.
The uncanny valley suggests that as objects look more and more human, they reach a point where they look almost human, but not quite…
Observers feel uncomfortable feelings of eeriness and revulsion as a result.
It’s the Uncanny Valley
Learn How To Use “Just” and “Only” Like A Native English Speaker!
When you get confused about the difference between “just” and “only,” think like a native English speaker!
Since Aria, our daughter, has begun speaking a lot more, my wife and I have had more conversations about language learning methods at home.
During dinner with my wife, Aria, and her parents, Aria asked me what I was drinking.
Do you remember when you were in Grade 3 or 4, just drawing and listening to stories?
Bloom’s taxonomy, which sounds like a floral classification, is actually an educational principle about how well you know your subject (i.e. your level of mastery).
For example, if you studied biology at a low level of mastery, that means that you barely remember what the word ‘cell’ means, but if you have a high level of mastery, you’re out there pushing the boundaries of biological knowledge with new discoveries.
It’s evident that you want a higher level of mastery than a lower level-you don’t have to be at the frontiers of human knowledge for your chemistry exam, but you should be at a high level to cope with all those curveball questions.
After five years of investigating factors that influenced my students’ success and failure, I developed the term enablers of learning: factors that sit outside of pure learning skills that have a significant impact on a person’s ability to learn effectively.
6-1-3-0-9-4
Would you be able to remember these numbers for the next few months if I gave you these numbers? I think you should repeat them a few times today, tomorrow, and at the end of the week—and then in a couple of weeks, then in a month, and hopefully you will remember them by then.
Is it true that around 70% of students who get the best grades use flashcards? Sounds great, doesn’t it? Did you know that 60 to 70% of students who get the lowest grades also do? It’s true that you’ll lose out if you don’t use them, but using them does not give you a significant competitive advantage at higher grades.
How do we become experts?
It will explore the characteristics and knowledge of an expert, how SOLO and Bloom’s revised taxonomy can assist us in identifying higher-order knowledge structures and thinking processes, as well as the challenges associated with higher-order thinking and how our program teaches it.
The disease is called “inefficient learning”.
It is common for learners of all ages to ask me how they can improve their memory. But this is the wrong question to ask.
In this article, I will briefly outline the main processes research has identified so far and how they impact our memory. How well we retain information is the result of the processes we use to learn it.
I remember falling asleep in high school history class because the teacher always made me write copious notes. For that teacher, “engaged student” meant taking notes.
I fell asleep (which cognitively suggests I was not engaged) simply because I was lazy or unfocused.
Despite our modern understanding of learning and the human brain, many teachers continue to encourage students to take notes linearly.
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