enhancedlearning.blogspot.com

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Wednesday, February 28, 2007. The onus of educational failure. It's not my fault! When there is failure, who does the failing, and who gets failed? What are the requirements for failure? What is the contextual scope for failure? Is success merely the absence of failure? What are the elements of failure? Modulus of cognitive elasticity (plasticity? What are the forces that bring about cognitive change? What are the forces that maintain cognitive stability? Are these a function of the "span" coefficient?

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enhanced learning | enhancedlearning.blogspot.com Reviews

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Wednesday, February 28, 2007. The onus of educational failure. It's not my fault! When there is failure, who does the failing, and who gets failed? What are the requirements for failure? What is the contextual scope for failure? Is success merely the absence of failure? What are the elements of failure? Modulus of cognitive elasticity (plasticity? What are the forces that bring about cognitive change? What are the forces that maintain cognitive stability? Are these a function of the span coefficient?

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3 environment

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enhanced learning | enhancedlearning.blogspot.com Reviews

https://enhancedlearning.blogspot.com

Wednesday, February 28, 2007. The onus of educational failure. It's not my fault! When there is failure, who does the failing, and who gets failed? What are the requirements for failure? What is the contextual scope for failure? Is success merely the absence of failure? What are the elements of failure? Modulus of cognitive elasticity (plasticity? What are the forces that bring about cognitive change? What are the forces that maintain cognitive stability? Are these a function of the "span" coefficient?

INTERNAL PAGES

enhancedlearning.blogspot.com

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enhanced learning: My Guiding Pedagogical Questions

http://enhancedlearning.blogspot.com/2006/07/my-guiding-pedagogical-questions.html

Wednesday, July 26, 2006. My Guiding Pedagogical Questions. I have some questions that guide my assessment of a language (and by extension any) teacher. One quick question I find that reveals the appropriateness of a language teaching method is this:. Could this same method work with parrots and achieve close to the same results? Another question I often ask is this:. Would this teacher rather work with robots (instead of human students)? Well, those are my guiding pedagogical questions- what are yours?

2

enhanced learning: Interesting alphabet history

http://enhancedlearning.blogspot.com/2006/08/interesting-alphabet-history.html

Thursday, August 31, 2006. I stumbled upon this website. That visually tells the history of the alphabet. Posted by Ben at 7:22 AM. Alternative doors to Lg. acquisition. Motivated to learn and guided by correct principle. Three tasks of language learning. The gravity of tradition. My Guiding Pedagogical Questions. My Genealogy of Instruction. On exposure to target language. On Learning and Plateaus. On opportunity to speak.

3

enhanced learning: February 2007

http://enhancedlearning.blogspot.com/2007_02_01_archive.html

Wednesday, February 28, 2007. The onus of educational failure. It's not my fault! When there is failure, who does the failing, and who gets failed? What are the requirements for failure? What is the contextual scope for failure? Is success merely the absence of failure? What are the elements of failure? Modulus of cognitive elasticity (plasticity? What are the forces that bring about cognitive change? What are the forces that maintain cognitive stability? Are these a function of the "span" coefficient?

4

enhanced learning: motivated to learn and guided by correct principles

http://enhancedlearning.blogspot.com/2006/08/motivated-to-learn-and-guided-by.html

Thursday, August 10, 2006. Motivated to learn and guided by correct principles. A passage from my book. Posted by Robert Blair at 7:32 AM. Three tasks of language learning. The gravity of tradition. My Guiding Pedagogical Questions. My Genealogy of Instruction. On exposure to target language. On Learning and Plateaus. On opportunity to speak.

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enhanced learning: February 2006

http://enhancedlearning.blogspot.com/2006_02_01_archive.html

Tuesday, February 28, 2006. Once we can't distinguish between our pronunciation and understanding and a native's, or once we are satisfied the difference is not worth overcoming, we are blocked from progress. We have plateaued. After I read the article, I understood. Before I saw the movie, I read the book. Before seeing the movie, I read the book. Before I saw the movie, I reading the book. After I shopped, I prepared the food. After shopping, I prepared the food. After I shopping, I prepared the food.

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enhancedlearning.blogspot.com

enhanced learning

Wednesday, February 28, 2007. The onus of educational failure. It's not my fault! When there is failure, who does the failing, and who gets failed? What are the requirements for failure? What is the contextual scope for failure? Is success merely the absence of failure? What are the elements of failure? Modulus of cognitive elasticity (plasticity? What are the forces that bring about cognitive change? What are the forces that maintain cognitive stability? Are these a function of the "span" coefficient?

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