3,99 €
Summary of Rebecca Frost Cuevas's Course Design Formula
Par :Formats :
Disponible dans votre compte client Decitre ou Furet du Nord dès validation de votre commande. Le format ePub est :
- Compatible avec une lecture sur My Vivlio (smartphone, tablette, ordinateur)
- Compatible avec une lecture sur liseuses Vivlio
- Pour les liseuses autres que Vivlio, vous devez utiliser le logiciel Adobe Digital Edition. Non compatible avec la lecture sur les liseuses Kindle, Remarkable et Sony
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- FormatePub
- ISBN8350031584
- EAN9798350031584
- Date de parution13/10/2022
- Protection num.Digital Watermarking
- Taille1 Mo
- Infos supplémentairesepub
- ÉditeurA PRECISER
Résumé
Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 The brain processes and stores information in long-term storage only if the information is good for us and our survival, so don't worry if your brain can't tell if new information is good to store or not. It's safer to leave it out. Now, let's see where learning actually happens! -> Learning is the process of adapting to our environment in ways that promote survival.
The brain only wants to let new material into its long-term storage area if that new information promotes our well-being and survival. #2 The brain processes and stores information in long-term storage only if the information is good for us and our survival. Don't worry if your brain can't tell if new information is good to store or not. It's safer to leave it out. #3 The brain processes and stores information in long-term storage only if the information is good for us and our survival.
You need to present your learners with small, focused chunks of new information to make sure that this happens. #4 You need to present your learners with small, focused chunks of new information to make sure that the brain can process and store them.
The brain only wants to let new material into its long-term storage area if that new information promotes our well-being and survival. #2 The brain processes and stores information in long-term storage only if the information is good for us and our survival. Don't worry if your brain can't tell if new information is good to store or not. It's safer to leave it out. #3 The brain processes and stores information in long-term storage only if the information is good for us and our survival.
You need to present your learners with small, focused chunks of new information to make sure that this happens. #4 You need to present your learners with small, focused chunks of new information to make sure that the brain can process and store them.
Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 The brain processes and stores information in long-term storage only if the information is good for us and our survival, so don't worry if your brain can't tell if new information is good to store or not. It's safer to leave it out. Now, let's see where learning actually happens! -> Learning is the process of adapting to our environment in ways that promote survival.
The brain only wants to let new material into its long-term storage area if that new information promotes our well-being and survival. #2 The brain processes and stores information in long-term storage only if the information is good for us and our survival. Don't worry if your brain can't tell if new information is good to store or not. It's safer to leave it out. #3 The brain processes and stores information in long-term storage only if the information is good for us and our survival.
You need to present your learners with small, focused chunks of new information to make sure that this happens. #4 You need to present your learners with small, focused chunks of new information to make sure that the brain can process and store them.
The brain only wants to let new material into its long-term storage area if that new information promotes our well-being and survival. #2 The brain processes and stores information in long-term storage only if the information is good for us and our survival. Don't worry if your brain can't tell if new information is good to store or not. It's safer to leave it out. #3 The brain processes and stores information in long-term storage only if the information is good for us and our survival.
You need to present your learners with small, focused chunks of new information to make sure that this happens. #4 You need to present your learners with small, focused chunks of new information to make sure that the brain can process and store them.
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