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NRC's How People Learn

Posted By: diane epling on May 6, 2004

This may be a bit belated per your request posted 3/10/04.

I thought your "dimensions" were interesting as they may pertain to learning.

I had practiced as a speech-language pathologist for twenty yrs.

What I found most compelling with regards to teacher knowledge was how much the different sciences can impact on teacher-training and their abilities to utilize this information into sound and relevant practices within the classroom.

I had first-hand insight into how language, both developmental and rehabilitation, can make an extraordinary impact on student/patient outcomes.

It is only recently, within the last four or five years that the education departments are incorporating language-based research into their curricula, and even with that, are not nearly enough giving center-stage the relevance language has in learning.

May I suggest that you search out language-learning research in such journals as: Brain; Journal of Speech-Language Pathology; and any other neurologic-associated journals to give you a different logic pertaining to learning.

It has been my experience that many Schools of Education do not utilize the expertise of other disciplines as a tool for enlightening their students, and by denying these other disciplines, they severely limit their students' knowledge base which,in turn, greatly reduces their abilities to manage student progress. In the end, students lose.

I hope this helps some.
Diane Nader-Epling
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 How children learn and how teachers should teach by Steven Turner on March 10, 2004
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