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Human Capital Strategy and Personal Development

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|. The Principle of The Learning Specialist

2. The Principle of The Learner
3. The Principle of The Language
4. The Principle of The Lesson
5. The Principle of The Teaching Process
6. The Principle of The Learning Process
7. The Principle of Review and Application

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A learning specialist must

know the program,
lesson, subject, skill, or
truth to be taught.

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Ñ Prepare each lesson by fresh study and

review.

Ñ llustrate new ideas, concepts, truths, and

facts in terms of the every-day experiences of
the learners.

Ñ Discover the "natural order" of material or

information to be presented.

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Ñ
henever possible relate the material to the

lives of the learners

Ñ Set aside a definite time for study for each

session or lesson, in advance of the
instruction.

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Ñ Learning specialists should not limit themselves

to the training aids at hand

Ñ t is important to remember that complete

mastery of just a few ideas is better than an
ineffective smattering of many

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A learner must attend with

interest to the program,
lesson, or subject.

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Ñ ever begin a training session until the

attention (active) of the learners has been
secured.
Ñ Pause whenever attention is interrupted or
lost; wait until it is completely regained
before you begin again.
Ñ ever completely exhaust the attention of
the learners.

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Ñ Appeal whenever possible to the personal

interests of the learners.

Ñ se a variety of instructional methods to

arouse the attention of the learners.

Ñ dentify sources of distraction and reduce

them to a minimum.

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Ñ ake the presentation as attractive as

possible, using illustrations, graphics, and
training aids.

Ñ se third-party stories, dialogue, and

analogies whenever possible to illustrate the
point.

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Ñ Prepare before the session several thought-

provoking questions.

Ñ aintain appropriate eye contact with the

learners and use appropriate voice inflection
and body language

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The language used as a

medium between the learning
specialist and the learner must
be common to both

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Ñ se the simplest and fewest words that will

express the desired meaning.

Ñ Study carefully and constantly the language

of the learners.

Ñ Test the learners' understanding of the words

frequently to make certain that they are not
being incorrectly used.

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Ñ se short sentences of the simplest
construction.

Ñ se illustrations to help the learners

understand the meaning of words and
symbols.

Ñ f the learners fail to understand, repeat the

idea or thought in other language, or use an
analogy or example.

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Ñ f the learners fail to understand, repeat the

idea or thought in other language, or use an
analogy or example.

Ñ dentify the terms, symbols, and language

that the learners are familiar with prior to the
session and adjust the program accordingly.

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The information or skill to be

mastered must be explicable in
terms of information already
known by the learner ² the
unknown must be explained by
means of the known.

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Ñ Discover what the learners know of the

subject, topic, and material; this is the starting
point.

Ñ tilize the learners' knowledge and

experience.

Ñ Relate every lesson²as much as possible²

to former lessons as well as to the
experiences of the learners.

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Ñ Arrange the presentation so that each step of

the lesson leads easily and naturally to the
next.

Ñ se illustrations that the learners can identify

with.

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Ñ ncourage the learners to make use of their

own knowledge.

Ñ As much as possible, choose the problems

that you assign to the learners from their own
activities and interests.

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The teaching process must be

arousing, using the learner's
mind to grasp the desired
thought or to master the
desired skill.

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Ñ xcite the learners' interest in the subject,
lesson, and/or material through statement of
inquiry or thought-provoking questions.

Ñ Consider it a principal responsibility to

awaken the minds of the learners and to not
rest until each learner demonstrates his or
her mental activity and involvement.

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Ñ Place yourself frequently in the position of

the learners and join in their search for
additional information and knowledge.

Ñ Allow learners time to sort out the material

and gain understanding.

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Ñ Repress the desire to tell all you know or

think about the subject, lesson, or topic.

Ñ e dedicated to beginning each session in a

manner that stirs interests and activity

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The learning process must turn

one's own understanding of a
new idea or truth into an overt
habit that demonstrates the
new awareness.

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Ñ Help the learners form a clear idea of the

work to be done.

Ñ Ask the learners to express in words or in

writing the meaning of the session or lesson
as they understand it.

Ñ Answer the questions of the learners in a

non-threatening manner.

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Ñ Strive to make the learners self-directed and

independent investigators.

Ñ Seek constantly to develop in learners a

profound regard for truth as something
noble and enduring

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The evidence of individual

development must be reflected
through a reviewing, rethinking,
reproduction, and applying of the
material, information, truth, or skill
that has been communicated.

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Ñ Realize that reviews are a part of the

instructional process.

Ñ stablish a set time for review.

Ñ et into the habit of providing a review at the

completion of each lesson as well as after
each section or at the close of a topic or
subject.

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Ñ Seek comprehensive and complete

groupings of material.

Ñ dentify as many applications as possible.

Ñ Demand that learners rethink material and

information into a personal understanding
and orientation

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´erry illet and Seteven ggland, i



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   Perseus
ooks roup.

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