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C1M1

2. Now take a look at your list, and identify the things that you learned on your own by ‘trial and error’, ie. by making mistakes and trying again. How many of the twenty things did you learn by this method? (Marked as SELF)

3. Identify the things on your list that you learned because someone showed you or because you watched someone while it was done. How many of the twenty things did you learn through other people? (Marked as OTHER)


4. Besides the items you chose for #2 and #3 above, you probably don’t have many things left on your list. For how many of the items did you take a formal course?
(Marked as COURSE)





PERSONAL:
Minimize interaction with real-estate agent, sellers when buying a home.(OTHER)
Learned that every workplace has a distinct culture-Some bad, some putrid. (SELF)
Sometimes, you can't even depend on family. (SELF)
Even if you Don't Know Something, “acting lost” is to be avoided. (SELF)
To be a good poker player you must have some luck. (SELF)

LEISURE:
There is much calming value in silence. (OTHER)
Learned about the life of Keith Richards. (OTHER)
Learned about a 90's band called Old Skull. (OTHER)
Learned about a Chess Player named Magnus Carlson(SELF)
Learned about online advertising, how you must have many viewers to benefit.(SELF)
Learned a little more about backgammon (SELF)
Learned about techniques on statistical analysis of investment data. (SELF)
Learned about the affordability of Florida. (OTHER)
Learned about Italy, Italian culture. (OTHER)
Learned about teaching English. (COURSE/SELF/OTHER)

HOME:
Techniques on cleaning a car improved. (SELF)
Learned about the Middle East, political events (SELF/OTHER)
Learned how to stop hiccups.(OTHER)
Learned how to make a simple video game. (SELF)
Learned about blogging styles. (SELF)
Learned how to “drift” a car. (SELF)



5.
Make a list of all the different ways that languages can be learned. Think of both formal and informal ways. Try to remember ways that you may have learned quirky words, phrases or funny idiomatic expressions in other languages.
Which methods of learning languages are most common? Which of the more unusual learning strategies could be incorporated into a classroom?


1)“independent” learning. Most of this learning is completely unguided, although some of it may be based on information sources (audio tapes, CDs, manuals, books) that serve as a stand-in for an instructor.


2)“Apprenticeship” learning, is when someone with more experience is mentoring someone with less experience, demonstrating how to complete a task step-by-step.


3)“peer-based” or “collaborative” learning, is when a group of peers with similar the same understanding learn though each-other. This is the predominant form of online learning.


I have a friend who is an accomplished acrobat (of sorts). He once was telling me "you learn how to learn". When an individual is learning on her or his' highest level, we are able to draw upon a multitude of experience, present and past, and synthesize this information in multiples ways.


I think the reason people learn best when they are alone is twofold.

Firstly, people tend to be judgmental, and being subject to any type of comparison, assessment or classification, hinder ones own belief of the extend of learning that is possible.

Secondly, people can also be a distraction.

Yet to "complete" the learning process we need the validation of interaction, this allows us to confirm and fine-tune what we think we know.


According to my material, a study was conducted at the University of Toronto, determined that around 20% of adult learning takes place in a formal setting.
That is, most learning (as adults) occurs informally and alone.


one could perhaps argue, however that cross-over from these "types of learning" might challenge some of the validity in focusing on dichotomy. For example, say a person in communicating with a peer directly, yet controlling the scope (audio/video) of that communication. I digress.


Directly relevant to me is that teaching is not all "performing" in front of the class, rather teaching also involves significant time where the student is working independently from the teacher or in peer-groups during a given lesson.