WEBVTT 00:00:01.000 --> 00:00:35.350 Thank you. Everybody, this is Food for Thought 00:00:35.350 --> 00:00:37.490 Thoughts. If it were you, Season 2. I'm your 00:00:37.490 --> 00:00:41.270 host, Neogentrics. I do remember covering a lot 00:00:41.270 --> 00:00:42.929 of life skills and stuff that people need to 00:00:42.929 --> 00:00:45.130 know in the last season, and I'm not quite done 00:00:45.130 --> 00:00:48.390 with covering all of those. Thanks to the sporadic 00:00:48.390 --> 00:00:51.850 time gap that we had because of school and other 00:00:51.850 --> 00:00:54.710 reasons, I couldn't actually keep up. with more 00:00:54.710 --> 00:00:56.850 podcasts, and I do apologize for that, but I 00:00:56.850 --> 00:00:58.649 will pick up where I left off. I will cover more 00:00:58.649 --> 00:01:01.689 skills that people need to know. So starting 00:01:01.689 --> 00:01:05.870 us off with learning skills, before I go into 00:01:05.870 --> 00:01:07.909 all the different kinds of learning skills and 00:01:07.909 --> 00:01:10.370 the ones that actually exist that you need to 00:01:10.370 --> 00:01:14.510 know, I want to cover first off what is learning, 00:01:14.670 --> 00:01:16.409 because apparently there are a lot of people 00:01:16.409 --> 00:01:19.810 who don't know the difference. So we'll start 00:01:19.810 --> 00:01:21.670 with this, and I'm going to continuously make 00:01:21.670 --> 00:01:24.019 episodes on this topic for them. for a little 00:01:24.019 --> 00:01:26.560 while. We're going to cover all the different 00:01:26.560 --> 00:01:29.280 kinds of learning skills, what learning is, learning 00:01:29.280 --> 00:01:31.260 approaches, learning styles, the different types 00:01:31.260 --> 00:01:34.120 of learning styles, understanding your preference 00:01:34.120 --> 00:01:37.439 to aid learning, lifelong learning, critical 00:01:37.439 --> 00:01:39.379 thinking skills I've already covered before, 00:01:39.680 --> 00:01:44.519 and critical thinking and fake news. And I'm 00:01:44.519 --> 00:01:46.280 going to go back and forth between that and study 00:01:46.280 --> 00:01:48.439 skills because I do believe I didn't cover a 00:01:48.439 --> 00:01:50.719 lot of them and I still keep getting some questions 00:01:50.719 --> 00:01:52.900 regarding certain things. So I'm going to go 00:01:52.900 --> 00:01:56.340 ahead and cover those as we go forward. Now, 00:01:56.400 --> 00:02:00.980 I will go ahead and stop right here and say, 00:02:01.120 --> 00:02:04.579 let me ask you this, because this is the preference 00:02:04.579 --> 00:02:08.520 of this channel and podcast. What is learning? 00:02:09.710 --> 00:02:12.169 You know, it's a lifelong question. A lot of 00:02:12.169 --> 00:02:14.389 people ask this. You know, I have to learn this, 00:02:14.449 --> 00:02:17.550 I have to learn that, but what is learning? I'll 00:02:17.550 --> 00:02:20.169 be honest with you right now, okay? Almost every 00:02:20.169 --> 00:02:22.669 action we take is the result of past learning, 00:02:22.750 --> 00:02:25.689 yet for some people, learning still remains an 00:02:25.689 --> 00:02:29.750 activity undertaken or associated with an educational 00:02:29.750 --> 00:02:33.789 context. it doesn't have to be educational, okay, 00:02:33.849 --> 00:02:35.949 you can still learn even without education being 00:02:35.949 --> 00:02:38.750 a factor, I mean, as babies, we learn to eat, 00:02:38.810 --> 00:02:42.009 to gain attention, to crawl, to walk, etc., things 00:02:42.009 --> 00:02:44.110 of that nature, you know, and we develop into 00:02:44.110 --> 00:02:47.370 kids, I'm sorry, children, and other bodies, 00:02:47.530 --> 00:02:50.569 you know, become more, our bodies become more 00:02:50.569 --> 00:02:55.449 functional, we learn an inordinate range of skills, 00:02:55.710 --> 00:02:57.930 which you know, because I've covered a lot of 00:02:57.930 --> 00:03:00.030 them, that we use in everyday, day -to -day life, 00:03:00.189 --> 00:03:02.590 traditionally, You know, research and studies 00:03:02.590 --> 00:03:05.409 around learning, primary focus on the early years, 00:03:05.550 --> 00:03:08.530 learning through childhood and adolescence. But, 00:03:08.550 --> 00:03:11.150 you know, it is now recognized that learning 00:03:11.150 --> 00:03:13.629 is a continuous process that commences from the 00:03:13.629 --> 00:03:16.509 day you're born until the day you die. Apparently, 00:03:16.509 --> 00:03:18.110 if you're going to die, you have to learn how 00:03:18.110 --> 00:03:21.810 to die the right way. It's a process through 00:03:21.810 --> 00:03:24.430 which we use our experience to learn, to deal 00:03:24.430 --> 00:03:26.830 with new situations, and to develop relationships. 00:03:27.449 --> 00:03:31.069 Sometimes lifetime relationships, things like 00:03:31.069 --> 00:03:35.210 that, can't be... They're not just given. You 00:03:35.210 --> 00:03:38.050 have to earn them. And one of the things I definitely 00:03:38.050 --> 00:03:42.349 want to talk about in the next podcast is lifelong 00:03:42.349 --> 00:03:46.349 learning. Now, before we get into that, and it's 00:03:46.349 --> 00:03:49.780 definitely a topic that I want to cover. A lot 00:03:49.780 --> 00:03:51.500 of our learning occurs randomly throughout life, 00:03:51.639 --> 00:03:55.159 and for our new experiences, gaining information 00:03:55.159 --> 00:03:59.280 from our perceptions, for example, reading a 00:03:59.280 --> 00:04:02.780 newspaper or watching a news broadcast, or talking 00:04:02.780 --> 00:04:04.740 with a friend or colleague, chance meetings, 00:04:05.000 --> 00:04:07.659 or unexpected experiences all help us grow and 00:04:07.659 --> 00:04:12.509 learn. Keeping this in mind, many experiences 00:04:12.509 --> 00:04:14.949 in our life provide us with learning opportunities 00:04:14.949 --> 00:04:17.069 from which we can choose whether or not to learn. 00:04:17.209 --> 00:04:19.610 And this type of experimental learning is the 00:04:19.610 --> 00:04:22.430 contrast to more formal approaches, to learning 00:04:22.430 --> 00:04:25.230 such as training, mentoring, coaching, and teaching. 00:04:25.990 --> 00:04:29.329 All of which have some type of structure that 00:04:29.329 --> 00:04:33.069 they are planned learning involving some facilitator 00:04:33.069 --> 00:04:37.800 that set this whole thing up. And for some people, 00:04:37.819 --> 00:04:39.379 they believe it's God. Some believe it's their 00:04:39.379 --> 00:04:41.120 teacher. Some believe it's their parents. To 00:04:41.120 --> 00:04:43.160 each their own. Whatever you believe is true. 00:04:45.860 --> 00:04:48.660 We'll take a short break here, and I'll pick 00:04:48.660 --> 00:05:12.399 up in a minute. And we're back with our topic 00:05:12.399 --> 00:05:15.379 of discussion that we were covering. Keeping 00:05:15.379 --> 00:05:18.879 this in mind, from where I left off, teaching, 00:05:19.040 --> 00:05:20.879 training, and other structured learning opportunities 00:05:20.879 --> 00:05:23.740 are basically activities that one person does 00:05:23.740 --> 00:05:27.180 to another, while learning is something we can 00:05:27.180 --> 00:05:30.660 only do for ourselves. It involves far more thinking, 00:05:30.800 --> 00:05:34.819 and it's basically the essence of your whole 00:05:34.819 --> 00:05:37.360 personality. Your senses, your feelings, your 00:05:37.360 --> 00:05:39.939 intuitions, your beliefs, your values, your will. 00:05:40.480 --> 00:05:43.720 You know, that thing you use, that desire, that 00:05:43.720 --> 00:05:46.579 drive to move forward. If we do not have the 00:05:46.579 --> 00:05:52.000 will to learn, we will not learn, plain as day. 00:05:52.160 --> 00:05:55.980 And if we have learned, we are actually changed 00:05:55.980 --> 00:05:59.410 in some way. whether physically, mentally, or 00:05:59.410 --> 00:06:02.769 emotionally. And if the learning makes no difference, 00:06:02.870 --> 00:06:05.149 let me go ahead and say this, it makes no difference 00:06:05.149 --> 00:06:09.350 if you have very little significant change beyond 00:06:09.350 --> 00:06:12.670 being filled with random ideas that float through 00:06:12.670 --> 00:06:15.129 your consciousness or having extravagant ideas 00:06:15.129 --> 00:06:18.389 that blast through the scars. It doesn't make 00:06:18.389 --> 00:06:20.850 a difference. At some point when you learn something, 00:06:20.910 --> 00:06:23.829 something about you changed. Learning needs to 00:06:23.829 --> 00:06:29.490 meet some personal need or rather recognize and 00:06:29.490 --> 00:06:32.949 identify to have some sort of ability or need 00:06:32.949 --> 00:06:36.089 that enables us to evaluate whether the learning 00:06:36.089 --> 00:06:40.009 has been worthwhile or even successful in some 00:06:40.009 --> 00:06:43.730 ways. Plain and simple, learning occurs when 00:06:43.730 --> 00:06:47.129 we are able to, and I quote, gain a mental or 00:06:47.129 --> 00:06:51.500 physical grasp of the subject. One. Two, make 00:06:51.500 --> 00:06:54.500 sense of a subject, event, or feeling by interpreting 00:06:54.500 --> 00:06:57.939 it into our own words or actions. Three, use 00:06:57.939 --> 00:07:00.660 our newly acquired ability or knowledge in conjunction 00:07:00.660 --> 00:07:04.660 with skills and understanding we already possess. 00:07:05.040 --> 00:07:08.560 And four, do something with the new knowledge 00:07:08.560 --> 00:07:11.079 or skills that we just got and take complete 00:07:11.079 --> 00:07:15.519 ownership of that skill. These are key points 00:07:15.519 --> 00:07:17.420 to know whether you've learned something and 00:07:17.420 --> 00:07:19.939 whether or not you can use it now Let me go ahead 00:07:19.939 --> 00:07:22.379 and cover the key principles of learning so that 00:07:22.379 --> 00:07:24.339 we understand what I'm so you understand what 00:07:24.339 --> 00:07:27.269 I'm trying to say here There are vast ranges 00:07:27.269 --> 00:07:29.889 of theories that attempt to explain and demonstrate 00:07:29.889 --> 00:07:31.689 the way that people learn, and such theories 00:07:31.689 --> 00:07:34.870 can often contrast with other, depending on the 00:07:34.870 --> 00:07:37.129 type of learning they've described. For example, 00:07:37.230 --> 00:07:39.110 traditional learning theories associated with 00:07:39.110 --> 00:07:42.709 children and adolescents engaged in schooling 00:07:42.709 --> 00:07:47.069 may differ from theories associated with adulting 00:07:47.069 --> 00:07:50.949 or adult learning, whichever you prefer. I can 00:07:50.949 --> 00:07:53.970 give you a short description of generic identities 00:07:53.970 --> 00:07:56.870 regarding the key principles associated with 00:07:56.870 --> 00:07:59.850 all types of learning and how they can be applied 00:07:59.850 --> 00:08:02.069 to group situations as well as when learning 00:08:02.069 --> 00:08:05.029 alone or with a mentor, tutor, or trainer varies. 00:08:06.250 --> 00:08:09.829 Now, I should say that the list that I'm about 00:08:09.829 --> 00:08:15.529 to give is not the only one. It can go on and 00:08:15.529 --> 00:08:17.149 it can have more added to it depending on the 00:08:17.149 --> 00:08:19.959 person. However, you know... It's just here to 00:08:19.959 --> 00:08:22.199 help you understand some key concepts of learning. 00:08:22.480 --> 00:08:26.060 Alright, first things first. People learn best 00:08:26.060 --> 00:08:29.199 when they are treated with respect and are not 00:08:29.199 --> 00:08:32.960 talked down to or treated as ignorant. Establishing 00:08:32.960 --> 00:08:35.159 ground rules at the start of a training session 00:08:35.159 --> 00:08:38.500 will typically reinforce this important principle. 00:08:38.720 --> 00:08:41.679 However, for training to be most effective and 00:08:41.679 --> 00:08:43.840 to involve full participation, the trainer should 00:08:43.840 --> 00:08:48.870 model such exemplar behavior himself. or herself, 00:08:49.110 --> 00:08:52.690 depending on the person. Next, learning opportunities 00:08:52.690 --> 00:08:56.210 should, when applicable or possible, be linked 00:08:56.210 --> 00:08:58.509 to previous positive experience. And I mean, 00:08:58.529 --> 00:09:02.070 this actually means involving self -awareness 00:09:02.070 --> 00:09:05.149 on the part of the learner. and understanding 00:09:05.149 --> 00:09:07.669 and empathy on the part of any facilitator, the 00:09:07.669 --> 00:09:10.289 person who basically does it. Learning can be 00:09:10.289 --> 00:09:12.789 blocked by negative experiences, so keep this 00:09:12.789 --> 00:09:15.149 in mind. Some people who hated school cannot 00:09:15.149 --> 00:09:17.629 bear the thought of being in a classroom situation 00:09:17.629 --> 00:09:22.590 just to give an example. Next, when possible, 00:09:22.870 --> 00:09:25.610 you know, learners, people who are learning, 00:09:25.690 --> 00:09:28.509 should take part in the planning of... learning 00:09:28.509 --> 00:09:30.610 activities. They should be part of the whole 00:09:30.610 --> 00:09:34.190 idea of doing this. Learners should be encouraged 00:09:34.190 --> 00:09:36.690 to be self -directed in terms of goal setting 00:09:36.690 --> 00:09:40.250 since this is usually what improves commitment 00:09:40.250 --> 00:09:42.710 and motivation and increases participation on 00:09:42.710 --> 00:09:45.529 the learner's part. Facilitators should examine 00:09:45.529 --> 00:09:47.529 the expectations of the learner at the start 00:09:47.529 --> 00:09:50.509 of any course or session to help them and encourage 00:09:50.509 --> 00:09:55.000 them in their own self -direction. A lot of teachers 00:09:55.000 --> 00:09:57.000 don't do this, and they just force work upon 00:09:57.000 --> 00:09:59.840 a student and expect them to do it. It doesn't 00:09:59.840 --> 00:10:02.179 work that way. Yes, you have a set plan of stuff 00:10:02.179 --> 00:10:04.159 that you have to do, but you need to find a way 00:10:04.159 --> 00:10:05.779 to make it so that the students can learn it 00:10:05.779 --> 00:10:08.179 and actually want to do it, rather than, hey, 00:10:08.259 --> 00:10:10.179 this assignment's due by this time, do it and 00:10:10.179 --> 00:10:12.580 make sure you have it done or you fail. That's 00:10:12.580 --> 00:10:17.399 real encouraging. Next, people should learn best 00:10:17.399 --> 00:10:21.360 when their physical environment is usually comfortable. 00:10:22.080 --> 00:10:24.799 No, I'm not talking about your bedroom. In group 00:10:24.799 --> 00:10:26.799 situations, a positive and emotional supportive 00:10:26.799 --> 00:10:30.639 environment is almost always important. Individuals 00:10:30.639 --> 00:10:33.259 in a group tend to learn best when they can socialize 00:10:33.259 --> 00:10:35.500 and interact with each other in the group and 00:10:35.500 --> 00:10:38.700 they have some common ground. Alienating a random 00:10:38.700 --> 00:10:40.860 person just because their hair is blue or because 00:10:40.860 --> 00:10:44.759 they talk different from you does not help. So, 00:10:44.860 --> 00:10:49.019 with that being said, those are just four of 00:10:49.019 --> 00:10:50.980 the items in my list. I'm going to take a short 00:10:50.980 --> 00:10:52.899 break here. I'll give the other four and then 00:10:52.899 --> 00:10:55.450 we'll... go on to the packed learning cycle. 00:11:24.720 --> 00:11:27.700 All right, everybody, welcome back. Next thing 00:11:27.700 --> 00:11:30.600 I want to point out is that the interaction with 00:11:30.600 --> 00:11:33.240 the person in charge, the one doing it, the facilitator, 00:11:33.259 --> 00:11:36.600 is very vital. People need to be able to basically 00:11:36.600 --> 00:11:39.019 react, question, and voice opinions on whether 00:11:39.019 --> 00:11:41.720 they are learning or not. Generally, in group 00:11:41.720 --> 00:11:44.460 situations, quieter members should be gently 00:11:44.460 --> 00:11:47.049 encouraged for their input. Otherwise, you'll 00:11:47.049 --> 00:11:49.029 never know whether or not they actually get it. 00:11:49.070 --> 00:11:51.830 In some situations, they are typically the ones 00:11:51.830 --> 00:11:53.850 that learn the fastest, but in others, they could 00:11:53.850 --> 00:11:56.169 be the ones that feel the most outlandish from 00:11:56.169 --> 00:11:59.169 doing these activities, as they don't know anything. 00:12:00.809 --> 00:12:05.710 Next, learning activities or delivery of them 00:12:05.710 --> 00:12:07.909 need to be varied. They can't all be exactly 00:12:07.909 --> 00:12:10.860 the same. To cover a range of different learning 00:12:10.860 --> 00:12:13.659 styles and help the learners maintain interest 00:12:13.659 --> 00:12:16.539 and motivation, this is necessary. In a classroom 00:12:16.539 --> 00:12:19.000 setting, for example, including discussions on 00:12:19.000 --> 00:12:23.320 or other activities, especially some of problem 00:12:23.320 --> 00:12:25.460 solving as part of the lesson or lecture will 00:12:25.460 --> 00:12:28.100 basically enable the learners, the people who 00:12:28.100 --> 00:12:30.179 are actually trying to learn to interact and 00:12:30.179 --> 00:12:32.340 engage in the subject and feel like they're actually 00:12:32.340 --> 00:12:37.480 part of it. The next thing is instant. They do 00:12:37.480 --> 00:12:39.840 help. I'm not saying you have to do this every 00:12:39.840 --> 00:12:41.799 single time, but people tend to learn best if 00:12:41.799 --> 00:12:43.980 the rewards and the results of learning are made 00:12:43.980 --> 00:12:46.580 clear and can be demonstrated during or immediately 00:12:46.580 --> 00:12:49.679 after the experience is done. With that being 00:12:49.679 --> 00:12:52.720 said, self -evaluation and reflective practice 00:12:52.720 --> 00:12:56.399 is definitely important. Learners should be encouraged 00:12:56.399 --> 00:12:59.139 to reflect on what they have learned and think 00:12:59.139 --> 00:13:01.279 about ways that they can further their knowledge. 00:13:02.889 --> 00:13:04.649 It's definitely something that a lot of people 00:13:04.649 --> 00:13:07.129 should know about, and I will go more into detail 00:13:07.129 --> 00:13:11.370 on reflective practice in another podcast, so 00:13:11.370 --> 00:13:15.330 please look forward to that. Now I want to talk 00:13:15.330 --> 00:13:19.990 about the thing that I use a lot myself. It's 00:13:19.990 --> 00:13:23.490 known as the packed learning cycle. Now, many 00:13:23.490 --> 00:13:26.009 attempts have been made by academics and others 00:13:26.009 --> 00:13:31.740 to basically explain the learning process. It 00:13:31.740 --> 00:13:33.840 is generally recognized that learning takes place 00:13:33.840 --> 00:13:36.000 in a repetitive cycle as an ongoing series of 00:13:36.000 --> 00:13:39.639 processes, as I mentioned before. Well, if you, 00:13:39.659 --> 00:13:41.299 and you can search this yourself, it's called 00:13:41.299 --> 00:13:44.879 the PACT cycle, P -A -C -T. It's relevant to 00:13:44.879 --> 00:13:47.700 all types of learning. P stands for procure, 00:13:48.000 --> 00:13:50.600 new knowledge, theory, or ability skills that 00:13:50.600 --> 00:13:53.840 are required. Apply is what the A stands for, 00:13:53.940 --> 00:13:56.460 meaning the new knowledge or skills is then practiced 00:13:56.460 --> 00:14:00.139 in some way. C, consider. The results of the 00:14:00.139 --> 00:14:03.360 practice are evaluated and or assessed. And T, 00:14:03.519 --> 00:14:05.559 transform. The original knowledge or ability 00:14:05.559 --> 00:14:09.000 is modified accordingly. This cycle starts at 00:14:09.000 --> 00:14:13.320 P and it goes continuously in cycle, okay? The 00:14:13.320 --> 00:14:16.200 pack cycle, it... just basically helps demonstrate 00:14:16.200 --> 00:14:19.279 that learning is an iterative process. Our learning 00:14:19.279 --> 00:14:22.460 evolves as we develop, and we utilize early knowledge 00:14:22.460 --> 00:14:25.100 for later understanding. There are many examples 00:14:25.100 --> 00:14:27.159 of these processes in action, and one of them 00:14:27.159 --> 00:14:29.480 is definitely learning English or learning how 00:14:29.480 --> 00:14:32.500 to speak. Usually, we learn the basics of a subject 00:14:32.500 --> 00:14:34.679 or skill before progressing to intermediate, 00:14:34.940 --> 00:14:37.059 advanced, and ultimately expert -level devices. 00:14:38.779 --> 00:14:41.879 Each stage we build on the knowledge and experience 00:14:41.879 --> 00:14:44.679 we have already acquired, gaining further knowledge, 00:14:44.799 --> 00:14:47.120 experience, and or techniques while repeating 00:14:47.120 --> 00:14:53.299 the same learning cycle repeatedly. Okay? That 00:14:53.299 --> 00:14:55.840 is a lot to take in all at once, and I'm aware, 00:14:55.980 --> 00:14:58.940 and I'm so sorry that I covered a lot, all that 00:14:58.940 --> 00:15:02.679 information in a short burst. But like I said, 00:15:02.740 --> 00:15:05.519 I want to make sure I bring home what learning 00:15:05.519 --> 00:15:09.210 really is. To do that, I'm going to make this 00:15:09.210 --> 00:15:11.809 segment a little shorter than I was going to. 00:15:12.570 --> 00:15:15.129 And on my next segment, after we take a short 00:15:15.129 --> 00:15:18.649 break, we'll cover learning capacity and we'll 00:15:18.649 --> 00:15:21.429 summarize everything we just went over and move 00:15:21.429 --> 00:15:41.129 forward from here. So to finish off what we were 00:15:41.129 --> 00:15:44.409 talking about in the last segment, learning capacity. 00:15:44.769 --> 00:15:48.049 Okay. Our individual learning capacities varies 00:15:48.049 --> 00:15:50.809 considerably, and it will depend not only on 00:15:50.809 --> 00:15:53.070 the ability, but also the motivation of the personality 00:15:53.070 --> 00:15:55.970 of the person actually doing it. This stems into 00:15:55.970 --> 00:15:58.590 a person's learning style, and I will cover that 00:15:58.590 --> 00:16:02.929 in an upcoming podcast. It also refers to the 00:16:02.929 --> 00:16:05.450 awareness of our own learning processes. Working 00:16:05.450 --> 00:16:07.889 on awareness of your own learning processes basically 00:16:07.889 --> 00:16:11.470 means learning how to learn, or rather, learning 00:16:11.470 --> 00:16:14.549 how you learn. For example, in university settings, 00:16:14.690 --> 00:16:17.090 students are usually taught some study skills, 00:16:17.350 --> 00:16:19.330 which include learning how to seek information 00:16:19.330 --> 00:16:21.490 when needed and how to use it appropriately. 00:16:21.830 --> 00:16:23.750 This is one of those things that they do teach 00:16:23.750 --> 00:16:26.490 you. However, like I mentioned before, this is 00:16:26.490 --> 00:16:28.570 just one of many different study skills that 00:16:28.570 --> 00:16:33.009 people need or have to have and are not always 00:16:33.009 --> 00:16:36.789 taught by various places. Some have to be seeked 00:16:36.789 --> 00:16:38.230 out on your own. And if you don't know how to 00:16:38.230 --> 00:16:40.730 do research, no worries. I will go over that 00:16:40.730 --> 00:16:42.690 in a podcast in the future so you can know how 00:16:42.690 --> 00:16:45.950 to actually do this. Now, in summary of everything 00:16:45.950 --> 00:16:48.909 that we covered, learning is an internal activity 00:16:48.909 --> 00:16:52.750 and a key personal development skill. It's not 00:16:52.750 --> 00:16:55.110 something that can be directly observed in others. 00:16:55.230 --> 00:16:58.690 And we have to, however, remember that, you know, 00:16:58.690 --> 00:17:00.990 observe the results of learning in ourselves 00:17:00.990 --> 00:17:04.150 is very, very important. Very, very important. 00:17:04.309 --> 00:17:06.829 And this is why formal learning situations and 00:17:06.829 --> 00:17:09.089 assessments are very crucial in the teaching 00:17:09.089 --> 00:17:12.029 process. Without the assessments or the exams 00:17:12.029 --> 00:17:14.130 that we take to test whether or not we learned 00:17:14.130 --> 00:17:16.009 something, we don't know whether or not we truly 00:17:16.009 --> 00:17:18.930 learned it. And not all the time does it have 00:17:18.930 --> 00:17:21.369 to be an exam. It could be the use of that skill 00:17:21.369 --> 00:17:24.240 or that device that we have learned. The results 00:17:24.240 --> 00:17:27.279 of academic assessments, essays, exams, work 00:17:27.279 --> 00:17:29.839 processes, things of that nature, they're just 00:17:29.839 --> 00:17:32.559 simple attempts to measure how much an individual 00:17:32.559 --> 00:17:35.400 has learned, but it can never actually truly 00:17:35.400 --> 00:17:38.160 measure the actual process of learning that they 00:17:38.160 --> 00:17:40.660 have. Like I mentioned before, learning brings 00:17:40.660 --> 00:17:43.500 about changes in the way we act, think, or feel 00:17:43.500 --> 00:17:46.160 about ourselves and other people, as well as 00:17:46.160 --> 00:17:48.940 the world around us. Such changes may be permanent, 00:17:49.059 --> 00:17:51.539 some are temporary. It just depends on your own 00:17:51.539 --> 00:17:53.299 perception of the importance and relevance of 00:17:53.299 --> 00:17:56.039 the skill you have. It's much like learning how 00:17:56.039 --> 00:17:58.640 to cook or how to drive a car. We'll all learn 00:17:58.640 --> 00:18:00.940 how to do it, we all know how to do it once we've 00:18:00.940 --> 00:18:03.519 learned, but unless you utilize this skill more 00:18:03.519 --> 00:18:05.599 and more, it doesn't grow, it doesn't get better, 00:18:05.660 --> 00:18:08.700 and in some cases you will forget. However, keep 00:18:08.700 --> 00:18:10.920 in mind, this is something for a lot of people 00:18:10.920 --> 00:18:12.799 that they don't already know. There is this thing 00:18:12.799 --> 00:18:15.440 called muscle memory. Once your body has learned 00:18:15.440 --> 00:18:17.759 how to do something via muscle memory, you will 00:18:17.759 --> 00:18:20.440 always know how, whether mentally you don't remember. 00:18:21.220 --> 00:18:23.700 So always put in an effort to try, and when you 00:18:23.700 --> 00:18:26.680 learn, something to you know utilize it more 00:18:26.680 --> 00:18:30.900 to allow you to basically retain the information 00:18:30.900 --> 00:18:35.079 that you have now we've covered what learning 00:18:35.079 --> 00:18:38.759 is and a lot of the things that come with it 00:18:38.759 --> 00:18:41.000 and a lot of it should be probably common sense 00:18:41.000 --> 00:18:43.339 or common knowledge but for a lot of people they 00:18:43.339 --> 00:18:46.180 don't know this and it's a shame that society 00:18:46.180 --> 00:18:49.480 doesn't teach it like it should so with that 00:18:49.480 --> 00:18:53.099 being said Two topics I really do want to cover 00:18:53.099 --> 00:18:55.900 because it will help a lot of people out is learning 00:18:55.900 --> 00:18:58.319 approaches, ways to approach learning, and the 00:18:58.319 --> 00:19:01.579 different learning styles. There are different 00:19:01.579 --> 00:19:04.039 kinds of learning styles and then there's eight 00:19:04.039 --> 00:19:06.799 types of learning styles. I want to cover these 00:19:06.799 --> 00:19:10.539 in specific detail a little bit more later because 00:19:10.539 --> 00:19:13.359 these are things that people need to know that 00:19:13.359 --> 00:19:15.799 they have forgotten. that were long since taught 00:19:15.799 --> 00:19:18.599 in schools in the past, such as the behaviorist 00:19:18.599 --> 00:19:20.900 approach, the cognitive approach, and the humanist 00:19:20.900 --> 00:19:23.200 approach. Each one of these topics has something 00:19:23.200 --> 00:19:25.619 that's related to them, and is something that 00:19:25.619 --> 00:19:28.839 is very important, as well as things that are 00:19:28.839 --> 00:19:32.460 necessary for moving forward in the future. So, 00:19:32.480 --> 00:19:34.720 with that being said, I hope you guys enjoy the 00:19:34.720 --> 00:19:37.259 rest of your day. This is, again, Food for Thought, 00:19:37.279 --> 00:19:39.779 Thoughts If It Were You, Season 2. My name is 00:19:39.779 --> 00:19:42.220 Neogentrix, I'm your host, and we'll catch you 00:19:42.220 --> 00:19:44.490 next time. Peace out.