Certification tutorial

Educational experts happen to be decrying the passive nature from the traditional lecture method for well over one hundred years. The latest research in how the brain learns appears to support the view that more active involvement from the students is needed. While you may still find lots who believe the traditional lecture method continues to have its place, even such supporters acknowledge the requirement to make lecture content more engaging and relevant to those being shown. If you imagine learning for the earliest humans, the most well-liked approach to the day needed to be a "learn by doing" format. To understand to utilize a spear 70-659 you watched an expert demonstrate its use and then you imitated exactly what the expert did. How did we evolve from the "hands on" method of learning to the lecture hall sometimes filled with peacefully sleeping students? The evolution began with the need for more effective means of transmitting information, or teaching, as we now know it. Imitative learning had the decided drawback of being limited to the number and accessibility to experts in whatever it had been to be learned. That all started to change when 71-571 mankind first developed the ability to represent actual events in writing. Even before the creation of the written word, men learned to use red ochre, a natural pigment, to draw pictorial representations of human events, most notably hunting efforts. No one knows without a doubt why our early ancestors created cave drawings. Is it possible their intent was with regards to teaching others? 

The written word, however, was the technological breakthrough that changed teaching technology forever. Using the advent of written language, the tradition of oral teaching through imitative learning slowly began to fade in to the background in favor of a far more efficient technology. Experts could multiply themselves often over by committing what they knew to paper, to be read by learners, microsoft Certification either completely by themselves, or like a supplement to oral presentations from the content produced by someone apart from the initial expert. Somewhere along the way the notion of learning as a problem solving endeavor also began to slip gradually from the educational picture. What's more, it was the experience of the expert and the teacher, not the learner, which took paramount importance. As an example, think about the early teaching of mathematics. Numbers were a significant breakthrough in human development, but it's easy to envision the scenario in which the math experts and math teachers of the day were well aware of the practical problems that might be solved with knowledge of numbers, but students weren't. With no connection with having to go to market and barter quantities of one great for another; young math pupils had yet to determine the problems they'd encounter in latermicrosoft life experiences that would make math learning relevant. Over time, it would appear that many knowledge experts and teachers simply forgot the significance of learning as problem solving according to life experience. They themselves understood the issues and knew the relevant experience that will come later. The assumption was that students should trust them and just absorb this content they were teaching. Without teaching methods involving demonstration, imitation, simulated practice, and experiential performance, the main method of learning transmission became the printed word and also the lecture.