resources of learning

|
| The focus of the instructional
| situation is the student, within whom
| learning actually occurs.
|
| The vivid or suddenly changing
| stimulation continues as effective
stimulation at any age.
|
|
| When the model is one comprising
| human behavior, a presentation of
| moving pictures appears to be
| peculiarly appropriate and effective.
|
| As a part of the sequence of
| instructional events, is usually
| accomplished by some form of verbal
| communication.
|
| For learning is another communication
| function.
|
|
| Is usually accomplished by placing
the learner in representative problem
| situations that concretely reflect
| the capability he is expected to have
| learned.
Aguilera Vázquez Mariana
| Refers to the various kinds of
| components of the learning
| environment that generate stimulation
| to the learner.
|
| Consist of actual objects that are
| typically made to interact with each
other so as to display event or a set
|
of events.
|
|
| It could be the parent or the
| teacher; the students learn from the
“human model”, their conduct and
|
modals.
|
|
| Can serve well such purposes as
| gaining attention and stimulating
recall of prerequisite capabilities.
|
|
| Is often furnished by oral
| communication.
|
| Do not represent a truly distinct
| medium for instruction, but rather a
| combination of media.
|
|
|
| Is meant an interchange between a
student and his “tutor”, which has
| been preceded by reading by the
| student, and will be followed by more
| reading.
|