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Ask a question from your peers to help you in your professional work. Seek different points of view on a topic that interests you. Start a thought-provoking conversation about a hot, current topic. Encourage your peers to join you in the discussion, and feel free to facilitate the discussion. As a community of educators, all members of the Career Ed Lounge are empowered to act as a discussion facilitator to help us all learn from each other.

No Formula for Retention

I like how one of the points made in this myth module was to be weary of percetages that easily end with a zero of 5, and the percentages added to the cone are all at the ten percetage ending - and are not grounded in research - but it was reminder to check our sources more and while on the surface it might be desirbale to want to say that a certain percatge is reatined by these neat little amounts - there is no formual for retaining information. We all need to review and make sure we encoded it… >>>

Stunning how we continue to propogate this myth of 'preferred' learning styles...is anyone seeing a change from your perspective?

I am amazed that we continue to get reinforcement on 'learning styles' as if it is more than just theory.  I'm curious if other readers are seeing the same or am I just 'way behind?"

Adult Learning Explained | Origin: ED208

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Adult Learning Theories --> Adult Learning Explained

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Teaching the Adult Learner | Origin: ED208

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Adult Learning Theories --> Teaching the Adult Learner

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Brain-Based Teaching | Origin: ED208

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Adult Learning Theories --> Brain-Based Teaching

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Theories of Adult Development | Origin: ED208

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Adult Learning Theories --> Theories of Adult Development

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Characteristics of the Adult Learner | Origin: ED208

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Adult Learning Theories --> Characteristics of the Adult Learner

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Impact on Education | Origin: ED139

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Emotional Intelligence in Learning --> Impact on Education

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Integrated Intelligences | Origin: ED139

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Emotional Intelligence in Learning --> Integrated Intelligences

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Emotional Intelligence: A Wider Context | Origin: ED139

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Emotional Intelligence in Learning --> Emotional Intellegence: A Wider Context

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Emotional Intelligence: A Context | Origin: ED139

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Emotional Intelligence in Learning --> Emotional Intellegence: A Context

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Problem Solving Steps | Origin: ED116

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Critical Thinking Processes and Applications --> Problem Solving Steps

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Creative Problem Solving Through Analytical Thinking | Origin: ED116

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Critical Thinking Processes and Applications --> Creative Problem Solving Through Analytical Thinking

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Characteristics of a Critical Thinker | Origin: ED116

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Critical Thinking Processes and Applications --> Characteristics of a Critical Thinker

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The Value of Critical Thinking | Origin: ED116

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Critical Thinking Processes and Applications --> The Value of Critical Thinking

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Helping Students Retain Course Content | Origin: ED108

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Learning Theory and Practice --> Helping Students Retain Course Content

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Using Student Needs as Learning Tools | Origin: ED108

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Learning Theory and Practice --> Using Student Needs as Learning Tools

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Understanding Multiple Intelligences | Origin: ED108

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Learning Theory and Practice --> Understanding Multiple Intelligences

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The Learning Process | Origin: ED108

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Learning Theory and Practice --> The Learning Process

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This was an excellent lesson and I learned a lot! Now I want to know more!

What this lead me to was to consider other aspects of aging on the brain.  Yes, I know that 'exercising' the brain and learning new skills (new language / musical instrument) are very good ways to stimulate neural pathways, but what else can we do adult learners who are nearing 50 and older to help them?