![]() ![]() Other courses may cost less, but they will consume more of the student's time and may also be much less effective. Our courses are designed to guide the student most efficiently and effectively through the learning process. Our method and content are focused on the adult completing their exam. The Redding Method acknowledges both forms of motivation to learn, however, our courses are designed to satisfy the practical external pressures of an adult's need to learn. This need to know can be external such as job pressure, or internal such as natural curiosity. ![]() Their motivation to learn is typically tied to a need to know. OLT's Redding Method removes barriers to learningĪdults are knowledge shoppers. Combined with these two elements of information is the realization that controlling the learning environment can maximize an individual's progress along a learning curve. Second, is understanding that there are fundamental barriers that each individual must overcome during the learning process. First, is understanding the motivation to learn. Redding's research is the realization that there are two keys to overwhelmingly effective training. Interestingly, one of the outcomes of Dr. First as a military trainer, then as a training developer for military systems, and finally as a social scientist studying why and how adults learn. Redding has been involved in adult education, training, and training development for over 40 years. Some of these programs have found their way on to the internet. There are plenty of dull computer-based training programs that drill you using a bank of questions. A recording is a completely sequential method that is time-consuming and requires you to often listen to material that you already know to get to the material you need to study. But the flashcards may or may not be current. You can listen to tapes, or practice with flashcards. You can read the book again, focusing on those sections that seem to be the hardest to understand. ![]() There are many ways to study for an exam.
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