http://www.intime.uni.edu/model/learning/lear.html

Principles of learning
 
Active involvement
Patterns and Connections
Informal Learning
Direct Experience
Reflection
Compelling Situation
Frequent Feedback
Enjoyable setting
 (expanded below )
Reflection
Students at the Center of their own learning

The latest gains in the field of brain research cast a new light upon the learning process, which impacts curriculum design, teacher preparation, and classroom practices (Bransford, Brown, & Cocking, 1999). The model we have developed to illustrate the Principles of Learning, which we consider to have a significant influence upon knowledge acquisition, skill enhancement and competence development when applied to both classroom settings and communities, has evolved from developments in the study of learning. Knowing how humans learn has helped us design the model we propose, which demonstrates the practical applications of research into educational settings.

Our eight learning components are adapted from Peter Ewell’s understandings of the richness and complexity of learning based on the converging evidence from neuroscience, cognitive psychology, and developmental research.
 
Active involvement   First and foremost, the student is Actively Involved and participates in his or her instruction. Information is not delivered to him or her, rather the student creates it.

Patterns and Connections Thus, students have the opportunity to establish, test, and rework Patterns and Connections as they "make meaning" out of learning situations.

Informal Learning  Learning does not occur in classroom settings only, neither it is contained within the time frame of a lesson. Learning is Informal and it can be acquired anywhere, at any time.

Direct Experience Because students are actively involved in creating their own patterns and connections and because learning occurs in informal settings, besides the classroom, it is inevitable that we will have misconceptions. Direct Experience in a real context is required in order to change or alter these preconceived notions.

Compelling Situation If a learning situation is a Compelling Situation, which goes beyond a direct experience in that the situation involves real consequences, then the learning will be more challenging and interesting for the students.

Frequent Feedback Ewell stresses the importance of the incentive as well the corrective role of Frequent Feedback, which students should get from instructors and peers throughout the learning process, without opportunity for practice, even well-learned abilities will go away.

Enjoyable setting Following the point about frequent feedback, Ewell emphasizes that the feedback will be most effective if it is delivered in an Enjoyable Setting that involves personal interactions and a considerable level of personal support.

Reflection Ewell presents Reflection, our eighth principle of learning as a subcomponent of Compelling Situation because as a learner discovers new connections while involved in a compelling situation, Reflection is necessary to reach the point of deeper learning required for this information to be used in future situations. In our model, Reflection becomes one of the primary elements of learning because we feel that through reflection students can take control of their own learning. The practice of reflection enhances self-assessment skills that lead to recognizing what has worked and what needs to be improved. All of this leads to transfer of learning to new settings and for long-term impact (Bransford, Brown, & Cocking, 1999, Chapter 3).

Ewell also included a "Readiness to Learn" element in his principles of learning, which we feel overlaps all eight elements of our Learning in our Model. Therefore we created a separate component within the center of the Model, Students at the Center of their Own Learning. Since "readiness to learn" has an implicit impact upon all the other components of learning; it fits within this center circle, upon which all of the learning principles are based.

http://user.fundy.net/fplace/parents.htm

(1). Teach your child to work.
That old fashioned work ethic that our grandparents held is still as true today as it was yesterday. Household chores never hurt anybody. I know of a farmer's daughter who, since the age of three, helped her mother milk forty head of cows. She doesn't see it as work. She loves it. Here, too, the parent's attitude plays a major part. For when a parent enjoys work; so does the child.

(2). Teach your child a love and respect for books.
This is one of the main keys to a solid education for it promotes and fosters the imagination in a way that television can never hope to do. Start by reading aloud. Spend regular time in the library and select books that are worth reading. It's time well spent. Don't force your child to read, rather let the child develop his imagination by letting him listen to you read.
 

(3). Teach you child how to research.
As soon as your child is ready, show him how to use the library card file and microfiche. Then acquaint him with the computer database and/or the Internet. I'm constantly appalled at the high school students who buttonhole the librarian to do their research for them. They haven't got a clue how to go about it. And they never seem to remember how to do it from one time to the next. Remember as Dad drummed into me, many years ago: "It's not what you know, but knowing where to find it that counts..."

(4). Teach your child more than school work.
Encourage extracurricular studies to broaden your child's horizons. Often these can be more important than the lessons. For they satisfy a hunger for knowledge not satisfied by school lessons. Education is, after all, everything around us - not just taught in class. Among the most important of these activities is supervised extracurricular reading.
 

(5). Teach you child that you have time for him or her.
Give your child that time. Quality time. Psychologist Magda Gerber once remarked: "Even if you can spare only a few minutes a day. Make sure it is quality time with the child. Time spent giving your total attention to the child, without the interruptions of telephone or television." This is time well spent and a major investment in the future. For, when your child wants to talk, you will be the one he comes to. With you, he will share his hopes and fears; his joys, problems and discoveries. And he will be closer to you than to anyone else. This closeness is precious, for it will make the family strong, secure and solid.