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To A Good Start May, Through Absence, Inattention, Failure To Keep Up With The
To A Good Start May, Through Absence, Inattention, Failure To Keep Up With The
To A Good Start May, Through Absence, Inattention, Failure To Keep Up With The
pace of the class or other reasons, fail to form the concepts of some
particular stage. In that case, all subsequent concepts dependent on
these may never be understood, and pupils become steadily more out of
their depth. In the latter case, however, the situation may not be so
irremediable, if the learning situation is one which makes back-tracking
possible: for example, if the text in use provides a genuine explanation and
is not just a collection of exercises. Success will then depend partly on the
confidence of the learners in their own powers of comprehension.
The other consequences (of the second principle) is that the contributory
concepts needed for each new stage of abstraction must be available. It is
not sufficient for them to have been learnt at some time in the past; they
must be accessible whenneeded. This is partly a matter, again, of having
facilities available for back-tracking. Appropriate revision, pianned by a
teacher, will be specially useful for beginners, but more advanced students
should be taking a more active part in the direction of their own studies,
and, for these, returning to take another look at earlier work will be more
effective if it is directed by a felt need rather than by an outside instruction. To
put it differently, an answer has more meaning to someone who has first
asked a question.
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