Active vs. Passive Learning

Active learning: Learning by exploring, analyzing, communicating, creating, reflecting, or actually using new information or experience to participate in the educational process.

You consciously understand what you have learned and attempts to learn. Understanding is deeper than normal

Long-term memory helped. Understanding what you have learned and associating what you have learned with what you already know increases the likelihood of remembering what you have learned.

Passive Learning: Assuming that students enter a course they want to learn in open mind like empty boats and sponges, the teacher only fills the student's mind with knowledge to get better results in the exam.

Students may not feel that the teacher knows that the teacher does not understand important concepts, is not willing to ask questions in the class, or does not ask enough questions to clarify the misunderstanding .

You use surface treatment, in which case you are less likely to understand or memorize what you have learned.

Divide the students into small groups and focus on specific parts of the chapter. Then the students emphasize the important parts of the section above the large white paper and present their findings to the class.

"A strategy for leading students to actively learn." Author: Liu, X. and Gao, Y. X., 2005, Journal of Elementary and Junior High School Education. 183 (3), p. 49 - 50

Students do not read, listen and watch things, but when they say or do (active learning) they hold more information. (Passive learning)

Broca's aphasia and grammatical defects Active and passive voice (1) led: The boy pressed the girl. Acting patient target object (2) Passive: The girl was pushed by the boy. The theme of the patient agent tends to theme the crack of the object and the crack of the subject of the relative (3). That is the boy who advertised the girl. Themes are opposite. The boy pressing a girl is very tall. (4) Cracked: The boy pushed the girl. Relative relationship of objects: The girls pushed by boys are very tall. Acceptable: The boy will eat three biscuits. Yesterday's girl had a dog. The performance of the 'wug' test is very bad: wug wugness zash pulls zat zackle zoop zoope and the tension does not change Q: Every day he walks eight miles. Yesterday he answered: "walking" the nervous system inflection point is more frequently absent

Active voice active voice is the use of a verb that represents the behavior performed by the subject and the subject itself is performance, for example Terry captures the ball (active voice), the ball is Terry (passive voice ). Adjective adjectives qualify nouns or pronouns by describing, identifying, or quantifying words. Before the adjective, there is usually a noun or its modifier synonym. • Intensive words: intensive adverbs are adverbs that themselves have no meaning but provide strength, strength, or emphasis on others. • SUPERLATIVE: One of the most advanced adverbs is an adverb that compares three or more actions by adding -est to the last or minimum / minimum.

Learn to be helpless: Experiment: Personal administration / Special nursing home for the aged (page 58) (Passive medical care takes on the role, promoting personal management and personal responsibility). The second group is responsible for making small decisions and achieving. Passive group = weaker. The second group = 93% showed better agility, maneuverability, and happiness. Reality and illusion: People overestimate their superior quality, underestimate their disadvantages, overestimate their perceived control of events, and are unrealistically optimistic. But people who are depressed do not seem to distort things - people who are not depressed can be seen to be distorted. People with depression tend to be fairly equal on the responsibility of failure and the credibility of success while general people refuse to take responsibility for failure while claiming success reputation. However, if important decisions are needed, people who are depressed can become realistic with their fantasies aside.