Tip #227: More Practice Doesn’t Make Perfect
This Tip explains why more practice doesn’t make perfect because it is the quality, not the quantity of practice that makes a difference. More Practice
June 25, 2008
This Tip explains why more practice doesn’t make perfect because it is the quality, not the quantity of practice that makes a difference. More Practice
This tip makes a case for credentials based on years of experience and real life expertise, rather than certifications and degrees. I have a bias
This Tip introduces a template for identifying skill-building key content that takes the place of a task analysis. Identifying Skill-Building Key Content In the lesson
This Tip tells the story of how I first became a trainer after being prompted to write and perform a play. How I First Became
When I returned to Osijek in May, 2001, I came as an honorary member of the faculty to co-teach a Negotiation Skills class with Ljerka.
I was very busy when I returned to Osijek in July of 2000 working on the Masters Degree program in Entrepreneurship: My Schedule of Activities
This Tip discusses the first decisions that trainers should make, which are the content decisions and the degree of content complexity. Content Decisions How to
This Tip introduces three factors that Dr. Madeline Hunter suggests that trainers consider when making decisions about methods and approach. Teaching is an Action-Performance Profession
I was first introduced to the UCLA Mastery Teaching Model by my mother, Merle Levine. She was then the Principal of Northport High School, which
This Tip looks at evaluation, which is the ninth step in the LESSON PLANning process. The ninth and last step in the comprehensive nine step
This Tip looks at the fifth step in a lesson planning process, which is creating specific, observable and measurable learning objectives. The fifth step in
Needs assessment is the step in the comprehensive nine step LESSON PLANning Process: Step 1. Look at the Training Needs. All of the following actions