Intensity
The more intense the material taught, the more likely it will be retained. A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. The principle of intensity implies that a student will learn more from the real thing than from a substitute. For example, a student can get more understanding and appreciation of a movie by watching it than by reading the script. Likewise, a student is likely to gain greater understanding of tasks by performing them rather than merely reading about them. The more immediate and dramatic the learning is to a real situation, the more impressive the learning is upon the student. Real world applications that integrate procedures and tasks that students are capable of learning will make a vivid impression on them.
In contrast to practical instruction, the classroom imposes limitations on the amount of realism that can be brought into teaching. The instructor needs to use imagination in approaching reality as closely as possible. Classroom instruction can benefit from a wide variety of instructional aids, to improve realism, motivate learning, and challenge students. Instructors should emphasize important points of instruction with gestures, showmanship, and voice. Demonstrations, skits, and role playing do much to increase the learning experience of students. Examples, analogies, and personal experiences also make learning come to life. Instructors should make full use of the senses (hearing, sight, touch, taste, smell, balance, rhythm, depth perception, and others).
Read more about this topic: Principles Of Learning
Famous quotes containing the word intensity:
“The bourgeois treasures nothing more highly than the self.... And so at the cost of intensity he achieves his own preservation and security. His harvest is a quiet mind which he prefers to being possessed by God, as he prefers comfort to pleasure, convenience to liberty, and a pleasant temperature to that deathly inner consuming fire.”
—Hermann Hesse (1877–1962)
“When a book, any sort of book, reaches a certain intensity of artistic performance it becomes literature. That intensity may be a matter of style, situation, character, emotional tone, or idea, or half a dozen other things. It may also be a perfection of control over the movement of a story similar to the control a great pitcher has over the ball.”
—Raymond Chandler (1888–1959)
“Many women are surprised by the intensity of their maternal pull and the conflict it brings to their competing roles. This is the precise point at which many women feel the stress of the work/family dilemma most keenly. They realize that they may have a price to pay for wanting to be both professionals and mothers. They feel guilty for not being at work, and angry for being manipulated into feeling this guilt. . . . They don’t quite fit at home. They don’t quite fit at work.”
—Deborah J. Swiss (20th century)