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Interest and Learning
1. Every student wants to learn; however, it is not until after graduation, when one ought to be handling serious issues of life, do many people find themselves truly learning. They find themselves latched on into even tedious and difficult tasks; and they run through these tasks again and again just so to get things in order. Here, one demonstrates persistence in doing task; and the result is that one gains increased skills and confidence that the process works. Representing an advantage in a task and returning repeatedly to the task is an evidence and expression of an interest
2. In being persistence in task, one not only gains increased skills, but one also gains increased confidence regarding process. One is therefore encouraged to repeat the task process, latches on to tasks and seeks to secure advantage represented in the task. Representing and advantage in a task and seeking to secure it is clearly the truest motivation one may have to engage a task of learning. Nevertheless, many teachers rarely consider how an advantage that a student represents in learning tasks may connect with and influence the student's efforts: they often assume that students know or ought to know the great advantage of learning.
3. When we suggest to traditional educators to consider how a representation of an advantage may help to connect efforts with with learning and achievements in general, they often equate such suggestion with a call to acquiesce to every demand any student can make. Otherwise, they may say that students' interest arise in account of objects of a given situation, but not that interest is due to a student's representation of an advantage. That is, they will say that interest is not due to a student's capacity to determine an advantage. Accordingly, traditional educators do not take students' concern to be a subject matter about which students actually need to be educated; they substitute what they believe a student should be learning at a particular time for what a student is really concerned about.
4. Therefore, to many students in-school and out-of-school learning are contradictory. We remember our school days; how some learning tasks were time-consuming, tedious and even uncomfortable. Today, many student still find school learning to be time consuming, tedious and even uncomfortable. Students do not learn how school learning is connected to what they want to achieve. Many students do not see advantage in school learning; consequently, they engage learning tasks with unyielding reservations, and this often hinders their efforts. Therefore, baring a lucky escape, many students do not learn well.
5. The result of not considering student interest or giving it priority in educational research efforts is that many educators disregard students' concerns; most concerns are about how to help students pass test. Therefore, many students do not learn that without understanding no remembrance and without thinking no understanding. They do not learn that school learning can help them to secure the advantage they seek; they do not learn to trust their thinking capacities through school learning.
6. After graduation, many people, unconvinced about the functions or capacities of thinking, operate without faith in thinking; they believe in accomplishing tasks more than they believe in a need to understand what must be done. They seemingly put learning on hold in order to earn a living; what they actually put on hold is school methods of learning. A student who has learned to discount his or her interest and has simply learned without representing advantages in tasks is most likely to rely upon accomplishing any task that rares its head in efforts to achieve his or her objectives. Such a student may think occasionally, but such thinking is rarely about creating tasks than it is about accomplishing tasks.
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Rewards to our donors
$76-100 donations will receive CDOI0L $75 gift certificate (comment; still running)
$50-75 donations will receive CDOI0L $30 gift certificate(comment; still running)
$30-50 donations will receive CDOIL T-shirt
(comment; sold out, this reopen next week)
$30-50 donations will receive CDOI0L $30 gift certificate or CDOIL T-shirt
$15 -30 donations will receive CDOIL $20 gift certificate (comment; still running)
7. Finding that their thinking do not readily yield the object they seek, many people, in spit spite of education, often engage whatever tasks recommend themselves; thus, as people accomplish tasks and are able to show some semblance of results, they learn to discount the need to pay attention to the special/specific function of thinking. Many people stop to trust thinking altogether, and they look to one another as standard of the level to achieve.
8. Schools without teachers that can address students' interests will grow into places that may not be ideals places for our children; places where our children may be exposed to undesirable experiences. Yet, we seldom help or encourage teachers to learn about students interests. Teachers do not help students to connect interest with learning tasks and to produce desirable learning outcome. Therefore, baring a lucky escape, many students from difficult schools maintain a vicious circle of retrogression.
9. We count on teachers to produce the results we need, and when they cannot deliver, people blame teachers and teachers blame parents. We do not equip our teachers nearly enough to accomplish the tasks set before them; many teachers do not consider students' subjectively developed task plans which students bring to task situations, and how such task plans impacts students achievements in actual situations. Therefore, baring a lucky escape, many students do not learn well.
10. Center for Development of Interest In Learning continue to develop a relatively simple approach; our approach is scientific; and our goal is to transform the prevailing teaching and learning methods. Cdoil emphasizes certain teaching and learning steps that teachers can learn and use to resolve many of the difficulties associated with student learning
11. At Cdoil, we are developing a generation of educators who differentiate what students think from what student do in learning situations, goal from task thinking, and who can engage students in learning how to learn. We continue to clarify strategies required in Goal and Task Thinking teaching and learning, and to help students develop increased interest in Learning. We are dedicated to produce a teaching and learning method that is both flexible and effective, and train teachers to help students learn better.
12. CDOIL is a nonprofit research and development organization focused to research, develop and disseminate Goal and Task Thinking Teaching/Learning (GTTTL). We are proud of the work we are doing at CDOIL and of the success we have achieved. We are in this together, and together we can achieve much more; we can develop a more effective scientific method of teaching and learning for our children.
13. We encourage you to accept this invitation to support our efforts at CDOIL Inc. in any way you find possible. Having altruistic people like you to support our efforts is an encouragement and an assurance that we will achieving our goals.
For your convenience, we enclosed a return envelop addressed to CDOIL Inc. You may also visit us at CDOIL.info. We look forward for a reassurance that you have us in mind, in your prayers.
With best wishes,
Martin Odudukudu, Dir.
CDOIL Inc
