2c - Experience - Perceivable

Posted by Helen St Clair Tracy in Level 2 - How The Brain Learns
Published: 07/03/2019, 12:47am | Updated: 13/03/2019, 11:31am

Video Link: https://vimeo.com/322889584

Successful learning is accessible learning.

To be accessible, many different parts need to work together, and in this lesson we are considering what it is for something to be perceivable.

There are many different reasons why things are not perceivable, including:

  • If something is going fast, talking too fast to be heard clearly, something moving too fast to be seen clearly, how movement changes what something feels like.
  • If there is too much background noise, or somewhere is crowded and busy, affecting the ability to see and hear clearly.
  • If something is too small to be seen clearly.

Clearly is an important word.

Here is a picture of some red blobs on a green background.

Do you know what it is?

You may be able to see the red blobs and green, but can you see what it is clearly?

It is a picture of ladybirds.

For something to be unperceivable in terms of accessible learning, need not mean it is invisible or inaudible, it may mean it cannot clearly be seen or heard, or felt, or smelt or tasted.

If something is perceivable or not, the key word when it comes to learning is clearly.

Accessible learning requires experiences to be clearly perceivable.


Before you move on to the next level, please check:

  • You understand what perceivable means in terms of an experience.
  • You understand the what it means for something to be clearly perceivable.

Next lesson: Level 2d How the Brain Learns: Experience - Meaningful


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