When the children felt fearful, which was surprisingly a lot of the time, their minds shut down.
Students would need to respect the authority of the teacher. While authority might mean this teacher is very experienced in whatever subject it is, physics, and very highly skilled in teaching and helping people to learn. 
If we develop the authorship of students so they have their own authority.

Lecture 2
So traditional approach to learning assumes that's what people's brains do, but is somewhat limited in its scope one could say.
And they both said that to learn in any meaningful way, people had to have an experience and they themselves and to construct the meaning of their experience and then do something with it to change the world.

Anyone writing about learning fits in somewhere with their own agenda, whether it be political or cognitive or psychological.

Lecture 3
So the idea of as learning to learn, in its purest form, I would say as an academic, is based on Kolb's famous cycle of active learning, which is do, review, learn and apply.
So learning to learn, L2L, has sometimes been abused in the sense that teachers have tried to tell students this is how you learn to learn, whereas I think certainly constructivist educators would say, no, you can't tell someone how they learn best. That is the one area in school where actually the student always knows best. They know what helps them in their learning. What they need is a chance to talk about that, explore that and find out for themselves what will help them better.
So that means learning about learning as in metacognition means thinking about thinking. So meta-learning will be based on Kolb's cycle of do, review, learn and apply, and will involve many cycles of reflection. 
So we could say that a good learner is somebody who's always open to learning.
Listen out and analyze what people might mean and why that person might have meant that. I think that, and don't accept other people's arguments, even when you're supposed to. Check them out. Check their evidence base.

Lecture 4
We all learn in very different ways, because we are all unique as people. Therefore we're all going to learn very differently and we find the way that suits us best.

Lecture 5
In some countries, learning is a process that's very didactic. In other words, the teacher stands at the front and delivers. And sometimes the students can be quite passive and that's quite a, you know, a traditional approach to learning. 
Didactic tends to mean here, stand and deliver. 
And, it's about the teacher doing less and the student doing more. And we tend to talk about the teacher now more as a facilitator of learning, rather than just delivering.

Lecture 6
Carl Rogers says, it's not just an accumulation of facts. It's about changing your way of thinking. It's about finding different ways of seeing, it's about understanding things differently, and quite important, it's about what happens after that. 
I just think it's back to we're all different, and we'll find different ways of learning. So, you will find through any course that you do through reading, listening, observing, sharing, collaboration, you will find the way of learning that works for you. It's not a competition, it's all about you as a person. It's about you focusing on yourself and what you want to learn and what you want to do with it.