Seven dimensions of knowledge transfer have been originated from the chapters of mathematics

A particular system is defined as a set of things working together as the parts of a mechanism to achieve predefined outcomes through goal oriented task operation (GOTO). Teaching is the classroom performance of pedagogical methods, not the mechanism of knowledge transfer. Human beings are unique in tools making activities to apply the devices in working and learning. We know that the motor science of human brain describes the procedures of a particular mechanism, but students are not using the system of motor knowledge in listening and watching. It means teachers are working in the classroom without any well-defined system of learning transfer.

Sixth Dimension

The formatting abilities and intuitive ideas of student’s brain develop from the sixth dimension of knowledge transfer. This is known as task formator and it is projected in learning process by the visual cortex of student’s brain. The imagery of visualization means the application of figurative object language to represent objects, actions and ideas in such a way that it appeals functional brainpage images to our physical senses. The sixth dimension of knowledge transfer reflects the learnodynamics of task formator to utilize smart brainpage in complex problem solving activities.

Usually, it is thought that the imagery of knowledge transfer makes the use of particular object definitions that create the visual representation of patterns, formats and ideas in our minds. The visual cortex of human brain is very sensitive to instance guided object learning (IGOL) and visual memory plays a vital role in the knowledge transfer of advanced chapters. The imagery of internal visualization is associated with the mental pictures of knowledge transfer, abstract thinking and formatted brainpage.

Fourth Section of Chapter

Book to brain direct knowledge transfer is conducted in the classroom by the miniature school of learnography. Maths head is the sixth miniature of collaborative classroom. He also launches the five sections of source chapters in the classroom but he should be an expert especially in the fourth section of maths chapter. It represents the sixth dimension of knowledge transfer that activates the visual cortex of human brain to process the imagery of brainpage modules.

Each section of the chapter represents a particular dimension of knowledge transfer. The fourth section of source chapter deals with the formatting properties of objects and contains the description of theories, laws and principles including the derivatives of formulas and formats. In this section, theorems are proved and laws are explained to develop the formatting abilities of learning brain. In this way, formulas are derived to represent the pathways of knowledge transfer by illustrating the structural pattern of objects.

Zeid Scientist

Maths head is considered as the zeid scientist of brainpage theory because the seven dimensions of knowledge transfer have been originated from the chapters of mathematics. The dimensions of mathematics are applied in all subjects to make the brainpage modules of knowledge transfer. In this way, students can learn all subjects like the chapters of mathematics to be high performing individuals in the happiness classroom. They will open the door of new knowledge that leads to the world of genius brain.

Shiva Narayan
Golden Star Secondary School
Rajbiraj, Nepal

Brainpage School

Happiness Classroom ! Book is the transfer source of knowledge and student’s brain is the transfer target of learning. To be high performing students, make brainpage in collaborative classroom by applying the seven dimensions of knowledge transfer. The motor science of knowledge transfer should be launched in the classroom for the learning development and brainpage modules of Autistic or ADHD students. Let the students use motor knowledge to make smart brainpage in the classroom from book to brain direct learning transfer. The cyclozeid of knowledge transfer is rehearsed in the classroom to produce high speed zeidstream in the working mechanism of brain circuits.

13 thoughts on “Teaching is the cognitive performance of classroom, not the system of knowledge transfer

  1. Thanks for your share. I see learning as understanding. Once the basic concept is “understood,” which is bringing forth what is already inside of us, everything else starts to fit. In college, the second time around, I learned to understand what my professors were teaching. Once, I understood, all the reading made sense.

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    1. Old knowledge is utilized to understand new knowledge. The process of understanding may help in problem solving activities. In fact, learning is knowledge transfer to student’s brain that helps in the process of understanding. But knowledge transfer and brainpage development are important for answers writing and high grade performance.

      Students can watch and listen to teaching performance to know the subject matter of chapters. They spend many hours per day in attending the classroom performance but they cannot write answers for their tests when these tests are given just after teaching performance. They have to make brainpage in home learning before they appear in the exams.

      How can we make happiness classrooms in the institution? Which system of knowledge transfer produces high performing students in happiness classroom? It’s true that we need high performing institutions in the community. Teaching is cognitive performance, not the system of knowledge transfer to produce high performing students in school ecosystem. Thanks for reading and writing the comments


      1. Through some work experiences, summer camps, and such, I saw how quickly kids and teens learn, myself included, but instructing from understanding which often is spontaneous, meeting needs a moment at a time. In teaching, oftentimes, as I’m moving through a lesson, I can guage where I’m going by what I see in the students’ eyes. To some, this can sound tiresome, but it’s actually effortless as with time, it becomes second nature. It’s fun, it’s engaging, and the day is filled with interest and learning. **I found out after years of teaching, that what many articles were teaching, I (and some colleagues) had been utilizing what others had written, without thinking about it. I just responded and taught as I came to understand how kids/teens learn.

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  2. After examine a number of of the weblog posts on your website now, and I actually like your way of blogging. I bookmarked it to my bookmark website list and can be checking again soon. Pls take a look at my website online as effectively and let me know what you think.

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