2. THE BIG PICTURE
Variety
and
challenge
Physical and
emotional
state
Environment
Relationships
Accessible
and inclusive
Breaks
and
review
Variety
and
challenge
Physical and
emotional
state
Accessible
and inclusive
4. RELAXATION
Basic meditation techniques can be learned. A simple
focus on breathing, in through the nose out through the
mouth is good. Count your breaths. A visualisation of
an activity or environment that makes you happy, that
can be recalled prior to learning or assessment.
Basic meditation techniques can be learned. A simple
focus on breathing, in through the nose out through the
mouth is good. Count your breaths. A visualisation of
an activity or environment that makes you happy, that
can be recalled prior to learning or assessment.
5. DIET
Vitamins A/B/C/E help to make you alert, improve
vision, improve memory and help support proper brain
function.
Avoid starch, sugar and caffeine.
Never miss breakfast.
Eat regularly throughout the day.
Vitamins A/B/C/E help to make you alert, improve
vision, improve memory and help support proper brain
function.
Avoid starch, sugar and caffeine.
Never miss breakfast.
Eat regularly throughout the day.
6. HYDRATION
Hydration helps to maintain optimum brain
functioning.
Always keep a bottle of water next to you.
This will prevent interruptions to your learning
session.
Hydration helps to maintain optimum brain
functioning.
Always keep a bottle of water next to you.
This will prevent interruptions to your learning
session.
7. TEMPERATURE
Be aware of the temperature in your room,
this will allow you to maintain an optimum
temperature that is not too hot and not too
cold.
Be aware of the temperature in your room,
this will allow you to maintain an optimum
temperature that is not too hot and not too
cold.
8. OXYGEN AND LIGHT
LEVELS
Open your windows.
Keep plants in your room, they also filter out harmful
gasses from computers.
Allow as much natural light as possible, avoid fluorescent
lighting if at all possible.
Open your windows.
Keep plants in your room, they also filter out harmful
gasses from computers.
Allow as much natural light as possible, avoid fluorescent
lighting if at all possible.
9. REDUCE STRESS
Acknowledge the presence and importance of stress to
yourself.
Use music to relax.
Use basic meditation techniques.
Have plants in your room.
Acknowledge the presence and importance of stress to
yourself.
Use music to relax.
Use basic meditation techniques.
Have plants in your room.
10. MOTIVATION
The most effective motivation is intrinsic
not extrinsic.
Establish “what’s in it for me”. Set your
own learning goals. Use SMART targets.
The most effective motivation is intrinsic
not extrinsic.
Establish “what’s in it for me”. Set your
own learning goals. Use SMART targets.
11. SLEEP
Sleep helps you to remember what you have
learnt during the day.
Remember, the hours before midnight are
more important than after!
Sleep helps you to remember what you have
learnt during the day.
Remember, the hours before midnight are
more important than after!
12. ROOM TO LEARN
The room in which you
learn should be a
multisensory environment.
Displays are an essential
part of this.
They should include :
A study time table
Deadlines for
examinations or
assignments.
Motivational posters.
Key words of the
topics.
The room in which you
learn should be a
multisensory environment.
Displays are an essential
part of this.
They should include :
A study time table
Deadlines for
examinations or
assignments.
Motivational posters.
Key words of the
topics.
13. MUSIC TO AID LEARNING
Its not just baroque (classical) music that helps.
Remember, most students will listen to music at
home while studying.
You might even find silence unsettling!
Its not just baroque (classical) music that helps.
Remember, most students will listen to music at
home while studying.
You might even find silence unsettling!
14. MUSIC TO AID
LEARNING-PLAN IT,
DON’T JUST PLAY IT!
MUSIC TO AID
LEARNING-PLAN IT,
DON’T JUST PLAY IT!
Upbeat positive music before you sit down to study.
Music linked to the topic of study.
Use relaxing background music (60 beats per minute) to aid
learning.
Upbeat positive music before you sit down to study.
Music linked to the topic of study.
Use relaxing background music (60 beats per minute) to aid
learning.
15. STRUCTURING A REVISION
SESSION
Part 1: put the learning in context.
Review learning from previous session- what do you know?
Relate learning to examination - what is in the exam?,
Make learning outcomes clear.- What do you want to know
by the end of your session?
Part 1: put the learning in context.
Review learning from previous session- what do you know?
Relate learning to examination - what is in the exam?,
Make learning outcomes clear.- What do you want to know
by the end of your session?
16. STRUCTURING A REVISION
SESSION
Part 2: Starter
Engage your interest, look at a picture or read an article relating to
the subject, or even visualise using the knowledge for something
important.
Try to put prior knowledge in context, how does it relate to what
you want to know?
Prepare for main task.
Part 2: Starter
Engage your interest, look at a picture or read an article relating to
the subject, or even visualise using the knowledge for something
important.
Try to put prior knowledge in context, how does it relate to what
you want to know?
Prepare for main task.
17. STRUCTURING A REVISION
SESSION
Part 3: Main revision:
Learning should be multi-sensory and engage different learning
styles. Try to include many different forms of learning including,
mind maps, flash cards, association images or stories.
Work should be challenging and broken into achievable chunks, 45
mins is just about anybody's maximum focus.
Part 3: Main revision:
Learning should be multi-sensory and engage different learning
styles. Try to include many different forms of learning including,
mind maps, flash cards, association images or stories.
Work should be challenging and broken into achievable chunks, 45
mins is just about anybody's maximum focus.
18. STRUCTURING A REVISION
SESSION
Part 4: Plenary
Review what you have learned. Use these techniques:
Write out summary points
Draw a mind map of your session
Name the most important thing you have learned.
Prepare flash cards or summary diagrams.
Develop a technique to question yourself. Write and answer 5
questions on the main points you have covered.
Part 4: Plenary
Review what you have learned. Use these techniques:
Write out summary points
Draw a mind map of your session
Name the most important thing you have learned.
Prepare flash cards or summary diagrams.
Develop a technique to question yourself. Write and answer 5
questions on the main points you have covered.
Part 4: Plenary
Review what you have learned. Use these techniques:
Write out summary points
Draw a mind map of your session
Name the most important thing you have learned.
Prepare flash cards or summary diagrams.
Develop a technique to question yourself. Write and answer 5
questions on the main points you have covered.
19. HOW DO YOU LEARN? DIFFERENT
LEARNING STYLES
Auditory
Kinaesthetic
Visual
20. Characteristics
Listen to music when relaxing
Prefer to talk on the phone
Eager to talk
Forget faces but remember names
Talk when inactive
Outburst when angry
Don’t like reading books or manuals
AUDITORY: DO YOU...
Characteristics
Listen to music when relaxing
Prefer to talk on the phone
Eager to talk
Forget faces but remember names
Talk when inactive
Outburst when angry
Don’t like reading books or manuals
Characteristics
Listen to music when relaxing
Prefer to talk on the phone
Eager to talk
Forget faces but remember names
Talk when inactive
Outburst when angry
Don’t like reading books or manuals
21. AUDITORY: THE BEST LEARNING
ACTIVITIES FOR YOU:
Hearing a presentation
Reading aloud
Making a tape to listen
to
Verbal summaries
Explaining to another
student
Internal verbalisations
Practice saying words
before writing
Hearing a presentation
Reading aloud
Making a tape to listen
to
Verbal summaries
Explaining to another
student
Internal verbalisations
Practice saying words
before writing
22. KINAESTHETIC: DO YOU...
Characteristics
Play games or sport to
relax
Prefer to talk while doing
something else
Talk slow, using gestures
and expressions
Fidget when inactive
When angry you
clench fists, grit teeth
and storm off.
Characteristics
Play games or sport to
relax
Prefer to talk while doing
something else
Talk slow, using gestures
and expressions
Fidget when inactive
When angry you
clench fists, grit teeth
and storm off.
23. K I N A ES T HE TI C : THE BEST LEARNING
ACTIVITIES FOR YOU :
Copy demonstrations
Make models
Record information as
you hear it, preferably as
a mind map
Walk around as you read
Underline/highlight
new information
Use index cards for key
points
Copy demonstrations
Make models
Record information as
you hear it, preferably as
a mind map
Walk around as you read
Underline/highlight
new information
Use index cards for key
points
24. VISUAL: DO YOU...
Forget names but
remember faces
When inactive you doodle
or watch something or
someone
When angry you remain
silent and seethe
Characteristics
Prefer to watch a film or
TV or read a book to relax
Prefer to talk face-to-face
Talk fast, don’t enjoy
listening
Forget names but
remember faces
When inactive you doodle
or watch something or
someone
When angry you remain
silent and seethe
Characteristics
Prefer to watch a film or
TV or read a book to relax
Prefer to talk face-to-face
Talk fast, don’t enjoy
listening
Forget names but
remember faces
When inactive you doodle
or watch something or
someone
When angry you remain
silent and seethe
25. VISUAL: THE BEST LEARNING
ACTIVITIES FOR YOU:
Write down key facts
or draw a mind map
Visualise
Create pictures or
diagrams
Use time lines for
remembering dates
Create strong visual
links
Write down key facts
or draw a mind map
Visualise
Create pictures or
diagrams
Use time lines for
remembering dates
Create strong visual
links
26. RECOGNIZE AND CELEBRATE
YOUR INTELLIGENCE
Everybody possesses all 8 intelligences to some
extent and the most powerful learning combines all
8. Each has value and you should identify your
weaknesses and strengths.
Everybody possesses all 8 intelligences to some
extent and the most powerful learning combines all
8. Each has value and you should identify your
weaknesses and strengths.
28. B O D I LY K I N A E S TH E TI C I N T E LLI G E N CE -
US E D F O R T O UC H A N D R E F LE X
Good at sport
Never sit still
Like to touch
Good with your hands
Control of reflexes and body
Good timing
Characteristics:
Good at sport
Never sit still
Like to touch
Good with your hands
Control of reflexes and body
Good timing
29. B O D I LY K I N A E S TH E TI C I N T E LLI G E N CE -
US E D F O R T O UC H A N D R E F LE X
Learn by doing
Role play and drama
Field trips
Making models
Writing bullet points/mind
maps
Changing activity frequently
Mental review during activity.
Best learning activities:
Learn by doing
Role play and drama
Field trips
Making models
Writing bullet points/mind
maps
Changing activity frequently
Mental review during activity.
30. I N T E R PER S ONAL I N T E LLI G E NC E - US E D
F O R C O MMUN I C ATI NG W I T H O T H E R S
Characteristics:
Relates to and mixes well
with others
Puts people at their ease
Has many friends
Sympathetic to others
Mediates between
people
Good communicator
Good negotiator
Co-operative
Characteristics:
Relates to and mixes well
with others
Puts people at their ease
Has many friends
Sympathetic to others
Mediates between
people
Good communicator
Good negotiator
Co-operative
31. I N T E R PER S ONAL I N T E LLI G E NC E - US E D
F O R C O MMUN I C ATI NG W I T H O T H E R S
Best learning activities:
Learning from peers
Working in
teams/groups
Sharing information
Comparing notes
Making use of
mentors
Peer teaching
Best learning activities:
Learning from peers
Working in
teams/groups
Sharing information
Comparing notes
Making use of
mentors
Peer teaching
32. I N T R A - PERS O NAL I N T E LLI G E N CE –
US E D F O R S E LF - D I S C OVERY A N D
A N ALY S I S
Know your own
strengths
Private
Independent
Wants to be different
Keeps a diary
Plans time effectively
Self-motivated
Characteristics:
Know your own
strengths
Private
Independent
Wants to be different
Keeps a diary
Plans time effectively
Self-motivated
33. I N T R A - PERS O NAL I N T E LLI G E N CE –
US E D F O R S E LF - D I S C OVERY A N D
A N ALY S I S
Setting goals and targets
Creating personal
interest
Taking control of
learning
Seeking the human angle
Reflecting, writing, discussing
what was experienced and the
feelings this evoked.
Reflecting on how new
information fits
Best learning activities:
Setting goals and targets
Creating personal
interest
Taking control of
learning
Seeking the human angle
Reflecting, writing, discussing
what was experienced and the
feelings this evoked.
Reflecting on how new
information fits
34. LINGUISTIC INTELLIGENCE: USED
FOR READING WRITING AND SPEECH
Extensive vocabulary
Good at spelling
Good written
communication
Expressive and fluent
speech
Good listener
Strong reasoning ability
Methodical
Characteristics:
Extensive vocabulary
Good at spelling
Good written
communication
Expressive and fluent
speech
Good listener
Strong reasoning ability
Methodical
35. LINGUISTIC INTELLIGENCE: USED
FOR READING WRITING AND SPEECH
Learning from books, tapes
and lectures.
Read from a text, summarize
out loud in their own words.
Brainstorming to organize
thoughts or distinguish key
points.
Making up cross-words or
puzzles to solve.
Debating and discussing
issues.
Oral presentations.
Best Learning Activities:
Learning from books, tapes
and lectures.
Read from a text, summarize
out loud in their own words.
Brainstorming to organize
thoughts or distinguish key
points.
Making up cross-words or
puzzles to solve.
Debating and discussing
issues.
Oral presentations.
36. LO G I C A L MAT H E MATI C AL
I N T E LLI G ENC E : US E D F O R MAT H ,
LO G I C A N D S Y S T E MS.
Good at budgeting
Logical thought,
explanation and action
Organised
Plans time and
reasons effectively
Seeks patterns and
relationships
precise
Characteristics:
Good at budgeting
Logical thought,
explanation and action
Organised
Plans time and
reasons effectively
Seeks patterns and
relationships
precise
37. LO G I C A L MAT H E MATI C AL
I N T E LLI G ENC E : US E D F O R MAT H ,
LO G I C A N D S Y S T E MS.
Listing and numbering key points
Using a flow chart to express
information
Using spread sheets
Using time-lines to remember
dates and events
Analysing and interpreting data
Reasoning and deducing
Creating and solving problems
Playing mathematical games.
Best Learning Activities:
Listing and numbering key points
Using a flow chart to express
information
Using spread sheets
Using time-lines to remember
dates and events
Analysing and interpreting data
Reasoning and deducing
Creating and solving problems
Playing mathematical games.
38. MUSICAL INTELLIGENCE: USED
FOR RHYTHM, MUSIC AND LYRICS
Characteristics:
Sensitive to music and
its emotions
Changes mood with
music
Good at keeping time to
a beat
Good at selecting
background music
May be deeply spiritual
Characteristics:
Sensitive to music and
its emotions
Changes mood with
music
Good at keeping time to
a beat
Good at selecting
background music
May be deeply spiritual
39. MUSICAL INTELLIGENCE: USED
FOR RHYTHM, MUSIC AND LYRICS
Use music to relax
before learning
Use music while
studying that reflects
what is being learned.
Writing out songs/raps/poems
to aid recall
Use musical approach to
remember key words
(association/ tone/ rhythm)
Best Learning activities:
Use music to relax
before learning
Use music while
studying that reflects
what is being learned.
Writing out songs/raps/poems
to aid recall
Use musical approach to
remember key words
(association/ tone/ rhythm)
40. NATURALISTIC INTELLIGENCE :
USED TO MAKE SENSE OF THE
NATURAL WORLD.
Interest and enthusiasm
for learning about nature and
different habitats (this
obviously aids recall).
Comfortable in different
types of environments
Attuned to natural
environment
Troubled by pollution
and issues of the
biosphere.
Characteristics:
Interest and enthusiasm
for learning about nature and
different habitats (this
obviously aids recall).
Comfortable in different
types of environments
Attuned to natural
environment
Troubled by pollution
and issues of the
biosphere.
41. NATURALISTIC INTELLIGENCE :
USED TO MAKE SENSE OF THE
NATURAL WORLD.
Learning outdoors
e.g.: field trips.
Investigating/enquirin
g into environmental
issues
Reading about /
listening to
presentations on nature
Studying the habits of
animals/pets.
Best Learning activities:
Learning outdoors
e.g.: field trips.
Investigating/enquirin
g into environmental
issues
Reading about /
listening to
presentations on nature
Studying the habits of
animals/pets.
42. VISUAL SPATIAL INTELLIGENCE:
USED FOR VISUALIZATION AND
ART
Thinks and remembers in
pictures
Good sense of image/use of
minds eye.
Strong sense of color
Good at art and
drawing
Good sense of direction
Well dressed.
Characteristics
Thinks and remembers in
pictures
Good sense of image/use of
minds eye.
Strong sense of color
Good at art and
drawing
Good sense of direction
Well dressed.
43. VISUAL SPATIAL INTELLIGENCE:
USED FOR VISUALIZATION AND
ART
Learning from film,
video or power points
Using mind maps,
symbols and diagrams
Highlighting key points in
different colours
Studying in different
settings to gain different
perspectives
Best Learning activities:
Learning from film,
video or power points
Using mind maps,
symbols and diagrams
Highlighting key points in
different colours
Studying in different
settings to gain different
perspectives
44. EMOTIONAL
INTELLIGENCE
A study on Harvard students tested for IQ and EI showed a link
between emotional intelligence and higher earning power, NOT IQ.
EMOTIONAL INTELIGENCE IS :
* SELF-AWARENESS *SELF-DISIPILNE * PERSISTANCE
* EMPATHY
***YOU CAN LEARN AND IMPROVE YOUR EMOTIONAL
INTELIGENCE!***
A study on Harvard students tested for IQ and EI showed a link
between emotional intelligence and higher earning power, NOT IQ.
EMOTIONAL INTELIGENCE IS :
* SELF-AWARENESS *SELF-DISIPILNE * PERSISTANCE
* EMPATHY
***YOU CAN LEARN AND IMPROVE YOUR EMOTIONAL
INTELIGENCE!***
45. DEVELOPING EMOTIONAL
INTELLIGENCE
1. DEVELOP COMMUNICATION SKILLS THROUGH
DISCUSSION, DEBATE AND ROLE PLAY.
2. DISTINGUISH BETWEEN THOUGHTS AND FEELINGS
3. VALUE AND RESPECT THE OPINIONS OF OTHERS
4. CONSIDER THINGS FROM OTHER’S POINT OF VIEW.
5. DON’T JUDGE, CONTROL OR CRITICISE OTHERS
6. REFLECT AS A MEANS OF IMPROVING YOURSELF AND
YOUR WORK.
1. DEVELOP COMMUNICATION SKILLS THROUGH
DISCUSSION, DEBATE AND ROLE PLAY.
2. DISTINGUISH BETWEEN THOUGHTS AND FEELINGS
3. VALUE AND RESPECT THE OPINIONS OF OTHERS
4. CONSIDER THINGS FROM OTHER’S POINT OF VIEW.
5. DON’T JUDGE, CONTROL OR CRITICISE OTHERS
6. REFLECT AS A MEANS OF IMPROVING YOURSELF AND
YOUR WORK.
46. THINKING SKILLS:
METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Process information: locate, collect and
recall information, analyse, sort, classify and
sequence information.
YOU ARE A TRUE LEARNER IF YOU CAN…..
Process information: locate, collect and
recall information, analyse, sort, classify and
sequence information.
48. THINKING SKILLS:
METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Enquire: ask relevant questions, pose and
define problems, plan research, predict
outcomes and test conclusions.
YOU ARE A TRUE LEARNER IF YOU CAN…..
Enquire: ask relevant questions, pose and
define problems, plan research, predict
outcomes and test conclusions.
49. THINKING SKILLS:
METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Think creatively: generate and extend
ideas, find alternative and innovative
outcomes
YOU ARE A TRUE LEARNER IF YOU CAN…..
Think creatively: generate and extend
ideas, find alternative and innovative
outcomes
50. THINKING SKILLS:
METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Evaluate: judge the value of their own
and others work, develop criteria for judging
value, have confidence in their own
judgements.
YOU ARE A TRUE LEARNER IF YOU CAN…..
Evaluate: judge the value of their own
and others work, develop criteria for judging
value, have confidence in their own
judgements.
51. BASIC MEDITATION
Sit in a comfortable position.
Close your eyes, but keep your back
straight, shoulders relaxed, head up, your
eyes (behind your lids) focused ahead.
Sit in a comfortable position.
Close your eyes, but keep your back
straight, shoulders relaxed, head up, your
eyes (behind your lids) focused ahead.
Sit in a comfortable position.
Close your eyes, but keep your back
straight, shoulders relaxed, head up, your
eyes (behind your lids) focused ahead.
52. BASIC MEDITATION
Take a deep, cleansing breath, expanding your belly and
keeping your shoulders relaxed, and hold it in for the count of
six. Exhale, and repeat twice more. Then breathe normally, and
focus your attention on your breathing. As you breathe, inhale
through your nose and exhale through your mouth, still
expanding your belly rather than moving your shoulders up
and down.
Take a deep, cleansing breath, expanding your belly and
keeping your shoulders relaxed, and hold it in for the count of
six. Exhale, and repeat twice more. Then breathe normally, and
focus your attention on your breathing. As you breathe, inhale
through your nose and exhale through your mouth, still
expanding your belly rather than moving your shoulders up
and down.
Take a deep, cleansing breath, expanding your belly and
keeping your shoulders relaxed, and hold it in for the count of
six. Exhale, and repeat twice more. Then breathe normally, and
focus your attention on your breathing. As you breathe, inhale
through your nose and exhale through your mouth, still
expanding your belly rather than moving your shoulders up
and down.
53. BASIC MEDITATION
If your thoughts drift toward the stresses
of the day ahead or of the day behind you,
gently refocus on your breathing and remain
in the present moment. Feel the air move in,
and feel the air move out
If your thoughts drift toward the stresses
of the day ahead or of the day behind you,
gently refocus on your breathing and remain
in the present moment. Feel the air move in,
and feel the air move out
If your thoughts drift toward the stresses
of the day ahead or of the day behind you,
gently refocus on your breathing and remain
in the present moment. Feel the air move in,
and feel the air move out
54. BASIC MEDITATION TIPS
As you breathe, let your abdomen expand and contract,
rather than moving your shoulders up and down. This deeper
breathing is more natural and similar to how babies breathe. It
gives you increased lung capacity, whereas the ‘shallow
breathing’ adults usually utilize doesn’t allow as much
oxygenation of the blood.
As you breathe, let your abdomen expand and contract,
rather than moving your shoulders up and down. This deeper
breathing is more natural and similar to how babies breathe. It
gives you increased lung capacity, whereas the ‘shallow
breathing’ adults usually utilize doesn’t allow as much
oxygenation of the blood.
55. BASIC MEDITATION TIPS
Don't breathe too quickly or too slowly;
just breathe at a natural rate, but more
deeply.
56. BASIC MEDITATION TIPS
If you find your thoughts drifting a lot at first,
don't worry that you're doing it 'wrong'. Noticing
that you've drifted and refocusing to your breathing
is part of the practice, and something you're doing
'right'!
If you find your thoughts drifting a lot at first,
don't worry that you're doing it 'wrong'. Noticing
that you've drifted and refocusing to your breathing
is part of the practice, and something you're doing
'right'!
