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ACCELERATED
LEARNING
ACCELERATED
LEARNING
How can you learn most effectively?
~Or
Learning how to learn
How can you learn ...
THE BIG PICTURE
Variety
and
challenge
Physical and
emotional
state
Environment
Relationships
Accessible
and inclusive
Brea...
PREPARE TO LEARN
Relax
The correct diet
Hydrate
Temperature
Oxygen and light
levels
Reduce stress
Motivate
Sleep
...
RELAXATION
Basic meditation techniques can be learned. A simple
focus on breathing, in through the nose out through the
mo...
DIET
Vitamins A/B/C/E help to make you alert, improve
vision, improve memory and help support proper brain
function.
Avo...
HYDRATION
 Hydration helps to maintain optimum brain
functioning.
 Always keep a bottle of water next to you.
 This wil...
TEMPERATURE
Be aware of the temperature in your room,
this will allow you to maintain an optimum
temperature that is not t...
OXYGEN AND LIGHT
LEVELS
Open your windows.
Keep plants in your room, they also filter out harmful
gasses from computers....
REDUCE STRESS
Acknowledge the presence and importance of stress to
yourself.
Use music to relax.
Use basic meditation t...
MOTIVATION
The most effective motivation is intrinsic
not extrinsic.
Establish “what’s in it for me”. Set your
own learn...
SLEEP
Sleep helps you to remember what you have
learnt during the day.
Remember, the hours before midnight are
more impo...
ROOM TO LEARN
The room in which you
learn should be a
multisensory environment.
Displays are an essential
part of this.
...
MUSIC TO AID LEARNING
Its not just baroque (classical) music that helps.
Remember, most students will listen to music at
h...
MUSIC TO AID
LEARNING-PLAN IT,
DON’T JUST PLAY IT!
MUSIC TO AID
LEARNING-PLAN IT,
DON’T JUST PLAY IT!
Upbeat positive musi...
STRUCTURING A REVISION
SESSION
 Part 1: put the learning in context.
 Review learning from previous session- what do you...
STRUCTURING A REVISION
SESSION
 Part 2: Starter
 Engage your interest, look at a picture or read an article relating to
...
STRUCTURING A REVISION
SESSION
 Part 3: Main revision:
 Learning should be multi-sensory and engage different learning
s...
STRUCTURING A REVISION
SESSION
Part 4: Plenary
 Review what you have learned. Use these techniques:
 Write out summary p...
HOW DO YOU LEARN? DIFFERENT
LEARNING STYLES
Auditory
Kinaesthetic
Visual
Characteristics
 Listen to music when relaxing
 Prefer to talk on the phone
 Eager to talk
 Forget faces but remember...
AUDITORY: THE BEST LEARNING
ACTIVITIES FOR YOU:
Hearing a presentation
Reading aloud
Making a tape to listen
to
Verbal...
KINAESTHETIC: DO YOU...
Characteristics
 Play games or sport to
relax
 Prefer to talk while doing
something else
 Talk...
K I N A ES T HE TI C : THE BEST LEARNING
ACTIVITIES FOR YOU :
Copy demonstrations
Make models
Record information as
you...
VISUAL: DO YOU...
 Forget names but
remember faces
 When inactive you doodle
or watch something or
someone
 When angry ...
VISUAL: THE BEST LEARNING
ACTIVITIES FOR YOU:
Write down key facts
or draw a mind map
Visualise
Create pictures or
diag...
RECOGNIZE AND CELEBRATE
YOUR INTELLIGENCE
Everybody possesses all 8 intelligences to some
extent and the most powerful lea...
Bodily
kinesthetic
Inter-
personal
Visual
spatial
Intelligence
Inter-
personal
Intra-
personal
linguisticmusical
naturalis...
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 s...
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 ...
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:
Relate...
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 activitie...
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
stren...
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 t...
LINGUISTIC INTELLIGENCE: USED
FOR READING WRITING AND SPEECH
Extensive vocabulary
Good at spelling
Good written
communi...
LINGUISTIC INTELLIGENCE: USED
FOR READING WRITING AND SPEECH
 Learning from books, tapes
and lectures.
 Read from a text...
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
...
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 numbe...
MUSICAL INTELLIGENCE: USED
FOR RHYTHM, MUSIC AND LYRICS
Characteristics:
Sensitive to music and
its emotions
Changes moo...
MUSICAL INTELLIGENCE: USED
FOR RHYTHM, MUSIC AND LYRICS
Use music to relax
before learning
Use music while
studying that...
NATURALISTIC INTELLIGENCE :
USED TO MAKE SENSE OF THE
NATURAL WORLD.
 Interest and enthusiasm
for learning about nature a...
NATURALISTIC INTELLIGENCE :
USED TO MAKE SENSE OF THE
NATURAL WORLD.
Learning outdoors
e.g.: field trips.
Investigating/...
VISUAL SPATIAL INTELLIGENCE:
USED FOR VISUALIZATION AND
ART
 Thinks and remembers in
pictures
 Good sense of image/use o...
VISUAL SPATIAL INTELLIGENCE:
USED FOR VISUALIZATION AND
ART
Learning from film,
video or power points
Using mind maps,
s...
EMOTIONAL
INTELLIGENCE
 A study on Harvard students tested for IQ and EI showed a link
between emotional intelligence and...
DEVELOPING EMOTIONAL
INTELLIGENCE
1. DEVELOP COMMUNICATION SKILLS THROUGH
DISCUSSION, DEBATE AND ROLE PLAY.
2. DISTINGUISH...
THINKING SKILLS:
METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Process information: locate, collect and
recall infor...
THINKING SKILLS:
METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Reason: draw inferences, make
deductions, judgements ...
THINKING SKILLS:
METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Enquire: ask relevant questions, pose and
define prob...
THINKING SKILLS:
METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Think creatively: generate and extend
ideas, find alt...
THINKING SKILLS:
METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Evaluate: judge the value of their own
and others wor...
BASIC MEDITATION
Sit in a comfortable position.
Close your eyes, but keep your back
straight, shoulders relaxed, head up...
BASIC MEDITATION
Take a deep, cleansing breath, expanding your belly and
keeping your shoulders relaxed, and hold it in f...
BASIC MEDITATION
If your thoughts drift toward the stresses
of the day ahead or of the day behind you,
gently refocus on ...
BASIC MEDITATION TIPS
 As you breathe, let your abdomen expand and contract,
rather than moving your shoulders up and dow...
BASIC MEDITATION TIPS
Don't breathe too quickly or too slowly;
just breathe at a natural rate, but more
deeply.
BASIC MEDITATION TIPS
If you find your thoughts drifting a lot at first,
don't worry that you're doing it 'wrong'. Notici...
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Accelerated learning for the student

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Accelerated learning for the student

  1. 1. ACCELERATED LEARNING ACCELERATED LEARNING How can you learn most effectively? ~Or Learning how to learn How can you learn most effectively? ~Or Learning how to learn
  2. 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
  3. 3. PREPARE TO LEARN Relax The correct diet Hydrate Temperature Oxygen and light levels Reduce stress Motivate Sleep Relax The correct diet Hydrate Temperature Oxygen and light levels Reduce stress Motivate Sleep
  4. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 19. HOW DO YOU LEARN? DIFFERENT LEARNING STYLES Auditory Kinaesthetic Visual
  20. 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. 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. 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. 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. 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. 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. 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.
  27. 27. Bodily kinesthetic Inter- personal Visual spatial Intelligence Inter- personal Intra- personal linguisticmusical naturalistic Visual spatial linguistic Logical musical
  28. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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.
  47. 47. THINKING SKILLS: METACOGNITION YOU ARE A TRUE LEARNER IF YOU CAN….. Reason: draw inferences, make deductions, judgements and decisions.
  48. 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. 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. 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. 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. 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. 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. 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. 55. BASIC MEDITATION TIPS Don't breathe too quickly or too slowly; just breathe at a natural rate, but more deeply.
  56. 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'!

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