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Accelerated learning
- 1. ACCELERATED LEARNING How can you learn most effectively? ~Or Learning how to learn
- 2. THE BIG PICTURE Variety and Relationships challenge Breaks and environment review Accessible Physical and and inclusive emotional state
- 3. PREPARE TO LEARN Relax The correct diet Hydrate Temperature Oxygen and light levels Reduce stress Motivate Sleep
- 4. RELAXATION Basic meditation techniquescan be learned. A simple focus on breathing, in through the nose out through the mouth is good. 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 helpto 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 Hydrationhelps to maintain optimum brain functioning. Always explain the benefits of water. Allow/encourage use of water bottles. This will also minimise interruptions.
- 7. TEMPERATURE Have a thermometerin 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.
- 9. REDUCE STRESS Acknowledge thepresence and importance of stress to your students. Use music to relax your students. 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”. Allow students to set their own learning goals. Use SMART targets.
- 11. SLEEP Sleep helpsyou to remember what you have learnt during the day. Remember, the hours before midnight are more important than after!
- 12. ROOM TO LEARN Your class room should be a multisensory environment. Displays are an essential part of this. They should include : Students work, including examples of different abilities. Work to illustrate assessment objectives. Motivational posters. Key words of the topics.
- 13. MUSIC TO AID LEARNING Its not just baroque music that helps. Remember, most students will listen to music at home while studying. Some even find silence unsettling!
- 14. MUSIC TO AID LEARNING-PLAN IT, DON’T JUST PLAY IT! Upbeat positive music at the start of the class. Music linked to the topic of study. Use relaxing background music (60 beats per minute) to aid learning. Use dramatic music to conclude a lesson.
- 15. CREATE A SUPPORTIVE LEARNINGENVIRONMENT. Ensure there are clear class room rules, and clear sanctions negotiated by the students. Focus on helping others to learn. Allow students to express what they expect from their teacher. Keep expectations high and linked with ability. Allow, even encourage mistakes. Listen to everyone's views and do not allow personal put downs. Give frequent praise and don’t always try and be right.
- 16. TEACHING STRATEGIES. Startinga lesson Structuring a lesson Questioning Use variation in your teaching style Explaining and introducing tasks Setting tasks Show them what they have learned. Review Homework
- 17. STARTING A LESSON Arrive before the students. Greet each student Insist students enter quietly and settle quickly Consider using music to set the tone of the lesson. Ensure equipment and hand-outs are already on desks. Engage students interests with a starter or warm up activity.
- 18. STRUCTURING A LESSON Part 1: put the learning in Part 2: Starter context. A short activity that engages Review learning from the students interest – a previous lesson. prop/story/exciting stimulus. Relate learning to syllabus Try to put prior knowledge in Make learning outcomes context. clear. Prepare for main task.
- 19. STRUCTURING A LESSON Part 3: Main teaching and learning. Part 4: Plenary Students should be engaged for An opportunity to review 75% of the lesson. Act as facilitator, don’t talk for too learning. long. A chance to reflect on the Learning should be multi-sensory main learning. and engage different learning styles. Works should be Careful questioning. differentiated, challenging and broken into achievable chunks.
- 20. QUESTIONING Pitch languageand content at an appropriate level Ask open and closed questions Prompt and give clues Allow thinking time Invite answers Wait before commenting Allow students to devise their own questions
- 21. USE VA R I AT I O N I N YO U R T E AC H I N G S T Y L E A greater variety in teaching styles is more effective for learning and stimulates interest and motivation, Use the check list provided to reflect on your teaching styles.
- 22. EXPLAINING AND INTRODUCING TASKS Give the tasks verbally and in writing. Make sure everyone understands the assessment criteria. Carefully differentiate all tasks. Break up all new information into chunks Give a time frame.
- 23. SETTING AND MANAGING TASKS Offer a choice in the task or the way the results are presented. Include a variety of task to appeal to different types of learner. Allow plenty of opportunity for individual/group/pair work. Circulate widely. Do not insist on silence as long as they are focused on the task. Maximise the time spent on carrying out and reflecting on the task.
- 24. SHOW THEM WHAT THEYHAVE LEARNED Checking answers. Reading out responses. Presentations to the class. Completion.
- 25. REVIEW Students need plenty of opportunities to review what they have learned. This could take place in the plenary. Writing out summary points Drawing a mind map of a lesson Naming the most important thing they learned. Preparing flash cards or summary diagrams.
- 26. HOMEWORK Effective: Ineffective: Used to extend learning Finishing of work done in Builds on what is learnt in the lessons. lesson Optional Takes advantage of students Give to specific students, eg home lives those who did not complete work Is enjoyable in class.
- 27. DIFFERENT LEARNING STYLES Auditory Kinaesthetic Visual
- 28. AUDITORY Characteristics Learning Activities Listen to music when relaxing Hearing a presentation Prefer to talk on the phone Reading aloud Eager to talk Making a tape to listen to Verbal summaries Forget faces but remember names Explaining to another student Talk when inactive Internal verbalisations Outburst when angry Practice saying words before writing Don’t like reading books or manuals
- 29. KINAESTHETIC Characteristics Learning Activities Play games or sport to relax Copy demonstrations Prefer to talk while doing Make models something else Record information as they hear it, preferably as a mind map Slow talkers, using gestures and expressions Walk around as they read Underline/highlight new information Fidget when inactive Use index cards for key points When angry they clench fists, grit teeth and storm off.
- 30. VISUAL Characteristics Learning Activities Prefer to watch a film or TV or read a Write down key facts or draw a book to relax Prefer to talk face-to-face mind map Fast talkers, don’t enjoy listening Visualise Forget names but remember faces Create pictures or diagrams When inactive they doodle or watch Use time lines for remembering something or someone dates When angry they remain silent and seethe Create strong visual links