This document provides tips for accelerated learning. It discusses preparing to learn through relaxation, diet, hydration, temperature, oxygen/light levels, and reducing stress. It then covers relaxation techniques, healthy diets, hydration, temperature control, oxygen/light exposure, and stress reduction. The document also discusses motivation, sleep, environments for learning, using music, structuring revision sessions, identifying learning styles, developing intelligence types, emotional intelligence, thinking skills, and becoming a true learner.
Basic meditation techniques can 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.
This document discusses multiple intelligences and learning styles. It describes visual, auditory and kinesthetic learning preferences. Visual learners benefit from illustrations and prefer passive surroundings. Auditory learners remember information by verbalizing lessons and find working in groups effective. Kinesthetic learners need to be active, enjoy hands-on experiences, and retain information better by doing something with it. The document encourages reflecting on your strengths and weaknesses to determine your dominant learning styles in different environments. It provides an example outline for a learning style paragraph assignment.
The document is a report card for Aaron Hirotani in the 6th grade at Merryhill Preparatory School. It summarizes his literacy, mathematics, self-reliance, and other goals for each academic quarter. It also outlines the responsibilities of Aaron, his teacher, and parents to support achieving these goals.
The document discusses concentration and strategies for improving it. It defines concentration as the ability to direct one's thinking, and notes that while all people have the ability to concentrate, sometimes thoughts become scattered. It recommends learning and practicing concentration skills like committing to tasks, managing enthusiasm, improving skills, and controlling one's emotional, physical, and environmental state when focusing. The document also provides specific techniques for maintaining concentration, such as setting aside worry time and using active learning styles tailored to one's needs.
Lovran what a brain has got to do with teaching.session oneslavicivan
This document discusses neuroeducation and how understanding the brain can improve teaching and learning. It is divided into four parts. Part one discusses neurolinguistics and the stages of learning. It explains how the brain works and the fields that make up neuroeducation. Part two likens the brain to a theater and explains thinking processes and how the brain saves energy. Part three covers motivation, coaching styles, and asking questions to gain a competitive advantage. Part four discusses learning Chinese tones, characters, and styles. Throughout, it provides information on language processing, learning, memory, and strategies for effective teaching.
The Secret of Adult Learning: It's NOT About Age!Sharon Bowman
The document summarizes the key ideas in adult learning theory, highlighting that:
1) Adult learning theory, as developed by Malcolm Knowles, posited that adults learn best through informal, experiential "andragogy" rather than formal pedagogy.
2) However, Knowles mistakenly assumed children learn best through formal pedagogy without evidence, cementing its use for non-adults.
3) Recent brain research shows all humans learn best through informal, hands-on methods regardless of age. Adult learning theory is really about human learning, not age-specific differences.
This chapter discusses language and thought. It covers the structure of language including phonology, syntax, and semantics. Language development milestones from babbling to telegraphic speech are reviewed. The possibility that language is an evolutionary adaptation is considered. The chapter also addresses classifying and categorizing through prototype and exemplar views and hierarchical category structure. Problem solving is examined, distinguishing between well-defined and ill-defined problems and addressing problem representation and solutions.
This document lists verbs that are commonly followed by the word "that" or used with an infinitive verb form preceded by "to". The first list includes verbs like "accept", "acknowledge", "admit" that are typically followed by a clause with "that". The second list contains verbs like "advise", "agree", "disagree" that are often used with an infinitive verb after "to".
Basic meditation techniques can 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.
This document discusses multiple intelligences and learning styles. It describes visual, auditory and kinesthetic learning preferences. Visual learners benefit from illustrations and prefer passive surroundings. Auditory learners remember information by verbalizing lessons and find working in groups effective. Kinesthetic learners need to be active, enjoy hands-on experiences, and retain information better by doing something with it. The document encourages reflecting on your strengths and weaknesses to determine your dominant learning styles in different environments. It provides an example outline for a learning style paragraph assignment.
The document is a report card for Aaron Hirotani in the 6th grade at Merryhill Preparatory School. It summarizes his literacy, mathematics, self-reliance, and other goals for each academic quarter. It also outlines the responsibilities of Aaron, his teacher, and parents to support achieving these goals.
The document discusses concentration and strategies for improving it. It defines concentration as the ability to direct one's thinking, and notes that while all people have the ability to concentrate, sometimes thoughts become scattered. It recommends learning and practicing concentration skills like committing to tasks, managing enthusiasm, improving skills, and controlling one's emotional, physical, and environmental state when focusing. The document also provides specific techniques for maintaining concentration, such as setting aside worry time and using active learning styles tailored to one's needs.
Lovran what a brain has got to do with teaching.session oneslavicivan
This document discusses neuroeducation and how understanding the brain can improve teaching and learning. It is divided into four parts. Part one discusses neurolinguistics and the stages of learning. It explains how the brain works and the fields that make up neuroeducation. Part two likens the brain to a theater and explains thinking processes and how the brain saves energy. Part three covers motivation, coaching styles, and asking questions to gain a competitive advantage. Part four discusses learning Chinese tones, characters, and styles. Throughout, it provides information on language processing, learning, memory, and strategies for effective teaching.
The Secret of Adult Learning: It's NOT About Age!Sharon Bowman
The document summarizes the key ideas in adult learning theory, highlighting that:
1) Adult learning theory, as developed by Malcolm Knowles, posited that adults learn best through informal, experiential "andragogy" rather than formal pedagogy.
2) However, Knowles mistakenly assumed children learn best through formal pedagogy without evidence, cementing its use for non-adults.
3) Recent brain research shows all humans learn best through informal, hands-on methods regardless of age. Adult learning theory is really about human learning, not age-specific differences.
This chapter discusses language and thought. It covers the structure of language including phonology, syntax, and semantics. Language development milestones from babbling to telegraphic speech are reviewed. The possibility that language is an evolutionary adaptation is considered. The chapter also addresses classifying and categorizing through prototype and exemplar views and hierarchical category structure. Problem solving is examined, distinguishing between well-defined and ill-defined problems and addressing problem representation and solutions.
This document lists verbs that are commonly followed by the word "that" or used with an infinitive verb form preceded by "to". The first list includes verbs like "accept", "acknowledge", "admit" that are typically followed by a clause with "that". The second list contains verbs like "advise", "agree", "disagree" that are often used with an infinitive verb after "to".
Este documento presenta el taller 2 de la materia Herramientas Telemáticas de la carrera de Ingeniería Electrónica de la UNAD. El taller incluye 4 actividades que exploran los servicios de Gmail, Google Maps, Google Books y la biblioteca virtual de la UNAD, así como servicios adicionales de Google como Calendar, Docs y Translate. También incluye definiciones de conceptos clave como Web 2.0, redes sociales, dirección IP, DNS, entre otros.
Curso de organización de eventos corportativos e institucionalesGrupus
Este curso enseña a organizar eventos corporativos e institucionales a través de técnicas básicas de organización de eventos y el protocolo empresarial e institucional. El curso dura 10 semanas los martes por la noche y cubre temas como tipos de eventos corporativos, protocolo en consejos de administración, y eventos académicos y estatales. Al final del curso se otorga un diploma de experto en organización de eventos corporativos e institucionales.
Este documento lista precios de varios componentes de computadoras, incluyendo tarjetas madre, monitores, procesadores, memorias, discos duros internos y externos, y otros accesorios. Se provén detalles como marca, capacidad, interfaz y precio de cada artículo.
The document provides tips for effective learning, including preparing your mind and body through relaxation, diet, hydration, temperature control, oxygen levels, and reducing stress. It discusses structuring revision sessions, different learning styles like auditory, kinesthetic and visual, and recognizing the eight types of intelligence. The key recommendations are to relax before studying, maintain a healthy diet and environment, structure learning into focused sessions, and identify your preferred learning styles and strengths.
Accelerated learning involves preparing the mind and environment for optimal learning. Key factors include relaxation techniques, proper diet, hydration, temperature control, reducing stress, getting enough sleep, and being motivated. It is also important to understand different learning styles such as auditory, visual, kinesthetic, and structure study sessions effectively with goals and review. Learning is most effective when it engages multiple senses and intelligences.
This document provides guidance on accelerated learning by discussing how to prepare for learning, relaxation techniques, diet, hydration, temperature, light and oxygen levels, reducing stress, motivation, sleep, room environment, music to aid learning, creating a supportive learning environment, teaching strategies, explaining tasks, homework, and learning styles. The key factors discussed for effective learning are relaxation, proper nutrition, reducing stress, motivation, sleep, variety, relationships, breaks, review, and addressing different learning styles.
The document provides guidance on effective learning techniques. It discusses that learning effectiveness depends on variety, challenges, physical and emotional state, environment, relationships, and breaks/review. It recommends preparing to learn through relaxation, diet, hydration, temperature control, oxygen/light levels, stress reduction, motivation, and sleep. During learning sessions, it suggests structuring techniques like context setting, engaging starters, multi-sensory main activities, and review. The document also covers learning styles like auditory, kinesthetic and visual and tailoring study methods accordingly.
Active learning requires engagement, concentration, and managing yourself, assignments, and others. The document discusses cognitive psychology, neuroscience, and how the brain works. It also discusses the effectiveness of multitasking and different cognitive learning styles including visual, auditory, tactile/kinesthetic learners. Multiple intelligences and how to improve concentration are also covered. Successful academic behaviors like attending class and forming study groups are recommended.
Active learning requires engagement, concentration, and managing yourself, assignments, and others. The document discusses cognitive psychology, neuroscience, multi-tasking, learning styles including visual, auditory, and tactile/kinesthetic, multiple intelligences, and concentration. Successful academic behaviors include attending class, being on time, reviewing notes, forming study groups, and collaborating with others.
The document discusses learning styles, strategies, and vocabulary learning techniques. It defines learning styles as an individual's approach to taking in and processing new information. The three main styles are visual, auditory, and tactile/kinesthetic. Learning strategies are purposeful steps used to comprehend, recall, and apply knowledge. Examples include note-taking, repetition, and questioning. Vocabulary learning techniques involve using new words in context, relating them to prior knowledge, and using dictionaries, among other methods.
Mind Up is a program designed to help young people improve their focus and attention through mindfulness exercises like breathing awareness. It teaches them about brain regions involved in emotion regulation and executive function. Core practices like focused breathing aim to increase self-awareness and the ability to better manage stress, emotions, and behaviors. Studies show these mindfulness techniques can help students feel calmer and learn more effectively.
This document discusses managing mixed ability language classes. It defines mixed ability as classes with diversity in students' language levels, learning styles, interests and backgrounds. This creates challenges like stronger students getting bored and weaker students not understanding. The document provides ideas to address this, such as catering to different learning speeds/styles, classroom management, learner training, motivation, and open-ended activities. It emphasizes celebrating student diversity and using each student's strengths.
Here are some possible inferences we could make:
- Paul has an outdoor job that involves getting his boots muddy (construction, landscaping, etc.)
- Paul lives in a house with front steps rather than an apartment
- Paul takes his muddy boots off on the front steps so he doesn't track mud into the house
Let's discuss as a group and see what other inferences we can reasonably make based on the limited information given. The goal is to practice critically evaluating by separating facts from inferences.
This document discusses brain dominance and its implications for learning and tutoring. It explains that most people have a dominant side of the brain - either left or right - that influences their preferred learning styles. The left brain favors logical, sequential thinking while the right brain is more visual and intuitive. Stress can also impact learning by causing the brain to use different memory systems. The document provides tips for tutors to incorporate understanding of brain dominance into their sessions, such as using step-by-step problems for left-brain learners and diagrams/visuals for right-brain learners. It encourages tutors to apply diverse strategies to engage both brain hemispheres.
The document discusses the key elements of effective communication. It states that communication is 33% verbal, 33% vocal, and 33% visual. If the message is inconsistent, it is 7% verbal, 38% vocal, and 55% visual. It also discusses nine behavioral skills that are important for interpersonal communication, including eye contact, posture, gestures, dress, voice, language, listener involvement, humor, and being authentic. The document emphasizes that effective communication involves believing in your message and developing skills through practice and feedback.
This document provides guidance on delivering an informative speech. It explains that an informative speech should provide the audience with new information, a new perspective on the topic, and increased knowledge. It then gives examples of sample speech topics, parts of a speech like the introduction, body, and conclusion. It also provides tips on capturing attention, organizing ideas, using examples, and leaving the audience with a final thought. The document aims to help a speaker effectively share information with an audience through an organized and engaging speech.
The document provides tips for delivering engaging presentations. It advises talking to the audience instead of reading, using cue cards while maintaining eye contact. Presenters should speak clearly at an understandable pace, vary their voice, and emphasize key points. Nervousness is common for new presenters but can be managed by smiling, breathing deeply, practicing, and slowing down speech. The goal is to communicate information to listeners in an engaging manner.
The document discusses learning styles and strategies for effective studying. It explains that there are three main learning styles - visual, auditory, and kinesthetic - based on how information enters the brain, through sight, hearing, or touch. Each learning style responds best to different study methods, such as using diagrams for visual learners, reading aloud for auditory learners, and hands-on activities for kinesthetic learners. The document encourages readers to understand their own learning style in order to choose the study strategies that work best for them.
Este documento presenta el taller 2 de la materia Herramientas Telemáticas de la carrera de Ingeniería Electrónica de la UNAD. El taller incluye 4 actividades que exploran los servicios de Gmail, Google Maps, Google Books y la biblioteca virtual de la UNAD, así como servicios adicionales de Google como Calendar, Docs y Translate. También incluye definiciones de conceptos clave como Web 2.0, redes sociales, dirección IP, DNS, entre otros.
Curso de organización de eventos corportativos e institucionalesGrupus
Este curso enseña a organizar eventos corporativos e institucionales a través de técnicas básicas de organización de eventos y el protocolo empresarial e institucional. El curso dura 10 semanas los martes por la noche y cubre temas como tipos de eventos corporativos, protocolo en consejos de administración, y eventos académicos y estatales. Al final del curso se otorga un diploma de experto en organización de eventos corporativos e institucionales.
Este documento lista precios de varios componentes de computadoras, incluyendo tarjetas madre, monitores, procesadores, memorias, discos duros internos y externos, y otros accesorios. Se provén detalles como marca, capacidad, interfaz y precio de cada artículo.
The document provides tips for effective learning, including preparing your mind and body through relaxation, diet, hydration, temperature control, oxygen levels, and reducing stress. It discusses structuring revision sessions, different learning styles like auditory, kinesthetic and visual, and recognizing the eight types of intelligence. The key recommendations are to relax before studying, maintain a healthy diet and environment, structure learning into focused sessions, and identify your preferred learning styles and strengths.
Accelerated learning involves preparing the mind and environment for optimal learning. Key factors include relaxation techniques, proper diet, hydration, temperature control, reducing stress, getting enough sleep, and being motivated. It is also important to understand different learning styles such as auditory, visual, kinesthetic, and structure study sessions effectively with goals and review. Learning is most effective when it engages multiple senses and intelligences.
This document provides guidance on accelerated learning by discussing how to prepare for learning, relaxation techniques, diet, hydration, temperature, light and oxygen levels, reducing stress, motivation, sleep, room environment, music to aid learning, creating a supportive learning environment, teaching strategies, explaining tasks, homework, and learning styles. The key factors discussed for effective learning are relaxation, proper nutrition, reducing stress, motivation, sleep, variety, relationships, breaks, review, and addressing different learning styles.
The document provides guidance on effective learning techniques. It discusses that learning effectiveness depends on variety, challenges, physical and emotional state, environment, relationships, and breaks/review. It recommends preparing to learn through relaxation, diet, hydration, temperature control, oxygen/light levels, stress reduction, motivation, and sleep. During learning sessions, it suggests structuring techniques like context setting, engaging starters, multi-sensory main activities, and review. The document also covers learning styles like auditory, kinesthetic and visual and tailoring study methods accordingly.
Active learning requires engagement, concentration, and managing yourself, assignments, and others. The document discusses cognitive psychology, neuroscience, and how the brain works. It also discusses the effectiveness of multitasking and different cognitive learning styles including visual, auditory, tactile/kinesthetic learners. Multiple intelligences and how to improve concentration are also covered. Successful academic behaviors like attending class and forming study groups are recommended.
Active learning requires engagement, concentration, and managing yourself, assignments, and others. The document discusses cognitive psychology, neuroscience, multi-tasking, learning styles including visual, auditory, and tactile/kinesthetic, multiple intelligences, and concentration. Successful academic behaviors include attending class, being on time, reviewing notes, forming study groups, and collaborating with others.
The document discusses learning styles, strategies, and vocabulary learning techniques. It defines learning styles as an individual's approach to taking in and processing new information. The three main styles are visual, auditory, and tactile/kinesthetic. Learning strategies are purposeful steps used to comprehend, recall, and apply knowledge. Examples include note-taking, repetition, and questioning. Vocabulary learning techniques involve using new words in context, relating them to prior knowledge, and using dictionaries, among other methods.
Mind Up is a program designed to help young people improve their focus and attention through mindfulness exercises like breathing awareness. It teaches them about brain regions involved in emotion regulation and executive function. Core practices like focused breathing aim to increase self-awareness and the ability to better manage stress, emotions, and behaviors. Studies show these mindfulness techniques can help students feel calmer and learn more effectively.
This document discusses managing mixed ability language classes. It defines mixed ability as classes with diversity in students' language levels, learning styles, interests and backgrounds. This creates challenges like stronger students getting bored and weaker students not understanding. The document provides ideas to address this, such as catering to different learning speeds/styles, classroom management, learner training, motivation, and open-ended activities. It emphasizes celebrating student diversity and using each student's strengths.
Here are some possible inferences we could make:
- Paul has an outdoor job that involves getting his boots muddy (construction, landscaping, etc.)
- Paul lives in a house with front steps rather than an apartment
- Paul takes his muddy boots off on the front steps so he doesn't track mud into the house
Let's discuss as a group and see what other inferences we can reasonably make based on the limited information given. The goal is to practice critically evaluating by separating facts from inferences.
This document discusses brain dominance and its implications for learning and tutoring. It explains that most people have a dominant side of the brain - either left or right - that influences their preferred learning styles. The left brain favors logical, sequential thinking while the right brain is more visual and intuitive. Stress can also impact learning by causing the brain to use different memory systems. The document provides tips for tutors to incorporate understanding of brain dominance into their sessions, such as using step-by-step problems for left-brain learners and diagrams/visuals for right-brain learners. It encourages tutors to apply diverse strategies to engage both brain hemispheres.
The document discusses the key elements of effective communication. It states that communication is 33% verbal, 33% vocal, and 33% visual. If the message is inconsistent, it is 7% verbal, 38% vocal, and 55% visual. It also discusses nine behavioral skills that are important for interpersonal communication, including eye contact, posture, gestures, dress, voice, language, listener involvement, humor, and being authentic. The document emphasizes that effective communication involves believing in your message and developing skills through practice and feedback.
This document provides guidance on delivering an informative speech. It explains that an informative speech should provide the audience with new information, a new perspective on the topic, and increased knowledge. It then gives examples of sample speech topics, parts of a speech like the introduction, body, and conclusion. It also provides tips on capturing attention, organizing ideas, using examples, and leaving the audience with a final thought. The document aims to help a speaker effectively share information with an audience through an organized and engaging speech.
The document provides tips for delivering engaging presentations. It advises talking to the audience instead of reading, using cue cards while maintaining eye contact. Presenters should speak clearly at an understandable pace, vary their voice, and emphasize key points. Nervousness is common for new presenters but can be managed by smiling, breathing deeply, practicing, and slowing down speech. The goal is to communicate information to listeners in an engaging manner.
The document discusses learning styles and strategies for effective studying. It explains that there are three main learning styles - visual, auditory, and kinesthetic - based on how information enters the brain, through sight, hearing, or touch. Each learning style responds best to different study methods, such as using diagrams for visual learners, reading aloud for auditory learners, and hands-on activities for kinesthetic learners. The document encourages readers to understand their own learning style in order to choose the study strategies that work best for them.
This document provides 15 activities for brain stimulation and the science behind why each activity is beneficial. Some of the activities include going to a museum tour and writing a synopsis, listening to song lyrics and memorizing them, doing puzzles, learning a new language, and practicing a musical instrument. The activities help engage different areas of the brain through focus, memory, problem-solving and learning. They can help improve functions like attention, memory retrieval, and mental processing speed. Regular brain stimulation from such activities may help protect against cognitive decline.
This document provides guidance on improving presentation skills. It discusses the importance of being able to effectively express ideas to others. While preparation and content are important, delivery is also key. The document provides tips on using eye contact, body language, voice, preparing content using the "3 As" framework of analyzing the audience, defining the desired action, and arranging the argument, developing effective visual aids, and responding well to questions. The overall aim is to help presenters improve their skills and confidence when speaking publicly.
The document discusses learning styles and provides information on visual, auditory, and tactile learners. It notes that visual learners prefer using visual aids like pictures and diagrams, auditory learners prefer listening to lectures, and tactile learners prefer hands-on learning. The document also discusses other aspects that may influence learning styles, such as personality traits and multiple intelligences. It provides tips on identifying one's own learning style and adapting study strategies accordingly.
This document discusses the results of a VARK learning styles inventory test taken by a student named Ana Mercedes García. The test assessed García's preferences across four sensory modalities: Visual, Aural, Read/Write, and Kinesthetic. García's scores indicated a multimodal learning preference with strengths in Read/Write and Kinesthetic. The document outlines strategies for intake and output of information based on García's learning preferences and concludes that understanding one's learning style can help identify weaknesses to improve and lead to academic success.
Similar to Accelerated learning for the student (20)
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 Oxygen and light
The correct diet levels
Hydrate Reduce stress
Temperature Motivate
Sleep
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.
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.
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.
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.
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 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.
11. SLEEP
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 A study time table
learn should be a Deadlines for
multisensory environment. examinations or
Displays are an essential assignments.
part of this. Motivational posters.
Key words of the
They should include :
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!
14. 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.
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?
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.
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.
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.
19. H OW D O YO U L E A R N ? D I F F E R E N T
LEARNING STYLES
Auditory
Kinaesthetic
Visual
20. 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
21. AU D I T O RY: T H E B E S T L E A R N I N G
A C T I V I T I E S F O R YO U :
Hearing a presentation Explaining to another
Reading aloud student
Making a tape to listen Internal verbalisations
to
Practice saying words
Verbal summaries
before writing
22. KINAESTHETIC: DO YOU...
Characteristics Fidget when inactive
Play games or sport to
When angry you
relax
clench fists, grit teeth
Prefer to talk while doing
something else and storm off.
Talk slow, using gestures
and expressions
23. KINAESTHETIC: THE BEST LEARNING
ACTIVITIES FOR YOU :
Copy demonstrations Walk around as you read
Make models Underline/highlight
new information
Record information as
Use index cards for key
you hear it, preferably as
points
a mind map
24. VISUAL: DO YOU...
Characteristics Forget names but
remember faces
Prefer to watch a film or
TV or read a book to relax When inactive you doodle
or watch something or
Prefer to talk face-to-face
someone
Talk fast, don’t enjoy
When angry you remain
listening
silent and seethe
25. V I S UA L : T H E B E S T L E A R N I N G
A C T I V I T I E S F O R YO U :
Write down key facts Use time lines for
or draw a mind map remembering dates
Visualise Create strong visual
Create pictures or links
diagrams
26. R E C O G N I Z E A N D C E L E B R AT E
YO U R I N T E L L I G E N C E
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. Bodily
kinesthetic
Visual Inter-
spatial personal
naturalistic Intelligence Intra-
personal
musical linguistic
Logical
28. BODILY KINAESTHETIC INTELLIGENCE -
USED FOR TOUCH AND REFLEX
Characteristics:
Good at sport Good with your hands
Never sit still Control of reflexes and body
Like to touch Good timing
29. BODILY KINAESTHETIC INTELLIGENCE -
USED FOR TOUCH AND REFLEX
Best learning activities:
Learn by doing Writing bullet points/mind
Role play and drama maps
Field trips Changing activity frequently
Making models Mental review during activity.
30. INTERPERSONAL INTELLIGENCE -USED
FOR COMMUNICATING WITH OTHERS
Characteristics:
Relates to and mixes well Mediates between
with others people
Puts people at their ease Good communicator
Has many friends Good negotiator
Sympathetic to others Co-operative
31. INTERPERSONAL INTELLIGENCE -USED
FOR COMMUNICATING WITH OTHERS
Best learning activities:
Learning from peers Comparing notes
Working in Making use of
teams/groups mentors
Sharing information Peer teaching
32. INTRA-PERSONAL INTELLIGENCE –
U S E D F O R S E L F - D I S C OV E RY A N D
ANALYSIS
Characteristics:
Know your own Wants to be different
strengths Keeps a diary
Private Plans time effectively
Independent Self-motivated
33. INTRA-PERSONAL INTELLIGENCE –
U S E D F O R S E L F - D I S C OV E RY A N D
ANALYSIS
Best learning activities:
Setting goals and targets Seeking the human angle
Creating personal Reflecting, writing, discussing
interest what was experienced and the
feelings this evoked.
Taking control of
Reflecting on how new
learning
information fits
34. LINGUISTIC INTELLIGENCE: USED
FOR READING WRITING AND SPEECH
Characteristics:
Extensive vocabulary Expressive and fluent
speech
Good at spelling
Good listener
Good written
Strong reasoning ability
communication
Methodical
35. LINGUISTIC INTELLIGENCE: USED
FOR READING WRITING AND SPEECH
Best Learning Activities:
Learning from books, tapes
Making up cross-words or
and lectures.
puzzles to solve.
Read from a text, summarize
Debating and discussing
out loud in their own words.
issues.
Brainstorming to organize
Oral presentations.
thoughts or distinguish key
points.
36. LOGICAL MATHEMATICAL
INTELLIGENCE : USED FOR MATH,
L OG I C A N D S Y S T E M S.
Characteristics:
Good at budgeting Plans time and
Logical thought, reasons effectively
explanation and action Seeks patterns and
Organised relationships
precise
37. LOGICAL MATHEMATICAL
INTELLIGENCE : USED FOR MATH,
L OG I C A N D S Y S T E M S.
Best Learning Activities:
Listing and numbering key points Analysing and interpreting data
Using a flow chart to express Reasoning and deducing
information
Creating and solving problems
Using spread sheets
Playing mathematical games.
Using time-lines to remember
dates and events
38. MUSICAL INTELLIGENCE: USED
F O R R H Y T H M , M U S I C A N D LY R I C S
Characteristics:
Sensitive to music and
Good at selecting
its emotions
background music
Changes mood with
music May be deeply spiritual
Good at keeping time to
a beat
39. MUSICAL INTELLIGENCE: USED
F O R R H Y T H M , M U S I C A N D LY R I C S
Best Learning activities:
Use music to relax Writing out songs/raps/poems
before learning to aid recall
Use music while Use musical approach to
studying that reflects remember key words
what is being learned. (association/ tone/ rhythm)
40. N AT U R A L I S T I C I N T E L L I G E N C E :
USED TO MAKE SENSE OF THE
N AT U R A L W O R L D.
Characteristics:
Interest and enthusiasm Attuned to natural
for learning about nature and
environment
different habitats (this
Troubled by pollution
obviously aids recall).
and issues of the
Comfortable in different
biosphere.
types of environments
41. N AT U R A L I S T I C I N T E L L I G E N C E :
USED TO MAKE SENSE OF THE
N AT U R A L W O R L D.
Best Learning activities:
Learning outdoors Reading about /
e.g.: field trips. listening to
Investigating/enquirin presentations on nature
g into environmental Studying the habits of
issues
animals/pets.
42. V I S UA L S PAT I A L I N T E L L I G E N C E :
U S E D F O R V I S UA L I Z AT I O N A N D
ART
Characteristics
Thinks and remembers in Good at art and
pictures drawing
Good sense of image/use of
Good sense of direction
minds eye.
Well dressed.
Strong sense of color
43. V I S UA L S PAT I A L I N T E L L I G E N C E :
U S E D F O R V I S UA L I Z AT I O N A N D
ART
Best Learning activities:
Learning from film, Highlighting key points in
video or power points different colours
Using mind maps, Studying in different
symbols and diagrams 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!***
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.
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.
47. THINKING SKILLS:
METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Reason: draw inferences, make
deductions, judgements and decisions.
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.
49. THINKING SKILLS:
METACOGNITION
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.
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.
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.
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
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.
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'!