Accelerated learning for the student
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ACCELERATED LEARNING
How can you learn most effectively?
~OrLearning how to learn
THE BIG PICTURE
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PREPARE TO LEARN
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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.
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.
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.
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.
OXYGEN AND LIGHT LEVELS
O
pen your windows.
K
eep plants in your room, they also filter out harmful gasses
from computers.
A
llow as much natural light as possible, avoid fluorescent
lighting if at all possible.
REDUCE STRESS
A
cknowledge the presence and importance of stress to yourself.
U
se music to relax.
U
se basic meditation techniques.
H
ave plants in your room.
MOTIVATION
T
he most effective motivation is intrinsic
not extrinsic.
E
stablish “what’s in it for me”. Set your
own learning goals. Use SMART targets.
SLEEP
S
leep helps you to remember what you have
learnt during the day.
R
emember, the hours before midnight are
more important than after!
T
he room in which you learn
should be a multisensory
environment.
D
isplays are an essential
part of this.
T
hey should include :
A
study time table
D
eadlines for examinations
or assignments.
M
otivational posters.
K
ey words of the topics.
ROOM TO LEARN
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!
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.
P
art 1: put the learning in context.
R
eview learning from previous session- what do you know?
R
elate learning to examination - what is in the exam?,
M
ake learning outcomes clear.- What do you want to know by the
end of your session?
STRUCTURING A REVISION SESSION
STRUCTURING A REVISION SESSION
P
art 2: Starter
E
ngage your interest, look at a picture or read an article relating to the
subject, or even visualise using the knowledge for something important.
T
ry to put prior knowledge in context, how does it relate to what you
want to know?
P
repare for main task.
STRUCTURING A REVISION SESSION
P
art 3: Main revision:
L
earning 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.
W
ork should be challenging and broken into achievable chunks, 45
mins is just about anybody's maximum focus.
STRUCTURING A REVISION SESSION
Part 4:
Plenary
R
eview what you have learned. Use these techniques:
W
rite out summary points
D
raw a mind map of your session
N
ame the most important thing you have learned.
P
repare flash cards or summary diagrams.
D
evelop a technique to question yourself. Write and answer 5 questions on the main points
you have covered.
HOW DO YOU LEARN? DIFFERENT LEARNING STYLES
C
haracteristics L
isten to music when relaxing
P
refer to talk on the phone
E
ager to talk
F
orget faces but remember names
T
alk when inactive
O
utburst when angry
D
on’t like reading books or manuals
AUDITORY: DO YOU...
H
earing a presentation
R
eading aloud
M
aking a tape to listen to
V
erbal summaries
E
xplaining to another
student
I
nternal verbalisations
P
ractice saying words
before writing
AUDITORY: THE BEST LEARNING ACTIVITIES FOR YOU:
C
haracteristics
P
lay games or sport to relax
P
refer to talk while doing
something else
T
alk slow, using gestures and
expressions
KINAESTHETIC: DO YOU...
F
idget when inactive
W
hen angry you
clench fists, grit
teeth and storm off.
C
opy demonstrations
M
ake models
R
ecord information as you
hear it, preferably as a
mind map
KINAESTHETIC: THE BEST LEARNING ACTIVITIES FOR YOU:
W
alk around as you read
U
nderline/highlight new
information
U
se index cards for key
points
C
haracteristics
P
refer to watch a film or TV
or read a book to relax
P
refer to talk face-to-face
T
alk fast, don’t enjoy listening
VISUAL: DO YOU...
F
orget names but remember
faces
W
hen inactive you doodle or
watch something or someone
W
hen angry you remain silent
and seethe
W
rite down key facts or
draw a mind map
V
isualise
C
reate pictures or
diagrams
VISUAL: THE BEST LEARNING ACTIVITIES FOR YOU:
U
se time lines for
remembering dates
C
reate strong visual
links
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.
G
ood at sport
N
ever sit still
L
ike to touch
BODILY KINAESTHETIC INTELLIGENCE-USED FOR TOUCH AND REFLEX
G
ood with your hands
C
ontrol of reflexes and body
G
ood timing
Characteristics:
L
earn by doing
R
ole play and drama
F
ield trips
M
aking models
BODILY KINAESTHETIC INTELLIGENCE-USED FOR TOUCH AND REFLEX
W
riting bullet points/mind maps
C
hanging activity frequently
M
ental review during activity.
Best learning
activities:
R
elates to and mixes well with
others
P
uts people at their ease
H
as many friends
S
ympathetic to others
INTERPERSONAL INTELLIGENCE -USED FOR COMMUNICATING WITH OTHERS
M
ediates between people
G
ood communicator
G
ood negotiator
C
o-operative
Characteristics:
L
earning from peers
W
orking in teams/groups
S
haring information
INTERPERSONAL INTELLIGENCE -USED FOR COMMUNICATING WITH OTHERS
C
omparing notes
M
aking use of mentors
P
eer teaching
Best learning activities:
K
now your own strengths
P
rivate
I
ndependent
INTRA-PERSONAL INTELLIGENCE – USED FOR SELF-DISCOVERY AND ANALYSIS
W
ants to be different
K
eeps a diary
P
lans time effectively
S
elf-motivated
Characteristics:
S
etting goals and targets
C
reating personal interest
T
aking control of learning
INTRA-PERSONAL INTELLIGENCE – USED FOR SELF-DISCOVERY AND ANALYSIS
S
eeking the human angle
R
eflecting, writing, discussing what
was experienced and the feelings
this evoked.
R
eflecting on how new information fits
Best learning
activities:
E
xtensive vocabulary
G
ood at spelling
G
ood written
communication
LINGUISTIC INTELLIGENCE: USED FOR READING WRITING AND SPEECH
E
xpressive and fluent speech
G
ood listener
S
trong reasoning ability
M
ethodical
Characteristics:
L
earning from books, tapes and
lectures.
R
ead from a text, summarize out
loud in their own words.
B
rainstorming to organize
thoughts or distinguish key
points.
LINGUISTIC INTELLIGENCE: USED FOR READING WRITING AND SPEECH
M
aking up cross-words or
puzzles to solve.
D
ebating and discussing
issues.
O
ral presentations.
Best Learning Activities:
G
ood at budgeting
L
ogical thought,
explanation and action
O
rganised
LOGICAL MATHEMATICAL INTELLIGENCE: USED FOR MATH, LOGIC AND SYSTEMS.
P
lans time and reasons
effectively
S
eeks patterns and
relationships
p
recise
Characteristics:
L
isting and numbering key points
U
sing a flow chart to express information
U
sing spread sheets
U
sing time-lines to remember dates and
events
LOGICAL MATHEMATICAL INTELLIGENCE: USED FOR MATH, LOGIC AND SYSTEMS.
A
nalysing and interpreting data
R
easoning and deducing
C
reating and solving problems
P
laying mathematical games.
Best Learning
Activities:
S
ensitive to music and its
emotions
C
hanges mood with music
G
ood at keeping time to a
beat
MUSICAL INTELLIGENCE: USED FOR RHYTHM, MUSIC AND LYRICS
G
ood at selecting
background music
M
ay be deeply spiritual
Characteristics:
U
se music to relax before
learning
U
se music while studying
that reflects what is
being learned.
MUSICAL INTELLIGENCE: USED FOR RHYTHM, MUSIC AND LYRICS
W
riting out songs/raps/poems to
aid recall
U
se musical approach to
remember key words
(association/ tone/ rhythm)
Best Learning activities:
I
nterest and enthusiasm for
learning about nature and
different habitats (this
obviously aids recall).
C
omfortable in different types
of environments
NATURALISTIC INTELLIGENCE: USED TO MAKE SENSE OF THE
NATURAL WORLD.
A
ttuned to natural
environment
T
roubled by pollution and
issues of the biosphere.
Characteristics:
L
earning outdoors e.g.:
field trips.
I
nvestigating/enquiring
into environmental
issues
NATURALISTIC INTELLIGENCE: USED TO MAKE SENSE OF THE
NATURAL WORLD.
R
eading about / listening to
presentations on nature
S
tudying the habits of
animals/pets.
Best Learning
activities:
Thinks and remembers in pictures
G
ood sense of image/use of minds
eye.
S
trong sense of color
VISUAL SPATIAL INTELLIGENCE: USED FOR VISUALIZATION AND ART
G
ood at art and drawing
G
ood sense of direction
W
ell dressed.
Characteristics
L
earning from film,
video or power points
U
sing mind maps,
symbols and diagrams
VISUAL SPATIAL INTELLIGENCE: USED FOR VISUALIZATION AND ART
H
ighlighting key points in
different colours
S
tudying in different settings
to gain different perspectives
Best Learning
activities:
EMOTIONAL INTELLIGENCE
A
study on Harvard students tested for IQ and EI showed a link between
emotional intelligence and higher earning power, NOT IQ.
E
MOTIONAL INTELIGENCE IS :
*
SELF-AWARENESS *SELF-DISIPILNE * PERSISTANCE * EMPATHY
*
**YOU CAN LEARN AND IMPROVE YOUR EMOTIONAL
INTELIGENCE!***
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.
THINKING SKILLS: METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Process information: locate,
collect and recall information,
analyse, sort, classify and
sequence information.
THINKING SKILLS: METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Reason: draw inferences, make
deductions, judgements and
decisions.
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.
THINKING SKILLS: METACOGNITION
YOU ARE A TRUE LEARNER IF YOU CAN…..
Think creatively: generate and
extend ideas, find alternative and
innovative outcomes
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.
BASIC MEDITATION
S
it in a comfortable position.
C
lose your eyes, but keep your back
straight, shoulders relaxed, head up, your
eyes (behind your lids) focused ahead.
BASIC MEDITATIONT
ake 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.
BASIC MEDITATION
I
f 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
BASIC MEDITATION TIPS
A
s 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.
BASIC MEDITATION TIPS
D
on't breathe too quickly or too
slowly; just breathe at a natural
rate, but more deeply.
BASIC MEDITATION TIPS
I
f 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'!