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