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Accelerated learning for the student
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.
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Accelerated learning for the student
- 1. ACCELERATED LEARNING ACCELERATED LEARNING How can youlearn most effectively? ~Or Learning how to learn How can you learn most effectively? ~Or Learning how to learn
- 2. THE BIG PICTURE Variety and challenge Physicaland emotional state Environment Relationships Accessible and inclusive Breaks and review Variety and challenge Physical and emotional state Accessible and inclusive
- 3. PREPARE TO LEARN Relax Thecorrect 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. RELAXATION Basic meditation techniquescan 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. 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. 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 helpsto 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. TEMPERATURE Be aware ofthe 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. OXYGEN AND LIGHT LEVELS Openyour 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. REDUCE STRESS Acknowledge thepresence 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. MOTIVATION The most effectivemotivation 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. SLEEP Sleep helps youto 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. ROOM TO LEARN Theroom 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. MUSIC TO AIDLEARNING 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. MUSIC TO AID LEARNING-PLANIT, 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. 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. 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. 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. STRUCTURING A REVISION SESSION Part4: 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. HOW DO YOULEARN? DIFFERENT LEARNING STYLES Auditory Kinaesthetic Visual
- 20. Characteristics Listen tomusic 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. AUDITORY: THE BESTLEARNING 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. 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. K I NA 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. 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. VISUAL: THE BESTLEARNING 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. RECOGNIZE AND CELEBRATE YOURINTELLIGENCE 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.
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- 28. B O DI 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. B O DI 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. I N TE 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. I N TE 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. I N TR 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. I N TR 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. LINGUISTIC INTELLIGENCE: USED FORREADING 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. LINGUISTIC INTELLIGENCE: USED FORREADING 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. LO G IC 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. LO G IC 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. MUSICAL INTELLIGENCE: USED FORRHYTHM, 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. MUSICAL INTELLIGENCE: USED FORRHYTHM, 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. NATURALISTIC INTELLIGENCE : USEDTO 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. NATURALISTIC INTELLIGENCE : USEDTO 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. VISUAL SPATIAL INTELLIGENCE: USEDFOR 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. VISUAL SPATIAL INTELLIGENCE: USEDFOR 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. EMOTIONAL INTELLIGENCE A studyon 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. DEVELOPING EMOTIONAL INTELLIGENCE 1. DEVELOPCOMMUNICATION 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. THINKING SKILLS: METACOGNITION YOU AREA 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. THINKING SKILLS: METACOGNITION YOU AREA TRUE LEARNER IF YOU CAN….. Reason: draw inferences, make deductions, judgements and decisions.
- 48. THINKING SKILLS: METACOGNITION YOU AREA 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. THINKING SKILLS: METACOGNITION YOU AREA 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. THINKING SKILLS: METACOGNITION YOU AREA 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. BASIC MEDITATION Sit ina 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. BASIC MEDITATION Take adeep, 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. BASIC MEDITATION If yourthoughts 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. 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. BASIC MEDITATION TIPS Don'tbreathe too quickly or too slowly; just breathe at a natural rate, but more deeply.
- 56. BASIC MEDITATION TIPS Ifyou 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'!