accelerated learning

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ACCELERATED LEARNING How can you learn most effectively? ~Or Learning how to learn

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Accelerated learning

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Page 1: Accelerated learning

ACCELERATED LEARNING

How can you learn most effectively?

~Or

Learning how to learn

Page 2: Accelerated learning

THE BIG PICTURE

Physical and

emotional state

environment

Relationships

Accessible and

inclusive

Breaks and revie

w

Variety and

challenge

Page 3: Accelerated learning

PREPARE TO LEARN

Relax

The correct diet

Hydrate

Temperature

Oxygen and light levels

Reduce stress

Motivate

Sleep

Page 4: Accelerated learning

RELAXATION

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,

Page 5: Accelerated learning

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.

Page 6: Accelerated learning

HYDRATION

Hydration helps to maintain optimum brain

functioning.

Always explain the benefits of water.

Allow/encourage use of water bottles. This will

also minimise interruptions.

Page 7: Accelerated learning

TEMPERATURE

Have a thermometer in your room, this will allow you to maintain

an optimum temperature that is not too hot and not too cold.

Page 8: Accelerated learning

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.

Page 9: Accelerated learning

REDUCE STRESS

Acknowledge the presence and importance of

stress to your students.

Use music to relax your students.

Use basic meditation techniques.

Have plants in your room.

Page 10: Accelerated learning

MOTIVATION

The most effective motivation is intrinsic not

extrinsic.

Establish “what’s in it for me”. Allow students

to set their own learning goals. Use SMART

targets.

Page 11: Accelerated learning

SLEEP

Sleep helps you to remember what you have learnt during the day.

Remember, the hours before midnight are more important than after!

Page 12: Accelerated learning

ROOM TO LEARN

Your class room should be a multisensory environment.

Displays are an essential part of this.

They should include :

Students work, including examples of different abilities.

Work to illustrate assessment objectives.

Motivational posters.

Key words of the topics.

Page 13: Accelerated learning

MUSIC TO AID LEARNING

Its not just baroque music that helps.

Remember, most students will listen to music at

home while studying.

Some even find silence unsettling!

Page 14: Accelerated learning

MUSIC TO AID LEARNING-PLAN IT, DON’T JUST PLAY IT!

Upbeat positive music at the start of the class.

Music linked to the topic of study.

Use relaxing background music (60 beats per

minute) to aid learning.

Use dramatic music to conclude a lesson.

Page 15: Accelerated learning

CREATE A SUPPORTIVE LEARNING ENVIRONMENT.

Ensure there are clear class room rules, and clear sanctions

negotiated by the students. Focus on helping others to learn.

Allow students to express what they expect from their teacher.

Keep expectations high and linked with ability. Allow, even

encourage mistakes. Listen to everyone's views and do not allow

personal put downs. Give frequent praise and don’t always try

and be right.

Page 16: Accelerated learning

TEACHING STRATEGIES.

Starting a lesson

Structuring a lesson

Questioning

Use variation in your teaching style

Explaining and introducing tasks

Setting tasks

Show them what they have learned.

Review

Homework

Page 17: Accelerated learning

STARTING A LESSON

Arrive before the students.

Greet each student

Insist students enter quietly and settle quickly

Consider using music to set the tone of the lesson.

Ensure equipment and hand-outs are already on

desks.

Engage students interests with a starter or warm

up activity.

Page 18: Accelerated learning

Part 1: put the

learning in context.

Review learning from

previous lesson.

Relate learning to

syllabus

Make learning outcomes

clear.

STRUCTURING A LESSON

Part 2: Starter

A short activity that

engages the students

interest – a

prop/story/exciting

stimulus.

Try to put prior

knowledge in context.

Prepare for main task.

Page 19: Accelerated learning

Part 3: Main teaching and

learning.

Students should be engaged for

75% of the lesson.

Act as facilitator, don’t talk for

too long.

Learning should be multi-sensory

and engage different learning

styles.

Works should be differentiated,

challenging and broken into

achievable chunks.

STRUCTURING A LESSON

Part 4: Plenary

An opportunity to

review learning.

A chance to reflect on

the main learning.

Careful questioning.

Page 20: Accelerated learning

Q U E S T I O N I N G

Pitch language and content at an appropriate level

Ask open and closed questions

Prompt and give clues

Allow thinking time

Invite answers

Wait before commenting

Allow students to devise their own questions

Page 21: Accelerated learning

USEVARIATION IN YOUR

TEACHING STYLE

A greater variety in teaching styles is more

effective for learning and stimulates interest and

motivation, Use the check list provided to reflect on

your teaching styles.

Page 22: Accelerated learning

E X P L AI N I N G AN D I N T R O D U C I N G TAS K S

Give the tasks verbally and in writing.

Make sure everyone understands the

assessment criteria.

Carefully differentiate all tasks.

Break up all new information into chunks

Give a time frame.

Page 23: Accelerated learning

SET TING AND MANAGING TASKS

Offer a choice in the task or the way the results are

presented.

Include a variety of task to appeal to different types

of learner.

Allow plenty of opportunity for

individual/group/pair work.

Circulate widely.

Do not insist on silence as long as they are focused

on the task.

Maximise the time spent on carrying out and

reflecting on the task.

Page 24: Accelerated learning

SHOW THEM WHAT THEY HAVE LEARNED

Checking answers.

Reading out responses.

Presentations to the class.

Completion.

Page 25: Accelerated learning

REVIEW

Students need plenty of opportunities to review what

they have learned. This could take place in the

plenary.

Writing out summary points

Drawing a mind map of a lesson

Naming the most important thing they learned.

Preparing flash cards or summary diagrams.

Page 26: Accelerated learning

Effective:Used to extend learning

Builds on what is learnt

in the lesson

Takes advantage of

students home lives

Is enjoyable

HOMEWORK

Ineffective: Finishing of work done

in lessons.

Optional

Give to specific students,

eg those who did not

complete work in class.

Page 27: Accelerated learning

DIFFERENT LEARNING STYLES

Auditory

Kinaesthetic

Visual

Page 28: Accelerated learning

CharacteristicsListen 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

AUDITORY

Learning ActivitiesHearing a presentation

Reading aloud

Making a tape to listen to

Verbal summaries

Explaining to another student

Internal verbalisations

Practice saying words before

writing

Page 29: Accelerated learning

CharacteristicsPlay games or sport to relax

Prefer to talk while doing

something else

Slow talkers, using gestures

and expressions

Fidget when inactive

When angry they clench fists,

grit teeth and storm off.

KINAESTHETIC

Learning ActivitiesCopy demonstrations

Make models

Record information as they hear

it, preferably as a mind map

Walk around as they read

Underline/highlight new

information

Use index cards for key points

Page 30: Accelerated learning

CharacteristicsPrefer to watch a film or TV or read

a book to relax

Prefer to talk face-to-face

Fast talkers, don’t enjoy listening

Forget names but remember faces

When inactive they doodle or watch

something or someone

When angry they remain silent and

seethe

VISUAL

Learning ActivitiesWrite down key facts or

draw a mind map

Visualise

Create pictures or diagrams

Use time lines for

remembering dates

Create strong visual links