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This document discusses techniques for accelerated learning. It explains that articulating and visualizing information engages both the left and right brain, facilitating deeper memory and understanding. Specific techniques recommended include reading material, then visualizing and describing it aloud to engage visual and auditory processing. Drawing connections to prior knowledge and experiences through visualization and kinesthetic involvement can also aid retention. Short reviews of material after initial learning and at intervals later on reinforce and solidify memory over time.
This document discusses techniques for accelerated learning. It explains that articulating and visualizing information engages both the left and right brain, facilitating deeper memory and understanding. Specific techniques recommended include reading material, then visualizing and describing it aloud to engage visual and auditory processing. Drawing connections to prior knowledge and experiences through visualization and kinesthetic involvement can also aid retention. Short reviews of material after initial learning and at intervals later on reinforce and solidify memory over time.
This document discusses techniques for accelerated learning. It explains that articulating and visualizing information engages both the left and right brain, facilitating deeper memory and understanding. Specific techniques recommended include reading material, then visualizing and describing it aloud to engage visual and auditory processing. Drawing connections to prior knowledge and experiences through visualization and kinesthetic involvement can also aid retention. Short reviews of material after initial learning and at intervals later on reinforce and solidify memory over time.
visuals or visualization. • Articulate: See and draw out all details you learn. Articulation not only draws forth existing information, but if you articulate information that is new to you (i.e. describe it in detail out loud) that very act of description sharpens your perception of the subject. It also facilitates and deepens your memory of it. • Visualisation involves the subconscious. If you read something new and then close your eyes and describe it out loud, you by definition are synchronising the activity of your left and right brain - because visualisation is a right brain function and speech is a left brain function. Articulation, therefore, which involves whole brain activity, is a vital element in fast learning. • `Whenever you close your eyes, visualise the subject and articulate that image out loud, you have achieved a left/right brain symbiosis and a fast route into memorisation. • For example, it has been discovered that good spellers invariably bring to mind an image of the word (V), and can `feel' (K) if it is right. Bad spellers don't use this sequence. They try to check the word phonetically and with English that is a poor predictor of correct spelling! • Consequently it is much more productive to teach a bad speller the sequence of V + K, than it is to ask him or her laboriously to memorise the specific spelling of thousands of words. • It is important to repeat that no-one is a pure visual or pure auditory or pure kinaesthetic learner. However, we react best to our dominant system. So it pays to train yourself to develop your other senses, in order to maximise the beneficial effect of all the signals reaching you. • The use of Baroque music has a similar function - the relaxing tempo of the music produces a matching physical and mental response in the listener and leads them into a state of relaxed receptivity. • Bandler and Grinder - following the work of the brilliant psychotherapists Milton Erickson and Virginia Satir – have evolved a useful technique you can easily use yourself. • It is deceptively simple, and indeed most people's initial reaction is that it is too simplistic to work - but it does. • An excellent book "Master Teaching" written by Bernard F. Cleveland. • we can each develop a learning sequence that is ideal for us personally. The following sequence incorporates what we have discovered to date and formalises it into a learning sequence. For each new subject you would - • Read the text and visualise the contents Hear the words internally in your `mind's ear'. • Feel the text, or act out the key elements or in some way physically involve yourself. • Using the new expressions we have learned, the sequences might be: • V - read material • Vr - recall it visually - image it • A - hear a verbal presentation • Ar - hear the material in your head, rehearse it • Vc - construct a new image of the subject in your head, visualise it vividly. • K - Act out the subject or underline key words • V+K - Write out key words in your favourite colour. Draw a picture or map. Write some of the words backwards. Walk around while you read or listen. • Ad- Present the argument to an imaginary audience. • Involve your senses and you will involve your subconscious. Involve your subconscious, and you have the most powerful part of your brain helping in the learning process. (a) - Immediate rehearsal within the short term memory span. (b) - A test after a few minutes. (c) - A review after the first hour. (d) - A short review after an overnight rest, because sleep appears to reinforce memory. (e) - A short review after a week. (f) - A short review after a month. • Thank you
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