Download Accelerated learning in practice: brain-based methods for by Alistair Smith & Nicola Call, Kagan PDF

By Alistair Smith & Nicola Call, Kagan

This booklet bargains 9 rules for mind dependent ways to accelerating studying, enhancing motivation and elevating success. It bargains the reader a coherent constitution and describes: assured how you can inspire newbies esteem-building instruments for faculties, academics and fogeys the right way to entry and train to forms of intelligence 17 other ways within which colleges could make sped up studying paintings

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Extra resources for Accelerated learning in practice: brain-based methods for accelerating motivation and achievement

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It is important to draw a distinction between challenge and stress. Stress includes both fear and anxiety and results from the desire to terminate or escape from a real or imagined negatively reinforcing experience. It coincides with a physiological change which, if not relieved, is harmful to the body and to health. When stress occurs we resort to fight, flight or flocking behaviours. The mid-brain floods with electro-chemical activity and higher order cognitive functioning associated with the neocortex is displaced.

Gage's skull is in the Smithsonian Museum in Washington. The remarkable thing about Gage was that, despite the trauma of losing 30% of his brain, his intellectual capacities were, according to his physician, 'apparently undiminished'. He endured a profound personality change but was able to continue to reason cognitively much as before. Work with aphasics has from early times helped in an appreciation of hemispheric functions. Dr Samuel Johnson (1709-84) left us a vivid account of what it is like to suffer a stroke.

CHflLLENGE HUD STRESS For many learners the comfort zone is where they prefer to be. They will happily copy out sections of text in a masquerade of note-taking. Younger learners will 'copy out in rough, copy it out in neat, draw a coloured border around it, highlight the keywords in primary colours, draw you a picture'. But rote, repetitive comfort zone activity is not where real learning takes place. To engage in more complex forms of learning may require persistence amidst ambiguity and uncertainty.

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