By Alistair Smith & Nicola Call, Kagan
This e-book deals 9 ideas for mind established ways to accelerating studying, bettering motivation and elevating success. It deals the reader a coherent constitution and describes: assured how one can inspire newbies esteem-building instruments for faculties, academics and fogeys the way to entry and educate to sorts of intelligence 17 other ways during which faculties could make speeded up studying paintings
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Additional info for Accelerated learning in practice: brain-based methods for accelerating motivation and achievement
Carpenter, Neurophysiology (Third Edition), Edward Arnold, Hodder & Stoughton Just as we have a preferred hand, a preferred ear and a preferred eye we have a preferred or dominant hemisphere. After more than 20 years of research and from a database of over 500,000 people, Ned Hermann, creator of the Hermann Brain Dominance Instrument (HBDI), suggests that 30 per cent of this is genetically determined and the balance of 70 per cent or so determined by life experience. Neurophysiological studies have consistently confirmed this.
Fertile Minds: How a Child's Brain Develops, TIME MAGAZINE, 2nd October, 1997 A KEY QUESTION WHICH WILL CONTINUE TO PERPLEX educationalists is the extent to which hereditary or environmental factors influence and shape brain development. Heredity and environment interact to produce neural networks which are complex and appear chaotic. Ligands are the basic body-wide units of a language used by cells to communicate with each other, associate with feelings, thoughts and learning behaviours and power our unique learning systems.
In arguing the case for a separate emotional intelligence from an understanding of neuroscience, Goleman goes on to describe the significance of self-knowledge and belief systems and the ability to defer immediate gratification and set purposeful personal goals. He argues for the 'schooling of the emotions' and goes on to show the impact of what is called learned optimism and chart the consequences and possible costs of 'emotional illiteracy'. His work provides a powerful argument for the key presuppositions underlying the accelerated learning in the classroom model: create a positive, supportive learning environment; recognize the significance of limiting beliefs on performance; build and maintain positive self-esteem; develop the inter and intra personal intelligences; encourage the setting of personal performance targets; recognize that external motivation systems - merits, points, stickers - are temporary and will mean less as learners mature; build and use affective vocabulary to allow young learners, particularly boys, to reflect meaningfully on the connections between behaviour, response and outcomes; develop reflective and meta-cognitive thinking as part of regular review activity.
Accelerated learning in practice: brain-based methods for accelerating motivation and achievement by Alistair Smith & Nicola Call, Kagan