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

By Alistair Smith & Nicola Call, Kagan

ISBN-10: 1855390485

ISBN-13: 9781855390485

ISBN-10: 185539068X

ISBN-13: 9781855390683

This booklet deals 9 rules for mind dependent techniques to accelerating studying, enhancing motivation and elevating fulfillment. It bargains the reader a coherent constitution and describes: assured how you can inspire rookies esteem-building instruments for colleges, academics and fogeys how you can entry and educate to forms of intelligence 17 other ways within which faculties 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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In other words, the brain is asymmetrical. It is believed that the left hemisphere remains predominant, that it processes information sequentially and the right randomly but that both hemispheres are integrated into all problem-solving. Movement is imperative in development and, some now argue, in learning. Like a puppeteer pulling strings, the brain sends signals that make the muscles contract and move the body. Two strips of grey matter across the top of the brain - the motor cortices - control the muscles on either side of the body.

The mid-brain floods with electro-chemical activity and higher order cognitive functioning associated with the neocortex is displaced. In stress we experience: constriction of the arteries with a rise in blood pressure the heart rate goes from one to five gallons pumped PERMINUTE activation of the adrenal gland assisting in the release of adrenalin and cortisol into the system to help us run and endure physical pain; enlargement of the vessels to the heart; constriction of vessels to the skin and digestive tract.

These may vary by task and context but they will tend to show a consistency over time. Depending on our degree of self-knowledge and the opportunity to reflect on our own learning preference and compare with others, we may or may not become aware of exactly what our own preferred strategies are. As teachers we may or may not be aware of our own personal learning preferences. We may or may not be aware that such preferences will influence our teaching. We may assume that how we make sense of and interpret data is how everyone makes sense of and interprets data.

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Accelerated learning in practice: brain-based methods for accelerating motivation and achievement by Alistair Smith & Nicola Call, Kagan

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