Active Tutorial Year 12 Learning to Learn

8/3/2019 Active Tutorial Year 12 Learning to Learn

http://slidepdf.com/reader/full/active-tutorial-year-12-learning-to-learn 1/18

'Learning to Learn is a process of discovery about learning

It help learners to learn more effectively and so become learners for life.’ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

We will spend THREE Active Tutorial sessions on Learning to Learn. Throughoutthese sessions you will Consider how you learn and how you can use this in the Sixth Form Consider different ways of thinking about issues, situations or problems. Develop your learning skills and understand how to apply them using, for example, mind

mapping or memory techniques

Session ONE AboutyouWhat skills do you think you need to develop to study effectively in the sixth form?

How do you think studying in the sixth form will be different to studying for GCSEs?

What do you think you might need to change about the way you study now that you are in the

6th Form?

What are your strengths and weaknesses?

WhatamIgoodat?Circle the ones you think you are good at and add in any others that you can think of behonest! Then in a different colour, circle the ones you feel less confident at.

writing speakinginfrontofpeople organising things

meetingnewpeople remembering things

acting sport music feelinghappy listening in lessons beingpolite

feeling confident planning ahead

lookingpositivelyatsituations reflecting on things I ’ ve experienced

thi

nki

ng about th

i

ngsfrom

som

eone e

lse

s pe

r

spectiv

e

How do you think you will develop the skills you feel less confident at?



Whathelpsyoutolearn?As a group, think about all the best lessons you have had.

What was so good about them?

Did you learn anything from them?

Why did this help you to learn?

What makes sure you learn things generally?

Whatisyourlearningstyle?LEARNING STYLES QUESTIONNAIRE

Answer the following questions by drawing a ring around the number;

KEY: 4 = Yes this is very true of me 3 = Yes, it is true of me

2 = Sort of true/not sure 1 = Hardly ever true 0 = Not true of me at all

1) When I am reading, I picture the scene in my head 4 3 2 1 0

2) I have a good memory for conversation 4 3 2 1 0

3) I will remember something better if I have seen it written down 4 3 2 1 0

4) I remember things best if I get up and move about 4 3 2 1 0

5) I use my hands a lot when I am talking 4 3 2 1 0

6) I like to picture what I am learning 4 3 2 1 0

7) I remember phone numbers by the movement I make to dial them4 3 2 1 0

8) I repeat things loud or over and over in my head to remember them4 3 2 1 0

9) I doodle when I am listening 4 3 2 1 0

10) I add up numbers out loud 4 3 2 1 0

11) I can’t add up unless I can see the numbers written down 4 3 2 1 0

12) I’m good at remembering the words to songs 4 3 2 1 0

13) I prefer to watch something being done before I try it myself 4 3 2 1 0

14) I like to ask a lot of questions in class 4 3 2 1 0 15) I find it easy to remember where I last saw something 4 3 2 1 0

16) I write out words to see if the spelling feels right 4 3 2 1 0

17) I have a good eye for colour 4 3 2 1 0

18) I’m good at sport 4 3 2 1 0

19) I’m able to learn things off by heart easily 4 3 2 1 0

20) I have a good ear for music 4 3 2 1 0

21) I’m good at practical things 4 3 2 1 0

22) If someone gives me a set of instructions, I can remember them quite easily 4 3 2 1 0



23) I tend to move around in my chair a lot when I am working 4 3 2 1 0

24) I tend to fiddle and play about with my hands a lot 4 3 2 1 0

25) I prefer to have instructions written down so I can see them 4 3 2 1 0

26) I like to learn by doing 4 3 2 1 0

27) I visualise a spelling to see if I have got it right 4 3 2 1 0

28) I run a film in my head of what I have to learn 4 3 2 1 0

29) I prefer to learn through discussion 4 3 2 1 0

30) I like to hear exactly what I have to do 4 3 2 1 0

31) I like to ‘just try it out’ rather than following instructions 4 3 2 1 0

32) I like to learn by getting up and trying it out 4 3 2 1 0

33) I remember a phone number by the way it sounds 4 3 2 1 0

34) I like to learn from slides and pictures 4 3 2 1 0

35) I sing and hum a lot 4 3 2 1 0

36) I like the tutor to use overheads and write on the board 4 3 2 1 0

RESULTS Write down the scores that you got for each of the

following questions. Add up the scores for each column.

Visual scores Auditory scores Kinaesthetic scores

1 2 43 8 5

6 10 7

11 12 9

13 14 16

15 19 18

17 20 21

25 22 23

27 29 24

28 30 26

34 33 31

36 35 32

Total ________ Total ________ Total _______ ______________________________________________________________________________________________________________________________________________________________________________________________



But what does it all mean?Visual (Seeing) Learning through pictures/diagrams/display/mind mapsAuditory (Hearing) Learning through rhyme/rap/music/discussion/listening Kinaesthetic (Doing) Learning through mime/role-play/trips/making things

Each statement that you rated indicates a preference for either a visual, auditory or kinaesthetic wayof learning.

Visual learners find it easier to learn if information is presented so they can see it and where they usetheir eyes to learn

Auditory learners learn best by hearing and using their ears

Kinaesthetic learners tend to learn best where there is a physical sensation, such as a movementtouch or feeling

Have you found that one score is significantly bigger than the other two?The more marked the preference for one sense, the more you may need to ensure that you find ways of making good use of it, in order to make learning easier. Consider how you could incorporate into your studyall the items listed on the questionnaire for your best sense. Be creative. You might also like to consider whether you would stand to gain from using the other senses more.What if all three scores are very similar?

If your scores for all three areas are similar, then you may not have a strong sensory preference for learning.If your scores are high (over 20) in each area then you use all of your senses well to assist your learning. If scores are low (0-12) you may use your senses more consciously to assist your learning and to experimentmore with how you learn bestDoes this make me normal?This graph shows how you fit into the rest of the world in terms of learning style

My learning style is:

I intend to use this by

Howcanithelpyou?If you needed to learn about the Water Cycle, you might:

– draw a diagram Visual – make up a song Auditory – make a 3D model Kinaesthetic

WhatcanIdoinlessonsandathometoensureImakethemostoutofmylearningstylePuttingitintoPracticeTask:Your task is to use your learning style (Visual, Auditory or Kinaesthetic) and try to learn asmany facts as possible about the Great Fire of London, using that style. Then, you’ll be askedsome questions about the fire to see how well you did.

The Great Fire of London was a major conflagration that swept through the central parts of London,England, from Sunday, 2 September to Wednesday, 5 September 1666. The fire gutted the medieval Cityof London inside the old Roman City Wall. It threatened, but did not reach, the aristocratic district of

Westminster (the modern West End), Charles II's Palace of Whitehall, and most of the suburban slums. Itconsumed 13,200 houses, 87 parish churches, St. Paul's Cathedral, and most of the buildings of the Cityauthorities. It is estimated that it destroyed the homes of 70,000 of the City's 80,000 inhabitants. Thedeath toll from the fire is unknown and is traditionally thought to have been small, as only a few verifieddeaths were recorded. This reasoning has recently been challenged on the grounds that the deaths of poor and middle-class people were not recorded anywhere, and that the heat of the fire may havecremated many victims, leaving no recognizable remains.

http://en.wikipedia.org/wiki/Fire

http://en.wikipedia.org/wiki/London

http://en.wikipedia.org/wiki/England

http://en.wikipedia.org/wiki/September_2


http://en.wikipedia.org/wiki/1666

http://en.wikipedia.org/wiki/City_of_London


http://en.wikipedia.org/wiki/Roman_Britain

http://en.wikipedia.org/wiki/London_Wall

http://en.wikipedia.org/wiki/Westminster

http://en.wikipedia.org/wiki/West_End_of_London

http://en.wikipedia.org/wiki/Charles_II_of_England

http://en.wikipedia.org/wiki/Palace_of_Whitehall

http://en.wikipedia.org/wiki/Slum

http://en.wikipedia.org/wiki/Old_St._Paul%27s_Cathedral



















1. When did the fire happen? September 2nd 1666 2. Where did it start? The bakery of Thomas Farrinor – Pudding Lane3. How did they try to stop it? Blowing up/demolishing houses to make gaps 4. How many churches were burnt down? 87 5. Which big church was destroyed by the fire? St. Paul’s

LearningtoreflectAt the end of each of your lessons, you should reflect one what you have learnt. Perhaps writeon the inside of each of your files the following questions:

What did you do in the lesson today?

What have you learnt today?

What do you need to make sure you revise?

What do you need to think about?

What did you not understand?

What do you need to check with your teacher next lesson?

Session TWO Aim: To become aware and understand the different types of thinking you can use!How? By finding out what types of thinking there are and how they are represented by differentcolour hats.

De Bonos SIX Thinking Hats

White Hat - Thinking through and stating the factsIt is Gemma’s birthday on Saturday and we need to buy her a present

Black Hat - Thinking about the problemsI don’t have enough money to buy Gemma a b irthday present

Yellow Hat - Thinking through the positivesIt doesn’t matter that you don’t have enough money we can club together or make her a present

Blue Hat - Summarize the ideasLets think about where we are at We know that we haven’t got enough money for a present but

we really do want to give her something for her birthday.

Red Hat - Thinking about feelingsI am fee ling worried about whether we will be ab le to get her a present If I make her a present

will i

t be goo

d enough

?

Green Hat - Thinking in a creative wayWe can make her a card and pick some flowers because we don’t have enough money!



YourturnLook at these statements what colour hat corresponds with the statements?

“I find algebra very difficult. It really frustrates me!” red “My teacher said that my analysis of the graph was excellent”. yellow “I didn’t achieve the best mark I could have done because I didn’t spend enough time on

my homework”. black “I looked at my last piece of homework and know that if I had included more facts and

figures it would have achieved a better grade”. blue “My internet connection was down last night at home so I went to the library to research

instead!” green

UseyourhatstoconsiderthissceneThe scene of a flood in Indonesia

How can Iuse my

thinkinghats skills?

Aim: To use your knowledge of the differenttypes of thinking to write a description of your thoughts on what is happening in the photo.

In groups think about and discuss the issuesin the picture – make notes for each thinking hat. Make sure you label which hat youare thinking with.

White Hat ! What are the facts about what is going on in the photo?

Black Hat ! What negative issues are shown in the photo?

Red Hat ! How do you fee l about the issues that are ra ised in the photo?

Yellow Hat ! What were the posit ive aspects of the photo?

Green Ha t ! Are there any solut ions to the issues shown in the photo?

Blue Hat ! Write a summary of your d iscussion about the photo.



NowtrythisoneSize Zero The size zero debate is very topical at the moment. Carefully read the article below.A disturbing new phenomenon is heading across the Atlantic that deems the new idealsize an astonishing size zero - that's a tiny UK size 4. For girls that means fitting into a pair of jeans with a 22-inch waist - that of an average British eight-year-old. Yet spurred on bya growing number of super-skinny celebrities including reality show star Nicole Richie,

Superman actress Kate Bosworth and our own "skinny icon" Victoria Beckham, size 0 isnow not only seen as attainable, but a must-get goal by dedicated followers of fashion.The trend is being forged in Los Angeles, where "thin" has long equalled happy butwhere "size-zero envy" is the new buzz phrase on people's lips.In a place that has always been the capital of health and fitness, they now follow diets withno carbohydrates - there is even skinny sushi, fish wrapped in a lettuce leaf rather thanrice. At gyms, working out twice a day isn't unusual. Personal trainers prescribe crazy

exercise regimes and diets.An entire industry has grown out of this phenomenon: doctors, personal trainers, stylists and nutritionistsworking towards getting women to a 0 or as close as possible. Diet pills are much sought after, with thewannabe skinnies ignoring unpleasant side-effects. Some stores are even bringing in a smaller size - a 00,reportedly the size of Desperate Housewives star Eva Longoria, 31. It's equal to a 31in bust, 20in waist, 32in

hips.Experts say the craze is already in Britain with disturbing websites such as - "thinspiration galleries" springingup, showing "celebrities" with pencil-thin arms and exposed rib cages. Health experts fear it will lead to aneating disorder time bomb.More than a million people in the UK already suffer, says the Capio Nightingale Hospital's Eating Disorder Clinic. Expert Professor Janet Treasure says: "Being told a size zero is a positive thing is like society saying it's OK to be anorexic. We need to understand that being this thin can lead to loss of periods, your hair falling out, dry skin and thinning bones."

Task - In groups think about and discuss the issues in the article – make notes for

each thinking hat. Make sure you label which hat you are thinking with.

White Hat! What are the facts about what is going on in the article?

Black Hat! What negative issues are shown in the article?

Red Hat! How do you feel about the issues that are raised in the article?

Yellow Hat! Wha t were the positive aspects of the article?

Green Hat! Are there any solut ions to the issues shown in the article?

Blue Hat! Write a summ ary of your discussion about the article.

Nowreflect









Session THREE Aim: To learn techniques to help you improve your memory

Task Before proceeding, you will need a pen/pencil and a sheet of paper. Your mentor will read out a list of numbers and letters Try to memorise the numbers in sequence as they are presented.

2007CGS1962 Generally, your you can remember the beginning and ends of information so you may have remembered the first and last numbers.

MemoryFacts Your concentration can last between 20 and 50 minutes – after that you need a break!

New information is stored into your Short Term Memory – this lasts for about 15 seconds

If you rehearse and practice this information, it will be stored into your Long Term Memory

– this lasts forever

You can remember about 7 bits of information – if you put the information together you

are likely to remember more...

Look at the numbers and letters you were asked to remember before...

2007CGS1962 If you group them together ... can you remember them better ?

2007 CGS 1962 By now, you have looked at them at least 3 or 4 times has this helped you to remember them better as well?

Twoveryimportantthingshelpyourmemory Imagina tion – make up stories

Association – group information together

Toencourageyourmemory,youneedallyoursensesand.! Exaggeration – make noises or sounds with the words to remember

Rhythm and movement – make it into a poem or song

Colour – imagine what colour the word is

Numbers – chunk them together

Symbols – turn words into memorable symbols

Orders and patterns – make up stories or listen to patterns (rhythms or ryhmes)

Attraction – do you like it ?

Laughter – what is funny about it

Positive think ing! – You CAN remember this !!



TASK – look at this shopping list, you have 2 minutes. Then turn your sheet over and write

down as many as you remember

Frozenchicken Browneggs Toothpaste Catfood Clingfilm Cauliflower Ricepudding Soappowder Clothespegs Abirthdaycard

How many did you remember accurately? What techniques did you use ?

The Memory Room One way of remembering things is to use objects to learn lists. You can always use this roomto remember things later. You can rename thechair ‘chicken’, the bed ‘eggs’ and so on. As longas you can visualise the picture (or any other picture) you should remember the things youneed to !Relabel the room with a list the following

TV Cat Book Freud Horse Pencil Sunglasses purse

Turn over your sheet and recall your new list.How many did you get right? Which of the memory techniques did you use? Did they work?

Nowreflect







___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



We will spend THREE Active Tutorial sessions on Learning to Learn. Throughoutthese sessions you will Consider how you learn and how you can use this in the Sixth Form Consider different ways of thinking about issues, situations or problems. Develop your learning skills and understand how to apply them using, for example, mind

mapping or memory techniques

Session ONE

AboutyouWhat skills do you think you need to develop to study effectively in the sixth form?

How do you think studying in the sixth form will be different to studying for GCSEs?

What do you think you might need to change about the way you study now that you are in the6th Form?

What are your strengths and weaknesses?

WhatamIgoodat?Circle the ones you think you are good at and add in any others that you can think of behonest! Then in a different colour, circle the ones you feel less confident at.

writing speakinginfrontofpeople organising things meetingnewpeople remembering things

acting sport music feelinghappy listening in lessons beingpolite

feeling confident planning ahead

lookingpositivelyatsituations reflecting on things I ’ ve experienced

thinking about things from someone elses perspective

How do you think you will develop the skills you feel less confident at?

Whathelpsyoutolearn?As a group, think about all the best lessons you have had.

What was so good about them?

Did you learn anything from them?

Why did this help you to learn?

What makes sure you learn things generally?



Whatisyourlearningstyle?LEARNING STYLES QUESTIONNAIRE

Answer the following questions by drawing a ring around the number;

KEY: 4 = Yes this is very true of me 3 = Yes, it is true of me

2 = Sort of true/not sure 1 = Hardly ever true 0 = Not true of me at all

37)When I am reading, I picture the scene in my head 4 3 2 1 0

38) I have a good memory for conversation 4 3 2 1 0

39) I will remember something better if I have seen it written down 4 3 2 1 0

40) I remember things best if I get up and move about 4 3 2 1 0

41) I use my hands a lot when I am talking 4 3 2 1 0

42) I like to picture what I am learning 4 3 2 1 0

43) I remember phone numbers by the movement I make to dial them4 3 2 1 0

44) I repeat things loud or over and over in my head to remember them4 3 2 1 0

45) I doodle when I am listening 4 3 2 1 0

46) I add up numbers out loud 4 3 2 1 0

47) I can’t add up unless I can see the numbers written down 4 3 2 1 0

48) I’m good at remembering the words to songs 4 3 2 1 0

49) I prefer to watch something being done before I try it myself 4 3 2 1 0

50) I like to ask a lot of questions in class 4 3 2 1 0

51) I find it easy to remember where I last saw something 4 3 2 1 0

52) I write out words to see if the spelling feels right 4 3 2 1 0

53) I have a good eye for colour 4 3 2 1 0

54) I’m good at sport 4 3 2 1 0

55) I’m able to learn things off by heart easily 4 3 2 1 0 56) I have a good ear for music 4 3 2 1 0

57) I’m good at practical things 4 3 2 1 0

58) If someone gives me a set of instructions, I can remember them quite easily 4 3 2 1 0

59) I tend to move around in my chair a lot when I am working 4 3 2 1 0

60) I tend to fiddle and play about with my hands a lot 4 3 2 1 0

61) I prefer to have instructions written down so I can see them 4 3 2 1 0

62) I like to learn by doing 4 3 2 1 0

63) I visualise a spelling to see if I have got it right 4 3 2 1 0



64) I run a film in my head of what I have to learn 4 3 2 1 0

65) I prefer to learn through discussion 4 3 2 1 0

66) I like to hear exactly what I have to do 4 3 2 1 0

67) I like to ‘just try it out’ rather than following instructions 4 3 2 1 0

68) I like to learn by getting up and trying it out 4 3 2 1 0

69) I remember a phone number by the way it sounds 4 3 2 1 0

70) I like to learn from slides and pictures 4 3 2 1 0

71) I sing and hum a lot 4 3 2 1 0

72) I like the tutor to use overheads and write on the board 4 3 2 1 0

RESULTS Write down the scores that you got for each of the

following questions. Add up the scores for each column.

Visual scores Auditory scores Kinaesthetic scores1 2 4

3 8 5

6 10 7

11 12 9

13 14 16

15 19 18

17 20 21

25 22 23

27 29 24

28 30 26

34 33 31

36 35 32

Total ________ Total ________ Total _______ ______________________________________________________________________________________________________________________________________________________________________________________________

But what does it all mean?Visual (Seeing) Learning through pictures/diagrams/display/mind mapsAuditory (Hearing) Learning through rhyme/rap/music/discussion/listening Kinaesthetic (Doing) Learning through mime/role-play/trips/making things

Each statement that you rated indicates a preference for either a visual, auditory or kinaesthetic wayof learning.

Visual learners find it easier to learn if information is presented so they can see it and where they usetheir eyes to learn

Auditory learners learn best by hearing and using their ears

Kinaesthetic learners tend to learn best where there is a physical sensation, such as a movement

touch or feeling



Have you found that one score is significantly bigger than the other two?The more marked the preference for one sense, the more you may need to ensure that you find ways of making good use of it, in order to make learning easier. Consider how you could incorporate into your studyall the items listed on the questionnaire for your best sense. Be creative. You might also like to consider whether you would stand to gain from using the other senses more.What if all three scores are very similar?If your scores for all three areas are similar, then you may not have a strong sensory preference for learning.

If your scores are high (over 20) in each area then you use all of your senses well to assist your learning. If scores are low (0-12) you may use your senses more consciously to assist your learning and to experimentmore with how you learn bestDoes this make me normal?This graph shows how you fit into the rest of the world in terms of learning style

My learning style is:

I intend to use this by

Howcanithelpyou?If you needed to learn about the Water Cycle, you might:

– draw a diagram Visual – make up a song Auditory – make a 3D model Kinaesthetic

WhatcanIdoinlessonsandathometoensureImakethemostoutofmylearningstylePuttingitintoPracticeTask:Your task is to use your learning style (Visual, Auditory or Kinaesthetic) and try to learn asmany facts as possible about the Great Fire of London, using that style. Then, you’ll be askedsome questions about the fire to see how well you did.

6. When did the fire happen? September 2nd 1666 7. Where did it start? The bakery of Thomas Farrinor – Pudding Lane8. How did they try to stop it? Blowing up/demolishing houses to make gaps 9. How many churches were burnt down?

The Great Fire of London was a major conflagration that swept through the central parts of London,England, from Sunday, 2 September to Wednesday, 5 September 1666. The fire gutted the medieval Cityof London inside the old Roman City Wall. It threatened, but did not reach, the aristocratic district of Westminster (the modern West End), Charles II's Palace of Whitehall, and most of the suburban slums. Itconsumed 13,200 houses, 87 parish churches, St. Paul's Cathedral, and most of the buildings of the Cityauthorities. It is estimated that it destroyed the homes of 70,000 of the City's 80,000 inhabitants. Thedeath toll from the fire is unknown and is traditionally thought to have been small, as only a few verifieddeaths were recorded. This reasoning has recently been challenged on the grounds that the deaths of poor and middle-class people were not recorded anywhere, and that the heat of the fire may havecremated many victims, leaving no recognizable remains.

10. Which big church was destroyed by the fire?

LearningtoreflectAt the end of each of your lessons, you should reflect one what you have learnt. Perhaps writeon the inside of each of your files the following questions:

What did you do in the lesson today? What have you learnt today?







































Session TWO

Aim: To become aware and understand the different types of thinking you can use!How? By finding out what types of thinking there are and how they are represented by differentcolour hats.

De Bonos SIX Thinking Hats

White Hat - Thinking through and stating the factsIt is Gemma’s birthday on Saturday and we need to buy her a present

Black Hat - Thinking about the problemsI don’t have enough money to buy Gemma a b irthday present

Yellow Hat - Thinking through the positivesIt doesn’t matter that you don’t have enough money we can club together or make her a present

Blue Hat - Summarize the ideasLets think about where we are at We know that we haven’t got enough money for a present but

we really do want to give her something for her birthday.

Red Hat - Thinking about feelingsI am fee ling worried about whether we will be ab le to get her a present If I make her a present

will it be good enough?

Green Hat - Thinking in a creative wayWe can make her a card and pick some flowers because we don’t have enough money!

YourturnLook at these statements what colour hat corresponds with the statements?

“I find algebra very difficult. It really frustrates me!” “My teacher said that my analysis of the graph was excellent”. “I didn’t achieve the best mark I could have done because I didn’t spend enough time

on my homework”. “I looked at my last piece of homework and know that if I had included more facts and

figures it would have achieved a better grade”. “My internet connection was down last night at home so I went to the library to research

instead!”



UseyourhatstoconsiderthissceneThe scene of a flood in Indonesia

How can Iuse my

thinking

hats skills?

Aim: To use your knowledge of the differenttypes of thinking to write a description of your thoughts on what is happening in the photo.

In groups think about and discuss the issuesin the picture – make notes for each thinking hat. Make sure you label which hat youare thinking with.

White Hat ! What are the facts about what is going on in the photo?

Black Hat ! What negative issues are shown in the photo?

Red Hat ! How do you fee l about the issues that are ra ised in the photo?

Yellow Hat ! What were the posit ive aspects of the photo?

Green Ha t ! Are there any solut ions to the issues shown in the photo?

Blue Hat ! Write a summary of your d iscussion about the photo.

NowtrythisoneSize Zero The size zero debate is very topical at the moment. Carefully read the article below.A disturbing new phenomenon is heading across the Atlantic that deems the new idealsize an astonishing size zero - that's a tiny UK size 4. For girls that means fitting into a pair of jeans with a 22-inch waist - that of an average British eight-year-old. Yet spurred on bya growing number of super-skinny celebrities including reality show star Nicole Richie,Superman actress Kate Bosworth and our own "skinny icon" Victoria Beckham, size 0 isnow not only seen as attainable, but a must-get goal by dedicated followers of fashion.The trend is being forged in Los Angeles, where "thin" has long equalled happy butwhere "size-zero envy" is the new buzz phrase on people's lips.In a place that has always been the capital of health and fitness, they now follow diets withno carbohydrates - there is even skinny sushi, fish wrapped in a lettuce leaf rather than



rice. At gyms, working out twice a day isn't unusual. Personal trainers prescribe crazy exercise regimes anddiets.An entire industry has grown out of this phenomenon: doctors, personal trainers, stylists and nutritionistsworking towards getting women to a 0 or as close as possible. Diet pills are much sought after, with thewannabe skinnies ignoring unpleasant side-effects. Some stores are even bringing in a smaller size - a 00,reportedly the size of Desperate Housewives star Eva Longoria, 31. It's equal to a 31in bust, 20in waist, 32inhips.

Experts say the craze is already in Britain with disturbing websites such as - "thinspiration galleries" springingup, showing "celebrities" with pencil-thin arms and exposed rib cages. Health experts fear it will lead to aneating disorder time bomb.More than a million people in the UK already suffer, says the Capio Nightingale Hospital's Eating Disorder Clinic. Expert Professor Janet Treasure says: "Being told a size zero is a positive thing is like society saying it's OK to be anorexic. We need to understand that being this thin can lead to loss of periods, your hair falling out, dry skin and thinning bones."

Task - In groups think about and discuss the issues in the article – make notes for

each thinking hat. Make sure you label which hat you are thinking with.

White Hat! What are the facts about what is going on in the article?

Black Hat! What negative issues are shown in the article?

Red Hat! How do you feel about the issues that are raised in the article?

Yellow Hat! Wha t were the positive aspects of the article?

Green Hat! Are there any solut ions to the issues shown in the article?

Blue Hat! Write a summ ary of your discussion about the article.

Nowreflect What did you do in the lesson today?








Session THREE Aim: To learn techniques to help you improve your memory

Task Before proceeding, you will need a pen/pencil and a sheet of paper. Your mentor will read out a list of numbers and letters Try to memorise the numbers in sequence as they are presented.

Generally, your you can remember the beginning and ends of information so you may have remembered the first and last numbers.

MemoryFacts Your concentration can last between 20 and 50 minutes – after that you need a break!

New information is stored into your Short Term Memory – this lasts for about 15 seconds

If you rehearse and practice this information, it will be stored into your Long Term Memory

– this lasts forever

You can remember about 7 bits of information – if you put the information together you

are likely to remember more...

Look at the numbers and letters you were asked to remember before...If you group them together ... can you remember them better ?

By now, you have looked at them at least 3 or 4 times has this helped you to remember them better as well?

Twoveryimportantthingshelpyourmemory Imagina tion – make up stories

Association – group information together

Toencourageyourmemory,youneedallyoursensesand.! Exaggeration – make noises or sounds with the words to remember

Rhythm and movement – make it into a poem or song

Colour – imagine what colour the word is

Numbers – chunk them together

Symbols – turn words into memorable symbols

Orders and patterns – make up stories or listen to patterns (rhythms or ryhmes)

Attraction – do you like it ?

Laughter – what is funny about it

Positive think ing! – You CAN remember this !!



TASK – look at this shopping list, you have 2 minutes. Then turn your sheet over and write

down as many as you remember

Frozenchicken Browneggs Toothpaste Catfood Clingfilm Cauliflower Ricepudding Soappowder Clothespegs Abirthdaycard

How many did you remember accurately? What techniques did you use ?

The Memory Room One way of remembering things is to use objects to learn lists. You can always use this roomto remember things later. You can rename thechair ‘chicken’, the bed ‘eggs’ and so on. As longas you can visualise the picture (or any other picture) you should remember the things youneed to !Relabel the room with a list the following

TV Cat Book Freud Horse Pencil Sunglasses purse

Turn over your sheet and recall your new list.How many did you get right? Which of the memory techniques did you use? Did they work?

Nowreflect







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Active Tutorial Year 12 Learning to Learn