Minimize Forgetting through Review

10 next next next minutes day day week

with continuous periodic reviews

Recall without reviews

Recall with reviews at intervals

100%

Prob

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f rec

all

“Against boredom even gods struggle in vain.”

Friedrich Nietzsche

The Power of Questionsin Promoting Thinking

“Questions are the primary way we learn virtually everything”

“Thinking itself is nothing but the process of asking and answering questions”

(Anthony Robbins, 2001, pp.179-8)

“All answers come out of the question. If we pay attention to our questions, we increase the power of meaningful learning”

Ellen Langer

Thinking: A Key Process for effective learning

“The best thing we can do, from the point of view of the brain and learning,is to teach our learners how to think” (Jenson, 1996, p.163)

“Thought is the key to knowledge. Knowledge is discovered by thinking, analyzed by thinking, organized by thinking, transformed by thinking, assessed by thinking, and, most importantly, acquired by thinking”

(Paul, 1993 vii)

Thinking is the cognitive process that buildsUnderstanding

A Model of Thinking

Metacognition

Comparison& Contrast

Inference &Interpretation

Evaluation

Generating Possibilities

Analysis

5

The Model of Thinking outlined here is most recently published in Chapter 2

strategy

Use questions to cue participant thinking through the specific types of thinking that will help them to connect subject knowledge and build understanding

This makes thinking Visible

Example for YOU

Learning outcome: Understand how major learning theories influence teaching practices• Compare and contrast behaviourist and constructivist approaches to

learning:– What is similar between these two theories/perspectives?– What is different between them?– What is significant about the similarities and differences in terms of how

students learn?

• Make inferences & interpretations from information on selected learning theories:– How might this influence teaching approaches and practices?– What assumptions underpin these predictions?– What are possible impacts on student learning?– Which approaches/practices are most appropriate for the students you teach

and on what basis. What specific examples illustrate how this works?

Building Rapport with other people

“Rapport is the ultimate tool for getting results with other people”

(Robbins, 2001, ‘Unlimited Power’, p.231)

How do we do this, what can we do specifically?

Sensory Acuity

Sensory Acuity refers to the ability to notice, to monitor, and to make sense of the external cues from other people. We do this through evaluating the result of any behaviour.

Skill in recognising patterns in body language and voice characteristicshelps to understand others, states of mind. It is then possible to work atputting them into more productive states

When communicating with others, this means noticing the small but crucialsignals that let you know how they are responding

Learning to perceive the difference makes the difference

How we Interpret Messages

Body Language

55%

Words7%

Tone of Voice38%

Figures based on experimental data(Quoted by Molden, 2001, p.75)