Discover Your Learning Intelligence [1 ed.] 9781351698788, 9780863889721

Citation preview

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:23

Page i

DISCOVER YOUR LEARNING INTELLIGENCE YOUR TICKET TO ACADEMIC ACHIEVEMENT AND LIFE SUCCESS

EVA HOFFMAN & MARTIN HOFFMAN

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page ii

.

Supplementary Resources Disclaimer Additional resources were previously made available for this title on CD. However, as CD has become a less accessible format, all resources have been moved to a more convenient online download option. You can find these resources available here: www.routledge.com/9780863889721 Please note: Where this title mentions the associated disc, please use the downloadable resources instead.

First published 2013 by Speechmark Publishing Ltd. Published 2017 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA

Routledge is an imprint of the Taylor & Francis Group, an informa business

Copyright © Eva Hoffman, 2013 Copyright © Illustrations by Yuliya Somina, 2013 All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library

ISBN 9780863889721 (pbk)

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page iii

Contents Preface

iv

About the authors

v

Acknowledgements

vi

What is learning intelligence?

1

The first steps of your discovery adventure

3

Part 1 … in which you will be guided to find learning strategies that can work for you

9

1

You are unique

11

2

Are you aware of your strengths?

15

3

Discover how you learn best

27

4

Tips for ‘fiddling – fidgeting daydreamers’

39

5

Mind mapping: a miraculous learning tool

43

6

Boost your memory

47

7

See it in your head: learn to visualise

53

8

Become an efficient reader

57

9

Writing with flow

63

10 Make good use of the Internet

69

Part 2 … in which you will be able to wave goodbye to your learning challenges

73

11 Believe you can and decide you will

75

12 Check your attitudes: are they helpful?

87

13 Get motivated

97

14 Attention! Attention!

111

15 Melt your stress away

117

Decision time: your discovery board

125

Books you may find interesting

126

iii

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page iv

Preface If you are a learner or if you help others learn, this book is for you In recent years hundreds of books have been written about learning and teaching. These books, frequently based on cutting-edge research findings, provide readers, most frequently teachers, with important information about an awesome variety of ways in which we learn. These books also give practical suggestions often based on the authors’ valuable experience: how to teach so that people learn. There is no doubt that teachers need to understand how people learn. However, it’s important to remind ourselves that learning and teaching are two very different things. Learning can and often does happen without the presence of teaching, while every learner and every teacher knows that teaching does not always go hand in hand with learning.

So why another book about learning? A mismatch of teaching and learning styles is a frequent phenomenon. No matter how much we teachers know about the different learning profiles of our students, we tend to be drawn towards teaching the way we ourselves learn best. Because it is inevitable that any instructor’s teaching style will not suit the needs of every single learner in a group, we believe it is important for learners themselves to become less dependent on the quality of teaching for their progress and achievement. The book you are holding in your hands focuses exclusively on learners and their learning. It includes a range of activities especially designed: • to empower you, the learner, with knowledge about the variety of ways in which people learn (knowledge that is normally ‘reserved’ for professionals) • to take you on a journey of self-discovery • to help you find your own, unique and most effective learning strategies. Some suggestions, activities and approaches you will come across here may be familiar to you, some may be new, others may even seem strange. Treat the familiar ones as reminders and consider trying out the unfamiliar and maybe adding them to your ‘learning kit’. Eva Hoffman January 2013

iv

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page v

About the authors Eva Hoffman For over 40 years Eva’s life has been revolving around teaching and learning: doing it, talking about it, writing about it and living it. In her long teaching career she has worked with children and teenagers in schools, with university students, and with teachers, teacher trainers, social workers and parents, always passionately promoting mind-and-heart-friendly approaches to teaching and learning. Eva’s work has taken her not only all around the United Kingdom but also to Argentina, Holland, Indonesia, Italy, Northern Ireland, Poland, Scotland, Spain, Sweden and the United States, where she has been facilitating countless workshops, running in-service teacher training courses and appearing at numerous conferences as keynote speaker and presenter. Her recent passion is working with teenagers: motivating them and sharing with them most effective learning and revising strategies. She is the co-founder of Learn to Learn, Inspired Learning, and the founder of Eva Hoffman Education. Eva is the author and co-author of 20 practical books on learning, motivating, teaching and parenting.

Martin Hoffman Martin Hoffman is a man of many trades but most important he is a musician, a master in repairing flutes and a music teacher. His interest in the ‘learning brain’ and new ideas revolving around the ways we learn (and teach!) led him to become a partner first in Learn to Learn and later in Inspired Learning, companies devoted to ‘spreading the word’ about mind-and-heart-friendly learning. For the last 15 years Martin has been involved in producing a great variety of training materials as well as in editing books focused on teaching and learning published by Abundance Books. He is also the co-author of Motivating the Teenage Mind, published by Speechmark Publishing. Martin lives in Cheshire with his wife Sarah and two teenage children.

v

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page vi

Acknowledgements We wish to thank: • Stuart Patton for encouraging us to write this book and for inventing the title • Jill Johnson and Nikki Langley for reading the manuscript and making many most valuable comments and suggestions • all the secondary school teachers and their students who took the time to evaluate the activities and share with us their comments and ideas. A big thank you to all of you!

Eva Hoffman and Martin Hoffman

vi

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 1

What is learning intelligence? Your learning intelligence is the combination of learning strategies you tend to use, based on:

• your unique ‘brain wiring’ • the way you make use of your strengths • the way you deal with your learning challenges. Your learning intelligence, like all other intelligences, can be developed; you will be able to eliminate, or at least modify, unhelpful habits and strategies and in their place acquire new, more effective ones. One of the very many existing definitions of intelligence is that intelligence is what you do when you don’t know what to do. We take this definition one step further:

intelligence is modifying what you do if what you’re doing isn’t working the way you want it to work

One of the definitions of insanity is repeatedly doing the same thing and expecting different results.

1

Discover Learning Intelligence Text v2:Layout 1

DISCOVER YOUR LEARNING INTELLIGENCE

2

1/4/13

13:01

Page 2

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 3

The first steps of your discovery adventure You are about to embark on an exciting adventure. You are probably wondering what kind of adventure and why is it going to be exciting? First, this adventure will be all about you, and if you are like most of us, you find yourself an interesting subject of exploration. Second, it’s going to be exciting because you will be searching for treasure – in this case, for the best ways for you to learn and for solutions to your learning challenges. To put this book together we needed to make a few assumptions about the reasons you, the reader, have decided that this book is for you. It is probably because: • you want to, have to or need to learn something • you occasionally (or frequently) find learning challenging • you want solutions that will work for you, can be implemented immediately and are easy to follow. You may also want reassurance that some things you are already doing are good and that all you need to do is to add more techniques to your already existing kit. Finally, you may want to be comforted that you are not alone in your search for answers. It is good to remember that most of us at least some of the time experience challenges with learning and it is only natural that we look for ways that can help us become better learners. We will be asking you to reflect on various options, to make choices and to try out different ideas and suggestions. To encourage your reflection we will be asking you lots of questions. When thinking about the answers, bear in mind that none of the answers can possibly be ‘wrong’; they will all be your answers and that will make them right for you. What is more, they will be different from other people’s answers. This is the way it has to be! Write your answers and comments in ‘Do It’ boxes. The more honest you are, the better your chances of finding workable solutions.

3

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 4

DISCOVER YOUR LEARNING INTELLIGENCE

To achieve your goal to become a more effective learner, you will need to keep making five kinds of STEPS: 1 Select strategies and tips that appeal to you 2 Try out each one, ideally a few times 3 Evaluate their effectiveness (see whether they work) 4 Practise the ones that work 5 Savour your success!

The activities in this book will enable you to find out what works for you and allow you to compile an array of useful strategies. Our role is to guide you through the process of finding the best strategies for you, to help you become aware of ways that will make your learning easier and to provide you with workable practical tools. However, that is all we can do. The rest is entirely up to you! It will be your job to: • reflect on all given options and to select strategies you think will be suitable for you • try out each selected strategy and put it into practice • evaluate its effectiveness, making sure it can work for you • practise your chosen strategies. 4

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 5

The first steps of your discovery adventure

There is no running away from the truth that no real progress can be made unless we practise over and over again whatever it is we want to do well. Treat this book as your workbook: write, draw, highlight and scribble all over the pages. Personalise it and make it really your own. And just for now: • open yourself to new ideas • get well acquainted with the suggestions, tips and strategies (read them a few times if they sound strange or very different from anything you already know) • silence the protesting chatter in your mind (we all tend to be resistant to change!) • give yourself time and space for reflection.

The most important equipment you need for this adventure is an open mind and a true willingness to succeed.

5

Discover Learning Intelligence Text v2:Layout 1

DISCOVER YOUR LEARNING INTELLIGENCE

Everybody needs reminders! Keep reminding yourself that:

6

1/4/13

13:01

Page 6

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 7

The first steps of your discovery adventure

We are all different and we learn differently, so find out how you learn. If you want to succeed in just about anything, you need to build up your resilience muscle. Your attitude is the force that shapes, colours and gives meaning to all your experience. You can choose your attitude. What you focus your attention on grows. The only constant we have is change. Every journey begins with a decision to make the first step in a chosen direction. Reading this book will not make much difference; doing the STEPS will.

7

Discover Learning Intelligence Text v2:Layout 1

8

1/4/13

13:01

Page 8

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 9

PART 1 … in which you will be guided to find learning strategies that can work for you

Discover Learning Intelligence Text v2:Layout 1

10

1/4/13

13:01

Page 10

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 11

1 Chapter 1

You are unique To understand why it is essential that you find your own ways into learning, you need to appreciate the fact that you are unique, one of a kind, different from anybody else. There are people similar to you but nobody in this world is exactly like you. Your ‘brain wiring’, which is unlike any other network of neural connections is what, among other things, makes you unique. This complex and marvellous network has been developed by everything you’ve ever thought, felt, done, experienced and learnt. This is important, because some ways of learning that are good for others may not necessarily work for you and vice versa! Your brain is ‘wired’ differently than any other and for this reason you will find different ways of learning useful, effective and enjoyable. Before you begin to focus on finding learning strategies that work for you, let us look at some simple but unquestionable evidence that you are, indeed, unique.

11

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 12

DISCOVER YOUR LEARNING INTELLIGENCE

Here is a little game you can play with your friends, family or anybody willing to spend a few minutes having fun. First, follow the instructions on your own.

12

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 13

You are unique

1 Look at the picture in the first loop and draw (or write) in the second loop what comes to mind when you think about a sunny day on the beach. 2 In the third loop draw (or write) what comes to mind when you see (or think about) the thing you have drawn in the second loop. 3 Then, in the fourth loop, draw (or write) what comes to mind when you see (or think about) the thing you have drawn in the third loop. 4 Repeat this process until the last loop. Once you have your ‘association chain’, invite others to draw chains made of a few loops and guide them through the activity. When everybody has finished drawing, ask them to compare their chains. You will all be amazed at the great variety of associations. Although you all started with the same image and you may have thought of a few similar things, no two chains will be absolutely identical. That’s because each of you is absolutely unique!

13

Discover Learning Intelligence Text v2:Layout 1

14

1/4/13

13:01

Page 14

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 15

2 Chapter 2

Are you aware of your strengths? Nobody can do everything but everybody can do something. Find out what it is you can do and give it your best. This is your road to success. The ABCD of your strengths

Appreciate your strengths: value them, see them as the most important element of your success.

Build on your strengths: use them as a starting point, as a corner stone of everything you do.

Celebrate your strengths: remember them, enjoy having them and never take them for granted

Develop your strengths: as they keep getting clearer and stronger, they will lead you to success!

15

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 16

DISCOVER YOUR LEARNING INTELLIGENCE

We are programmed to believe that in order to succeed it is necessary to work on our weaknesses. There is nothing wrong with that, of course. However, we can forget that it is our strengths that also need a great deal of attention, because it is our strengths that will be the most solid foundation of our success. Your specific combination of strengths (as well as your weaknesses) is also a reflection of your uniqueness. What is it that you love doing so much that it can make you lose track of time? What are you good at? Many people believe that things we love doing lie in the domain of hobbies and have little or nothing to do with our work. For many this may well be true. However, don’t assume that this has to be the case. There are many people who earn their living doing what they enjoy, people who absolutely love their work. It’s worth trying to find this ‘something’ that will give you both livelihood and fun at the same time! This way you may never again need to motivate yourself to work! If, for whatever reason, you are worried that you don’t have any strengths, stop this negative thinking now. You will soon discover how far this worry is from the truth!

16

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 17

Are you aware of your strengths?

Your ‘general area’ strengths Your ‘general area’ strengths are your well-developed intelligences, the things that: • you like doing • you are good at • others appreciate you for. Circle or highlight on the mind map provided here everything that describes your strengths. (For the purpose of this activity, ‘good’ means ‘good enough’ or very good, not necessarily brilliant!)

17

Discover Learning Intelligence Text v2:Layout 1

DISCOVER YOUR LEARNING INTELLIGENCE

18

1/4/13

13:01

Page 18

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 19

Are you aware of your strengths?

In case you are not familiar with mind mapping, here is a very similar activity presented in a linear format. Think about each of the strengths listed here and tick the column that best describes you. Strengths

I like

I love

I’m good enough at

I’m very good at

Musical Practical Mathematical Creative Emotional Verbal Scientific Physical/body

My three greatest strengths are: 1.

2.

3.

19

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 20

DISCOVER YOUR LEARNING INTELLIGENCE

Another way to look at your strengths Are you a creative person? • you have unusual ideas and a rich imagination, you daydream • you write stories, compose music, draw pictures, improvise dances • you can make people laugh • you come up with unconventional solutions to problems • you like art, music, dance • ..............................................................

Are you a practical person? • you are good at fixing things, making things, organising or planning • you understand how money works • you can cook, garden, do everyday chores • you easily find any information you need • you know what to do in challenging situations • ...............................................................

Do you have a scientific mind? • you are observant, systematic, open-minded, patient • you think logically • you can spot different solutions to problems • you like chemistry, biology, physics • .................................................................

Are you a people person? • you are a carer, a giver, warm, open, empathetic, supportive • you understand people, you are interested in psychology • you are tolerant and understanding • you are a team player, a leader, an organiser • you like helping people • ..................................................................

20

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 21

Are you aware of your strengths?

Are you good with language and words? • you read with pleasure, you write with ease • you like foreign languages • you solve word puzzles, you play with words • you enjoy making jokes • you have a rich vocabulary • you find literature and grammar interesting • ..........................................................................

What about your body? • you are interested in bodybuilding – you train regularly • you play sports games or do individual sports • you dance, do street dance, gymnastics • you take care of your body, your health and energy (good food and exercise) • you enjoy sports and exercise • ..............................................................................

Is nature important to you? • you care about the environment, wildlife preservation • you are good at caring for animals • you are interested in plants and planting • you support the idea of organic farming • you like spending time in nature • ................................................................................

Are you interested in politics and the wider world? • you like history • you are interested in law • you want to make the world a better place and to become an activist • you read papers and watch political programmes • you read biographies of political figures • ................................................................................

21

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 22

DISCOVER YOUR LEARNING INTELLIGENCE

Do you find new technology interesting? • new technology fascinates you, you are well informed about new discoveries • you easily learn how to use new gadgets, applications, computer programs • you have ideas how to improve the existing technology • you enjoy spending time with your computer, iPad, new-generation mobile phone and so forth • you are interested in computer programming and computer graphics • ......................................................................................................

What about teaching others? • you like learning and then passing your knowledge and skills on to others • you like teaching; you have a lot of patience and willingness to help others understand and learn • you have the ability to explain things clearly • you like working with people • you are good at communicating with people • .......................................................................................................

Are you good with numbers? • you enjoy playing with numbers • maths problems are like fascinating puzzles for you • you like to calculate and solve maths problems • you remember numbers, dates, calculations • .......................................................................................................

Are you interested in medicine? • you find human biology interesting • you want to help people get well • you are interested in what causes disease • you want to be a practitioner or a medical scientist • .................................................................................................

22

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 23

Are you aware of your strengths?

Now look again at the table, the mind map and the questionnaire and decide which are your strongest points, your three best-developed strengths.

My three greatest strengths are: 1.

2.

3.

Your ‘study skills’ strengths Here are some other strengths – specific skills you make use of when studying. Mark on the table where you see yourself in regard to these skills at the moment. Strengths

Bad

Satisfactory

Good enough

Very good

Asking helpful questions Researching; finding information Reading for information, fast and efficient Organising material (structure) Memorising

My well-developed study skills strengths: 4.

5.

6. If you are not happy with ‘their state’, don’t worry! Following the activities and suggestions in this book will help you improve every single one of them! 23

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 24

DISCOVER YOUR LEARNING INTELLIGENCE

Your ‘personality’ strengths It is not only your ‘general area’ and ‘study skills’ strengths that determine how good a learner you are and how successful you will be. Some of your personal characteristics can also play a crucial role in your success. Evaluate your personality traits on a scale from 1 (very poor) to 10 (excellent). If you tend to be overcritical when it comes to judging yourself, ask your best friend to do it with you. This way you will get a more balanced view. Warning: do not even bother doing this activity when you are in a bad mood; your answers will not reflect the real you! Thoughtful

1

2

3

4

5

6

7

8

9

10

Open to change

1

2

3

4

5

6

7

8

9

10

Love learning

1

2

3

4

5

6

7

8

9

10

Open-minded

1

2

3

4

5

6

7

8

9

10

Creative

1

2

3

4

5

6

7

8

9

10

Good organiser

1

2

3

4

5

6

7

8

9

10

Good listener

1

2

3

4

5

6

7

8

9

10

Accurate

1

2

3

4

5

6

7

8

9

10

Good communicator

1

2

3

4

5

6

7

8

9

10

Reliable

1

2

3

4

5

6

7

8

9

10

Responsible

1

2

3

4

5

6

7

8

9

10

Resilient

1

2

3

4

5

6

7

8

9

10

Optimistic

1

2

3

4

5

6

7

8

9

10

Supportive

1

2

3

4

5

6

7

8

9

10

Honest

1

2

3

4

5

6

7

8

9

10

Kind

1

2

3

4

5

6

7

8

9

10

Generous

1

2

3

4

5

6

7

8

9

10

Inspiring

1

2

3

4

5

6

7

8

9

10

Accepting

1

2

3

4

5

6

7

8

9

10

Tolerant

1

2

3

4

5

6

7

8

9

10

Outgoing

1

2

3

4

5

6

7

8

9

10

Now circle your best personality traits and always do your best to remember and appreciate them. 24

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 25

Are you aware of your strengths?

Your strengths profile Look again at the previous pages in this chapter and remind yourself (yes, again!) about all your strengths. Write them all in the graph provided here.

M

NALITY STR O S R EN PE GT Y H S AL

ST REN GTHS

RE ST ING MY LEARN

NG TH

S

R E EN G MY

Bear in mind that appreciating and further developing your strengths is extremely important for your success. Some experts claim that it is more important than attempting to improve your weaknesses! The combination of all your strengths is one of the elements that makes you the unique individual that you are. Reflect on your strengths for a while. Go to sleep thinking about them. When you wake up, try to see how you can make use of them to become a more effective learner and live a meaningful and successful life. Note: ‘success’ means very different things to different people! 25

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

DISCOVER YOUR LEARNING INTELLIGENCE

Write your thoughts in the box provided here.

26

Page 26

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 27

3 Chapter 3

Discover how you learn best Learning in harmony with your unique ‘brain wiring’ will make you an effective learner. Your learning preferences: what you like and what you need Now that you are more aware of your strengths, it is time to explore your basic assumptions about the kind of learner you are. The first visual map presented in this chapter shows a variety of conditions that are necessary for people to learn effectively. However, as we are all different, only some of them are ‘right’ for individual learners. Browsing through the map, you will probably realise that your preferences depend on a number of factors: the subject matter, your motivation, the way you feel, what you need to do (read, organise material, memorise, write or solve problems). Just for now, forget about the complexity of the question and simplify matters; go with your instinct and mark what feels, sounds or looks good at first sight.

A ‘mixed bag’ of your learning preferences On the visual map provided here, mark everything that describes what it is that you like or need in most learning situations. 27

Discover Learning Intelligence Text v2:Layout 1

DISCOVER YOUR LEARNING INTELLIGENCE

28

1/4/13

13:01

Page 28

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 29

Discover how you learn best

A questionnaire with a difference In order to clarify further what it is you need or like when learning, it may be useful to look at things from another perspective. This time, mark what definitely does not describe your preferences – conditions or situations you don’t like or need, things you don’t find helpful. My least wanted source of information:

teachers * friends * Internet * lectures * books * audiobooks * DVD or TV * ...........................

My worst place for studying:

Indoors: office * bedroom * sitting room * kitchen * library * ....................... Outdoors: garden * park * beach * ........................ My most uncomfortable body position:

Sitting – at a desk * on a sofa * in an armchair * on the floor * on the bed * on a swing * .............................. Lying – on the floor * on the bed * on the grass * ............................ Upright – walking around * .............................

29

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:01

Page 30

DISCOVER YOUR LEARNING INTELLIGENCE

I never need to move:

Head – my tongue * by chewing * by munching * by relaxing neck * ........................ Legs – by tapping * by swinging * by walking * by cycling (exercise bike) * ................................. Hands – by writing * by clicking my pen * by tapping on the desk * by squeezing (ball) * by doodling * by playing with Blu-tack or paper clips * ..........................

Sound: I never want to hear

music (soft/loud) * TV * radio * silence * people talking * any kind of noise * ...............................

Colour: I never want to

highlight * use colour * use black and white print

Company: I never want to study

in a group * with another person * by myself

Time of day: I never want to learn in the

morning * afternoon * evening * night-time 30

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 31

Discover how you learn best

When you respond quickly and instinctively to the questions, your strongest preferences will be revealed with absolute clarity. You will also discover any fixed patterns in the way you learn that may be helpful and those that do not necessarily support your efforts.

This is how I learn best:

Now go back to the mind map and the questionnaire and find something you might be prepared to try even though it is not your preferred way of learning. You never know, it may turn out to be the best thing you’ve ever done!

I might try:

There is no right or wrong way to learn. When you become aware of your preferences, you can consistently work in agreement with them rather than against them. It will be as easy as going with the flow rather than swimming against the current. 31

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 32

DISCOVER YOUR LEARNING INTELLIGENCE

About your senses Your senses are the doorway to your brain and all of them play a vital part in the way you experience the world. However, when it comes to learning, many of us have one or two preferred senses that make our learning easier, or simply possible! Which of your senses do you think you use more than others when studying? Can you tell? If you’re not sure, start by marking your learning needs on the map provided here.

32

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 33

Discover how you learn best

33

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 34

DISCOVER YOUR LEARNING INTELLIGENCE

If you prefer working with a linear format, here is another questionnaire for you. This time, highlight your strongest preferences with one colour and your strongest dislikes with another. Vision (eyes) In order to understand and remember: • I need to see the speaker or the written text • it helps me to watch films, to look at pictures or graphs • I often learn best by simply reading the text.

Hearing (ears) In order to understand and remember: • I need to listen to explanations, audio programmes, discussions • I need to say things aloud to hear myself speak.

Action (body) In order to understand and remember: • I need to learn in ‘hands-on situations’ • I need to make and do things • I need to act out, write, draw and talk to people about it all

Smell In order to remember: • I need to associate information with a certain scent. Some of us have a ‘dominant learning sense’, a sense that has to be involved if learning is to take place. Do you think there is any sense that is clearly the most important one for your learning? If so, which one is it? ............................................. If you’re not sure, it is possible that like most of us, you need to make use of at least two senses.

34

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 35

Discover how you learn best

Which of the combination of senses best describes your preference? • eyes + ears • eyes + action • ears + action • eyes + ears + action Looking at the words you have highlighted on the previous pages in this chapter, write which senses you need to use to learn most effectively and how you can do it.

35

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 36

DISCOVER YOUR LEARNING INTELLIGENCE

About your two brain hemispheres: your amazing brain We are all born with powerful brains that provide us with many ways to process all our experiences, including learning. Some of the ways we process experiences have been described as ‘typical’ of the left or ‘typical’ of the right brain (or hemisphere). We all have and use both hemispheres. There are people who show no clear preference, but many of us seem to favour either left or right brain ways of thinking, acting and learning. This metaphorical differentiation helps us become aware of the possible reasons why we act the way we do and why we prefer to learn in certain ways. It can also explain some of our strengths and weaknesses! Think what describes you more accurately and mark where approximately you could place yourself on the spectrum. Left brain functions Language Lyrics Literal (exact meaning) Sequence Control Linear Step by step Details Analysis Black and white Facts Measurements Music technicalities Logic Quick wit

Right brain functions Pictures Tunes Metaphor Random order Freedom ‘All over the place’ Flow Overview (big picture) Synthesis Colours General impressions Spontaneity Musical expression Creative imagination Slow thinking

If you tend to swing towards the left, your way of learning is in harmony with the way the academic system operates. It prioritises language, numbers, details, linear format and logic.

36

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 37

Discover how you learn best

If you are inclined to lean towards the right, it is likely that you are someone we can describe as a ‘right-brain-dominant kinaesthetic learner’, or a ‘fiddling–fidgeting daydreamer’. Don’t think for a moment that there is anything wrong with being a fidgeting daydreamer; very many brilliant people, including Albert Einstein, belong to this group! So what is your verdict? I tend to function more from the .................... brain hemisphere. It is likely I am / am not a ‘right-brain-dominant kinaesthetic learner’.

Frequently confused concepts Kinaesthetic learning involves movement, touch, doing and making things in order to understand and remember. There seems to be a difference between ‘kinaesthetic learners’ and ‘kinaesthetic people’. They all share a number of characteristics, but not all of them necessarily need to employ kinaesthetic ways of learning! For example, I (Eva) am what can be described as a ‘kinaesthetic person’ but I am not a ‘kinaesthetic learner’. When it comes to learning (understanding and remembering), I don’t necessarily need to act out, touch, manipulate or make things; I’m happy learning with my eyes and ears, listening to lectures and reading or looking at pictures. Kinaesthetic person

Kinaesthetic learner

Dislikes being still

Needs to act out, make, do, touch

Talks slowly, searching for words

Finds listening to lectures challenging

Gestures when talking

Needs to move, swing on chair, doodle while listening

Likes cosy places

Needs a comfortable position

Mind goes blank when stressed

Finds learning impossible when stressed

Uses touch to get someone’s attention

Needs frequent breaks

Touches objects (texture, softness)

Must move to learn

Do you think that the kinaesthetic ways of learning suit you best? If so, the next chapter is for you! 37

Discover Learning Intelligence Text v2:Layout 1

38

1/4/13

13:02

Page 38

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 39

4 Chapter 4

Tips for ‘fiddling–fidgeting daydreamers’ This applies to students who need to experience what they learn, to move while learning, and those who frequently fiddle with things, fidget and daydream. They speak slowly, always searching for words, they like to touch objects and they like to make things. They learn by doing rather than by listening to lectures or explanations. When required to sit still for any length of time and listen, they soon lose interest and drift into their imaginary world. It is extremely important to bear in mind that these people are often highly creative and gifted in many different ways. It’s just that they don’t take easily to sitting still (an understatement!) or listening to lengthy speeches. If you are a fiddling-fidgeting, daydreaming kind of learner, here are a few strategies you may find particularly useful. Note: even if you’re not this kind of learner, try them anyway; you never know, you may find them helpful, even enjoyable!

Talk about things to remember them Benefits: • You will be engaging your body in learning: your mouth, vocal cords, lungs and so forth. • Putting your thoughts into words helps you to understand and remember information. • You will be using your eyes if there is a text and a picture to look at. • You will be using your ears – you will hear yourself speak.

Using as many senses and skills as possible guarantees best results. Start reading from the end Benefits: • By starting from summaries and conclusions, the first thing you will get is an overview of the topic 39

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 40

DISCOVER YOUR LEARNING INTELLIGENCE

• By reading whole sections and chapters in the reverse order, you will be kept on your toes, as doing something in an unusual way will stimulate your senses and make you more attentive. • You will notice different things than if you were reading in ‘the normal way’. • There will be a guarantee that you will get to the end, simply because that’s where you will start! • You will get a new perspective on the topic, which will stimulate your thinking.

Doing things in an unusual way helps you to pay attention and it stimulates your thinking. Engage your body in learning: move! If possible: • act things out • make things • move around • draw pictures or storyboards • gesture when illustrating a point • chew or munch • change body position • doodle while listening • walk around the room • talk to someone (or to yourself!) • cycle on an exercise bike while listening to recorded revision material on an iPod or MP3 player.

If you feel you need to move while thinking or memorising, just do it!

40

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 41

Tips for ‘fiddling–fidgeting daydreamers’

Take short breaks as often as you need to • Stand up. • Stretch. • Have a drink of water. • Jump or dance around the room. • Open the window and take a few deep breaths.

Breaks are good for learning: you remember best the things that you learn after the break and … before the break! Calm yourself down • Do some exercises before you start working. • Switch off unnecessary distractions such as Facebook and your mobile phone (impossible?!). • Put on some music that relaxes you. • Avoid too much sugar, caffeine and fizzy drinks.

By calming yourself down you will be able to improve your attention span and concentration. 41

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 42

DISCOVER YOUR LEARNING INTELLIGENCE

Use different colours • Use coloured pens and highlighters to make important information ‘jump out’ of the page. • Use coloured paper or Post-its for coding and organising material.

Colour coding can dramatically improve your ability to remember details and improve your organisation skills. Make visual maps Learn to make mind maps or any other kind of visual maps, because they can provide a solution to a number of your learning needs. Benefits: • You will be able to relax and forget about any stress that comes with wanting to get it right: at least to start with there will be no need to think about organising information, spelling or grammar. • You will get an overview of the whole topic. • You will notice how different parts are connected and interdependent. • Colours and pictures will support your memory. To learn how to do it, go to the next chapter.

42

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 43

5 Chapter 5

Mind mapping: a miraculous learning tool Mind mapping, a technique devised and systematised by Tony Buzan, is basically a radiant way of making and taking notes. For a vast number of learners mind mapping, once learnt and mastered, is an ideal tool for getting ideas ‘out of the head’, as well as for putting information ‘into the head’. Mind mapping is useful for a variety of purposes, including: • generating ideas • organising material • revising • memorising • providing an overview of a topic • taking notes • planning. Many students look at the work of some accomplished mind mappers and get discouraged, thinking that they could never be able to produce this kind of work. How wrong they are! The truth is, you can learn to mind map within a matter of minutes. Mind mapping, like every other skill, needs practice. Every time you sit down to make some notes, remember to do it in the form of a mind map. Until you have mastered the skill, avoid going back to the old, established habit of making notes in lines. One day when you realise how extremely helpful mind mapping can be, you will be praising Mr Buzan to high heaven for inventing the tool and yourself for your determination and perseverance.

43

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 44

DISCOVER YOUR LEARNING INTELLIGENCE

Mapping your ideas When planning your written work, presentations or attempting to solve problems, work your way through the following steps. 1 Take a piece of unlined paper and a few colour pens. 2 In the centre of a blank sheet, write your topic or draw a picture of your topic. 3 With a colour pen draw a thick line like a sunbeam or a tree branch coming out of the central picture at approx ‘1 o’clock’ 4 On the line, write a key word (or key words) of a subtopic related to the topic. 5 Still using the same colour pen, draw thin lines coming out of the end of the thick line. 6 On the lines, write or draw details connected with the word on the thick line. 7 Change the colour and draw another thick line (branch) coming out of the central picture. 8 On the branch, write or draw another subtopic associated with the main topic. 9 And so on, and so on.

44

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 45

Mind mapping: a miraculous learning tool

Mapping a text When you want to makes notes from a textbook in order to revise or write a report: • highlight key words in the table of contents • skimming through the text, highlight key words and any other information that strikes you as important • then follow the steps listed in the previous section, ‘Mapping your ideas’. You will find much more information about mind mapping in the attached CD: Mind Mapping for Revision.

45

Discover Learning Intelligence Text v2:Layout 1

46

1/4/13

13:02

Page 46

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 47

6 Chapter 6

Boost your memory Memory: a mysterious phenomenon For years researchers have been trying to locate memory in the brain, but until now nobody can say with absolute certainty where it actually resides … Have you ever been surprised that you could remember things as random as a specific smell of your grandmother’s house or your junior school, the registration number of your first car, lyrics of a song you knew many years ago, the exact place where you were when something important happened? There are people who remember thousands of tunes and others who know thousands of lyrics. The fascinating thing is that we remember all these things even though we have not made the slightest effort to memorise them! Then there are things we try very hard to remember but somehow they seem to keep ‘evaporating’ from our memory! Facts, dates, names and so many other bits of information we stuff our brains with before exams get forgotten almost as soon as the exam is over. Has this been your experience? Why do you think this happens? It may surprise you but trying hard stresses the brain and makes understanding and remembering more difficult. The brain absorbs information best in the state we call ‘relaxed alertness’. In other words:

Your thinking and your ability to remember is at its best when you are relaxed yet at the same time alert. Although the phenomenon called memory is still in many ways a mystery, there are certain things we do know about it. • It can be dramatically improved with practice. • There are two elements underlying conscious memory: imagination and associations of sensual experiences – smells, sounds, pictures, movement and taste play a part in the way we remember things.

47

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 48

DISCOVER YOUR LEARNING INTELLIGENCE

• Remembering is strongly connected with emotions. • We forget most of what we try to memorise in the first 24 hours unless we review the material.

We also know that we remember: • things we are interested in • things we associate with our emotions • things learnt in the state of flow (relaxed alertness) • stories and metaphors • pictures and colour-coded information • rhymes, songs, raps (rhythm) • things we find funny • things we repeat a number of times • and many, many things for some unidentified reason!

Read all of these bullet points again and then answer the following questions. What makes remembering easier?

What do you actually consciously do to remember things?

48

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 49

Boost your memory

Is there anything you would be willing to try next time you have to memorise something?

Notice and visualise A conscious attempt to memorise information can make all the difference to our ability to remember. When consciously trying to memorise information, we can hardly ever do it unless we focus our attention on the information – unless we notice the information. When making an attempt to remember something, whether it’s a word, date, fact, process, face or anything else, • first, focus your attention on it and consciously notice it • then close your eyes and see it in your mind’s eye as vividly as possible • finally, say it aloud. Do this a few times within the next 24 hours and see for yourself whether it works.

Five-step learning process: an unbeatable way to remember information (see the attached CD) Here is what we suggest you try next time you need to memorise some material. Make sure you do it before you say: ‘I have poor memory and it will never work for me’! If you are working with a library book, photocopy the chapter you are planning to study. If you’re using the Internet, print the text out. If the book is your own, don’t hesitate to mark, underline or circle information, treating the book as your workbook. You will be skimming through the text with a clear intention to notice only key information, which, by the way, may only be about 5 per cent to 20 per cent of the text.

49

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 50

DISCOVER YOUR LEARNING INTELLIGENCE

Step 1. Browse through the whole chapter (not reading every word!), spending no more than a minute per page. Notice titles, bold print, graphs, pictures, anything that jumps out of the page. Going through the chapter, highlight key ideas, concepts, definitions and formulas. Avoid marking whole sentences or whole paragraphs. Take a break Step 2. Skim thought the whole chapter again, this time starting from the end. Start from the summary, conclusion or last page and move page by page towards the beginning. Use your highlighter again; you will probably notice some important information you may have missed when skimming through the text the first time. Take a break Step 3. Take an A3 blank sheet and write (or draw) the topic in the centre of the page. Skimming through the pages, find the subtopics; draw branches coming out of the centre of the page and write the key words on them, one subtopic per branch. Now, draw thin branches and on them write key information that you have highlighted in the text. Take a break Step 4. Following the instructions in the previous chapter on how to mind map, make a colour mind map. Use a different colour for individual ‘branch families’; print words so that you can read them without making an effort to decode any scribbles; illustrate words with pictures, graphs and symbols. Take a break Step 5. Putting key words into full sentences, take somebody ‘around the map’; starting from the first branch, talk to a willing listener, explaining ideas, concepts and symbols. It is essential that you read it aloud, so that not only do you see the information but also you hear it and speak it.

The more senses you use, the more effective your learning will be. Repeat Step 5 • within 24 hours (essential!) • after 3 days • a week later.

50

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 51

Boost your memory

51

Discover Learning Intelligence Text v2:Layout 1

52

1/4/13

13:02

Page 52

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 53

7 Chapter 7

See it in your head: learn to visualise You may wonder what visualisation is. Well, it is simply creating pictures in your imagination; in other words, it is ‘seeing’ pictures in your head. There are people who claim that they are not able to visualise. There are also those who ‘see’ pictures in their heads and those who ‘think’ pictures rather than actually see them. Most of us can visualise. If you wonder whether you can, carry out a little experiment: ask someone to slowly read the following instructions, and ask them to pause and take deep breaths while they are reading to give you time to create pictures in your mind.

Close your eyes … Imagine opening your bedroom door … and walking in … Stand there for a moment and look around … is your room tidy?... What can you see on the floor …? And your computer on the desk near the window, is it on or off? Now go to the window … and look out of the window … Can you ‘see’ what you normally see when you stand there every day?…

If you have successfully followed the instructions, you know that you can visualise. Some people can see more details and richer colours, they can make images bigger or smaller at will, they can bring images closer or ‘push’ them further away but most people can train themselves to become better at ‘seeing’ pictures in their heads.

53

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 54

DISCOVER YOUR LEARNING INTELLIGENCE

Visualisation can be a useful learning tool For some learners, listening to someone talking for any length of time and not losing concentration is practically impossible. When a stream of words starts coming in through their ears, they switch off almost immediately and start daydreaming. They may also get stressed out and experience their minds going ‘blank’, which makes them unable to take in any information. Pictures, whether real or imagined, can play a vital role in learning. Many of us remember pictures much better than words, particularly spoken words. When it comes to learning and remembering information,

the ability to transform words into pictures in the head can be a saving grace for many learners! Here are some ways for you to practise visualising information. • Close your eyes and imagine writing your name on a whiteboard; write in big letters using a colour of your choice. ‘Look’ at your written name … and spell it aloud backwards. Why backwards? Because in order to spell backwards, you really have to see the letters in your head! • Now, think of a long word, maybe one you’re not always sure how to spell, and follow the instructions in the previous bullet point. • Ask a friend to tell you how to get from A to B (eg from his house to the nearest supermarket). Close your eyes and, while he is describing the route, do your best to ‘see’ the route in your head as clearly as you can. • Ask somebody to give you a series of instructions how to make one of your favourite dishes. Ask them to pause after every sentence to give you enough time to ‘see’ in your head all the ingredients and everything that needs to be done. • When a friend is telling you about something that happened to her, create pictures of the events in your imagination; do your best to ‘see’ as many pictures or words as you possibly can. • Ask someone to describe in detail his sitting room while you listen with your eyes closed and try to ‘see’ it in your head; then open your eyes and draw a plan of the room.

54

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 55

See it in your head: learn to visualise

If you decide to practise visualisation, which of the tips will you put to the test?

55

Discover Learning Intelligence Text v2:Layout 1

56

1/4/13

13:02

Page 56

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 57

8 Chapter 8

Become an efficient reader The way we read different texts depends on: • what we read • the purpose of reading • how much time we wish to devote to it.

What For the purpose of this book we will concentrate on reading academic texts, the kind of texts you find in: • handouts • your own notes • books and textbooks • downloads ..................................................

Why It is primarily the purpose of reading that will determine the way you read. So what is the purpose of reading your study guide or module handouts? You may read in order to: • get a general idea of what the topic is about • acquire an understanding of a given subject • find specific information • to learn – to remember ideas and details ..................................................

How much time As a student you may frequently be overwhelmed by the sheer amount of reading you need to do, and often in limited time. This means that you want to be able to read pretty fast and retain the information.

57

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 58

DISCOVER YOUR LEARNING INTELLIGENCE

Making the first step towards improving your reading skills If you are like most of us, when reading a chapter from a book or an article on the Internet, you open the book or a page on your computer screen and start reading one word after another … one sentence after another … one paragraph after another.

From an early age we have been trained to read every word, making sure we don’t miss anything of importance. No wonder this way of reading has become a firmly established habit. This is great when reading a poem or fiction. Reading for pleasure and savouring the subtleties of language is very different from reading for information. Getting away from the habit of reading every single word with equal attention may be more challenging than you think. Overcoming the strong resistance to scanning and skimming (in case you miss something) may require determination and a great deal of discipline. However, developing this new habit is absolutely essential if you want to become an efficient learner and be able to get through huge amounts of material, whether at school, at university or in your professional life.

Here is how you can start practising fast reading:

1 Select your text, something you need to read, understand and remember. 2 Become very conscious of your purpose, the reason why you will be reading, which in this case will be getting an overview of the topic and finding important information. 3 Just for now, avoid getting bogged down by anything in particular; resist the temptation to slow down and start reading the way you have always read, one word after another. 4 You may want to start by reading the summary or conclusions before going through the text.

58

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 59

Become an efficient reader

5 Browse quickly through the whole text, no matter whether it is a short article or a lengthy chapter in your textbook. Spend no more than 3–4 minutes on a page. 6 Notice titles, subtitles, words in bold print, pictures, graphs, anything that stands out from the rest of the text. 7 If the book or handout is yours, highlight all key information, words, ideas and definitions, all the things that are essential for you to understand and remember. Avoid highlighting whole paragraphs and make sure you mark only the most important things. As you go through the text again, the highlighted information will help you notice and remember it.

It has been estimated that on average only about 5 per cent to 20 per cent of any textbook is key information, while the remaining 80 per cent to 90 per cent is ‘more of the same’, case studies, explanations and so forth. Even if in some cases this is not exactly true, the fact remains that some things will always be more important than others.

Recommended reading Norman S & Cisek J (2010) Spd Rdng: The Speed Reading Bible. Saffire Press, Wheathampstead.

59

Discover Learning Intelligence Text v2:Layout 1

DISCOVER YOUR LEARNING INTELLIGENCE

60

1/4/13

13:02

Page 60

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 61

Become an efficient reader

61

Discover Learning Intelligence Text v2:Layout 1

62

1/4/13

13:02

Page 62

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 63

9 Chapter 9

Writing with flow Judging by the number of books published in the world every single day, there can be no doubt that very many people enjoy writing very much indeed! But then there are also those who clearly don’t! Many learners complain incessantly about having to write essays, projects, reports, reviews and so on. Does any of the following sound familiar? • I can sit for what seems like hours in front of the blank screen or a piece of paper just staring at it, not knowing how to start! • I am supposed to write 5,000 words but I have so little to say on the subject. • The essay needs only 5,000 words and I have written twice as much! I have no idea what to throw away. • I simply hate writing, and that’s because I know I’m not good at it. • I can never get it right – I keep throwing pages and pages of scribbled sheets into the bin or deleting everything from the screen. Then I have to start all over again!

Jump over any potential ‘writing hurdles’ It is not uncommon for writers to experience days, even months, when their creative minds seem to have gone on strike, when ideas are in short supply and writing feels like a tough obstacle course. If this happens to professionals, we can expect it to happen to anybody. For those of us who are not particularly fond of writing, these emotional writing blocks are often caused by or hidden under the guise of: • a dislike to commit thoughts to paper (screen?) • a belief that writing is ‘hard’ • a fear of making mistakes • paralysing ambition to ‘get it right’

63

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 64

DISCOVER YOUR LEARNING INTELLIGENCE

• an ongoing judgemental chatter in the mind • an anxiety that there is too much to do and not enough time • a feeling that one should be doing something else • finding any excuse why not to write • a fear of criticism • not knowing how to start • thinking one has nothing to say on the subject • being overwhelmed with the amount of material ......................................................................................... .........................................................................................

Would you say that any of these factors may be responsible for your mind going blank when faced with the need to write something? If so, here are some tips for you.

Fast and non-stop Take a pen and a piece of paper or, if your typing skills are up to scratch, sit at your computer. If you like working with music, put on some well-known background music, the kind that will relax you.

Your topic is:

Why I love to write, or Why I dislike writing essays. Bearing in mind that nobody is ever going to read it, grade it or comment on it, start writing whatever comes to mind, ignoring sentence structure, spelling, punctuation or putting your thoughts in any specific order. Anything goes! Write without stopping to think until you get to the bottom of the page. Do it now before you continue reading!

64

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 65

Writing with flow

Did you find it easy to follow the instructions? If so, why do you think it was easy?

If you found this activity challenging, why do you think it was?

What could be the potential benefits of doing this exercise? Could it be: • getting your ideas out on paper? • having something tangible in hand (that could be corrected)? • finding out that it can be done and that you can write? • feeling more relaxed about writing? • anything else? ................................................................................... ...................................................................................

65

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 66

DISCOVER YOUR LEARNING INTELLIGENCE

Writing flow with mapping In our experience, many people’s problems with writing disappear once they make mind mapping a part of the process.

Map to generate ideas or to recall what you already know • Write or draw a picture of your topic in the centre of the page. • Draw lines coming out of the central image and write on them anything that comes to mind in connection with the topic. • Do not judge your ideas; write down everything that you can think of, even if it sounds silly or repetitive. • Take a short break. • Read what you have written on the lines and if anything more comes to mind, add lines and write it on them or in the ‘clouds’ next to them.

Take a pen and a sheet of blank paper and follow the instructions. Your topic is:

People and things (films, books, nature) that inspire me. Do it before you continue reading.

What could be the benefits of doing this exercise? • Bare lines will stimulate your mind to come up with ideas. • You don’t need to write in any specific order. • You don’t need to formulate sentences. • You don’t need to evaluate your ideas. • You don’t need to think about spelling and punctuation. In other words, at this stage, anything goes! ................................................................................... .................................................................................. 66

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 67

Writing with flow

Mapping for planning and organisation When it comes to creativity, no doubt having ideas is essential; it is pretty obvious that you can’t write anything unless you have something you want to write about. However, a mixed bag of ideas is only the beginning. First, look at the page of ideas you put together for the previous exercise about the things that inspire you. Put on your thinking hat and • mark ideas that fit the topic well • cross out what does not really belong • find ideas that belong together • decide on the best order in which to arrange your thoughts and write numbers next to each of the branches • add anything important that comes to mind.

Now, make a mind map. • Put key ideas, subtopics, on thick lines (coming out of the central image) in the order in which you have numbered them. • Put details related to each idea or subtopic on lines coming out of the end of the thick lines or in the ‘clouds’ next to the lines.

Imagine that you are giving a presentation about the topic. Talk somebody around the mind map, putting the key words into complete sentences to explain what you will be writing about. Add new ideas to the mind map as they pop into your head and get rid of the details that don’t fit.

This exercise has several benefits. • You will have a solid plan of your essay, presentation or project. • Turning the key words into complete sentences will prepare you for writing. • Having to formulate your thoughts and say them aloud will give you an opportunity to evaluate your ideas and the structure of your essay.

67

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 68

DISCOVER YOUR LEARNING INTELLIGENCE

Next time you are about to write an essay, a report or a project or the next time you work on any other assignment, just for the sake of a real-life experiment: • break with your habit of making a linear plan (or not making any plan at all!) • buy a set of thick and thin coloured pens • give yourself a little push to make a visual map.

Once you have done it a few times, planning your writing this way is most likely to become much easier, even enjoyable! There is also a chance it will become your new and extremely useful habit!

Mapping for oral presentations When preparing a presentation, many people tend to write pages of text or many words on PowerPoint slides only to read the text to their audience! How boring it is and how offensive for the audience, whose reading skills are most probably up to scratch! Others write bits of their presentations on individual flash cards and, clutching the cards in their hands, read one after the other. Just imagine what could happen if all the cards suddenly slipped out of the speaker’s hands and scattered, out of order, all over the floor! Rather than risking this kind of accident or boring your audience by reading the words appearing on the screen, you could prepare a PowerPoint ‘with a difference’, a presentation on one slide only, one ‘growing’ mind map. (See the attached CD)

68

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 69

10 Chapter 10

Make good use of the Internet You may feel that you know all about it and that you don’t need to hear about it anymore. If this is the case, simply skip this chapter. However, if your experience with studying with the help of the Internet is not always that great, read on. Do you remember what life was like without the Internet? If you’re very young, you probably don’t. This incredible invention became an integral part of our everyday lives not so long ago and yet very many of us are now so used to it that we take it for granted. We can’t possibly imagine communicating, shopping, working, dealing with everyday business, finding information and being entertained without this technology. Studying with the Internet can be both extremely helpful and extremely challenging. As is the case with almost every other invention, the Internet can be fantastically beneficial when used appropriately; when misused, it can be a real headache. Let’s look for a moment at the obvious advantages and the not-always-so-obvious challenges of studying using the Internet.

Advantages:

Challenges:

• very easy access to information, literally at your fingertips

• so easy that it makes searching for information in other types of resources (eg books) redundant

• vast amount of information

• an overwhelming amount of information, too much to read everything

• a great variety of sources

• confusion as to which sources are trustworthy and which are not

• access to very different views and opinions that stimulate thinking

• temptation to ‘copy and paste’, to help oneself to anything available on screen, to treat Internet material as nobody’s property

• numerous links to more and visual sources, such as YouTube videos.

• constant distractions such as flashy irrelevant pop-ups.

69

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 70

DISCOVER YOUR LEARNING INTELLIGENCE

Next time you are supposed to write an essay or a report and need to find relevant information on the Internet, try the following steps. 1. Browse through the material on the screen and select a few relevant sources that at first sight give the impression of being most reliable. Although you can never be absolutely sure whether a given source is reliable or not, go for academic papers and articles written by people with credentials or by those you know can be trusted. If you can’t find a clear indication that the source is reliable, you have no choice but to trust your intuition. 2. Limit yourself to a few sites and a manageable number of pages; how much material you are going to work with will depend on your topic and the time you have available. 3. When working with printouts, print out whatever you think might be useful, making sure that you have a record of the authors, titles of articles and names of sites of everything you print out. (Note: working with printouts will make planning much easier.) 4. When working on screen, copy and paste relevant information (remember about acknowledging the authors and titles of the text!) and save it in Word. 5. Arrange the sheets or documents in folders according to topics. Then, going through the pages more carefully, discard anything that is irrelevant and highlight everything that will be useful. If you already have a plan (perhaps a mind map?) of your written work, include the Internet information in the plan. If not, create a plan using the Internet materials.

Dealing with an information overload The amount of information available on the Internet can be absolutely overwhelming. If you feel lost and disoriented, you could start by scanning the text for answers to some basic questions. •

What are the key ideas, opinions or facts?

•

Why are they important?

•

Who came up with the ideas or opinions?

•

How have the ideas been researched or implemented?

•

When and where did the major breakthroughs or discoveries take place?

Answering these or any other appropriate questions will help you select your materials and put the information into a meaningful sequence. 70

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:02

Page 71

Make good use of the Internet

Remember that reading about these techniques will not make any difference to your learning; only putting them into practice will! Now decide which of the suggested tips you will put to the test.

71

Discover Learning Intelligence Text v2:Layout 1

72

1/4/13

13:02

Page 72

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 73

PART 2 … in which you will be able to wave goodbye to your learning challenges

Discover Learning Intelligence Text v2:Layout 1

74

1/4/13

13:03

Page 74

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 75

11 Chapter 11

Believe you can and decide you will Become your own best friend and think good thoughts about yourself. You and your thoughts Out of each of the following pairs of statements, which do you think or say more frequently? • I am good at organising my time (when I want to). • I am hopeless at managing my time.

• I can learn most things (when I put some effort into it). • I am not smart enough to learn most things.

• I can pay attention for a long time (when I’m interested in the subject). • I have serious problems with concentration.

• I can remember a lot of things (some useful, others not). • I have a terrible memory.

• Many things are easy for me (usually the ones I enjoy doing). • Studying is hard work for me.

Have you ever stopped to think how your thoughts influence your life?

75

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 76

DISCOVER YOUR LEARNING INTELLIGENCE

The way you choose to see yourself becomes your reality It may come as a surprise, but the truth is that your self-image is a self-fulfilling prophecy. If you see yourself as the lovable, smart-enough, able-enough, confident-enough and attractive-enough human being that you in fact are, the next few pages are not for you. If, however, you tend to look at yourself in a mirror that distorts images and so you see yourself as someone not bright enough, not attractive enough, not interesting, painfully shy and having nothing to offer anybody, read on. When you think these thoughts, you are blocking any attempts to improve your mind and any chances to appear more attractive or be a more effective learner. The fact is that you act as if you were your worst enemy! Do you live up or down to your expectations? Put a tick beside the comments you most frequently make about yourself.

I am capable

I am not very bright

I am attractive

I am not attractive or I am too fat

I have potential

I will probably never amount to anything

I am confident

I am painfully shy

Often in our heart we don’t really believe the negative things we say about ourselves. However, a tendency to put ourselves down is not uncommon in our culture. In fact, it is regarded as a sign of modesty and considered natural and appropriate, infinitely better than acting in a confident manner and talking about our achievements. The trouble is that the brain does not know the difference between what we truly believe and the words we actually say. It has no sense of humour and it takes everything we say or think seriously! If your self-image is not very good and if you really want to feel better about yourself, you will need to put some work into changing the ways you think and talk about yourself.

76

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 77

Believe you can and decide you will

Here is how you can start. Every time you say or think a negative thought about yourself or about your ability to learn and improve, say to yourself:

delete … delete … delete … and replace it with a positive thought. Stand in front of a mirror and, looking into your eyes, say with as much conviction as you possibly can:

I am capable! I am lovable! I can learn! I can change!

The thoughts you think create your world. You actually become the person you think you are. Do you keep playing your ‘broken record’? Researchers tell us that we think between 50,000 and 60,000 thoughts daily and that most of these thoughts are the same every single day! If we are not very happy with ourselves, with our lives or the way our studies are going, our recurring thoughts are only too often negative and gloomy. We talk to people about our misery. Whoever we talk to, friends, family members or therapists, the same words tend to pour out of our mouths. This is our ‘broken record’ that we play again and again and again … Here is an example of a broken record. This is how a smart, talented, intelligent, funny and very interesting young woman who has taken university-level courses in six countries and in five different languages used to talk about herself in her moments of gloom, triggered by challenges with life issues and challenges with learning.

77

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 78

DISCOVER YOUR LEARNING INTELLIGENCE

I can’t remember anything I read – my face is covered with spots – my boyfriend is a jerk and hasn’t called for days – I’m useless and nobody cares for me – I can’t sleep – I’ll never finish this assignment – it would be best for everybody if I were dead – nothing makes any sense any more – my life sucks – I’m just not smart enough – everybody around me is so clever and infinitely better at everything – I have no money and no fun in life – I can’t do anything well – I am an emotional disaster – my self-esteem has reached rock bottom – I can’t concentrate – I don’t have any real friends – the fear of failure paralyses me – everything feels too much and I’m constantly overwhelmed – I can’t cope with life.

Do you have your very own broken record that you play whenever things don’t go as planned? Ancient wisdom proclaims that if you have a sad, traumatic or otherwise bad experience, it is good to tell somebody about it, but you should tell your story no more than three times. Three times only! Just think, how many times have you played your broken record? Ten times? A hundred? More than that? Bearing in mind that the words you speak, particularly when accompanied by strong emotion, actually create your life, you may want to decide to get rid of your broken record for good. If you do, the next time you catch yourself having a moaning session, ‘turn on’ your ears and start listening to yourself. Are you saying exactly the same things you have been saying for a long time over and over again? Do you think the time has come to smash your broken record? Or would you miss this part of your life and would you regret not having it any more?

78

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 79

Believe you can and decide you will

Many of us are strangely attached to our misery and indulge in playing the familiar ‘broken record’ over and over again. Do you? When you feel you’re ready to start life without your broken record, here are some suggestions for how you could go about it. See which one sounds best for you.

Remedy 1 • Write down everything you complain about, everything that is wrong with your life. • Imagine that you are a stand-up comedian; in the privacy of your room read the list out loud, making fun of the issues – use funny voices and exaggerated gestures, making it all sound silly and amusing.

Remedy 2 • Write down everything that is wrong with your life, everything you complain about. You may keep adding to the list whenever something you have missed out comes to mind. • Divide a sheet of paper into four columns. At the top of each column write a heading, for example: life in general, health, studies and feelings. • Go through your list of complaints and write each one in the appropriate column. • From each column select one item that could be improved. Think what exactly it is you will need to do to change the situation or get rid of the problem. Look into your heart; although you may find it hard to believe it, most of the answers you are searching for are already there!

Remedy 3 • Write down everything that is wrong with your life, everything you complain about. • Make a recording of all your complaints and listen to it many, many times until you get terribly bored and you don’t want to hear it any more. Erase the recording, imagining that as you do it you are also erasing your broken record from your mind.

Your mind is always active and, if you are like most of us, it is used to thinking many negative thoughts (a large percentage of 50,000, remember?) about yourself and everything around you. Criticising, blaming and complaining is your mind’s favourite occupation. 79

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 80

DISCOVER YOUR LEARNING INTELLIGENCE

It is not enough to simply say to yourself: stop thinking these negative thoughts! The habit of complaining, criticising and condemning is very firmly established in your thinking. The brain is always busy and it doesn’t tolerate vacuum; if you want to change, you will need to practise replacing destructive thoughts, your broken record, with a ‘positive record’ of gratitude and, at least cautious, optimism. Think what you’re going to do to stop playing your broken record and write your thoughts here.

How to start feeling better about yourself Why do so many people suffer from low self-esteem and lack of confidence? Wouldn’t we all like to know! We blame parenting and family dynamics, schooling, bullying, tough life experiences, DNA, the stars, karma … you name it! Experts tell us that our self-esteem and the way we feel about life is not so much the effect of what actually happens to us but rather the result of our way of thinking, of the way in which we interpret our life experiences. There is plenty of evidence that supports this way of thinking. Surprisingly many people who are loved, admired, rich, famous, successful and attractive have been known to be extremely insecure, profoundly unhappy, lacking in confidence and suffering from poor self-esteem and damaging self-image. We think about those people and ask with disbelief: How can this be possible?! And yet, it is.

Mind the words coming out of your mouth Paying attention to the words we speak is more important than we often imagine. Just one word can make all the difference to the way we feel! There are quite a few words that could well be avoided or, even better, altogether erased from our vocabulary. Let’s look at some of them.

80

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 81

Believe you can and decide you will

Beware of generalisations. When we complain, criticise or blame somebody, when we’re angry, upset or frustrated, we start sentences with nobody, everybody, always, never and all their ‘cousins’. General statements are hardly ever valid and yet they have the power to drag us down and make us feel really bad. It’s not about pretending everything is great when it’s not. It’s about being specific rather than making sweeping statements such as: • Nobody understands me! • I always forget where I put my keys. • I can never get it right! None of these statements are accurate! Because there are some people who understand you, sometimes you do remember where you’ve put your keys, and you have to agree that at least from time to time you do get things right! So instead of exaggerating your failures and misfortunes, become more specific in what you say. Whenever you notice that you have made a general statement, say to yourself ‘delete … delete’ and replace it with a more specific statement. A specific statement will give an indication of who said or did something, when or why.

For example, instead of saying:

Everybody criticises everything I do. say:

Last week Brian criticised my work. Instead of saying:

I’m hopeless, I always forget everything that’s important! say:

Yesterday I forgot to take the book back to the library. Read these four sentences aloud. Can you feel the difference? How about becoming more appreciative? The attitude of gratitude is probably the essence of a happy life, the key to a healthy 81

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 82

DISCOVER YOUR LEARNING INTELLIGENCE

sense of self-worth and a more positive way of viewing life and the world. Are you an appreciative person? What can you be thankful for? 1. Spend some time writing everything you could be thankful for, even the smallest blessings, things you could appreciate if you were in an appreciative mood. 2. Take a large sheet of paper or cardboard and make a collage, a poster, and write, draw or glue pictures of everything on your list that will remind you every day what you are thankful for. 3. Keep adding to the poster as you remember about more good things in your life. The ‘appreciation poster’ may prove to be your most important vehicle to drive you towards a more positive frame of mind. This frame of mind will also be reflected in your success with learning.

Stop comparing yourself with others You already know that you are unique, different to anybody else and one of a kind. This is why comparing yourself with others makes absolutely no sense whatsoever! You have your own unique combination of characteristics, your own strengths and weaknesses, your own unique ‘brain wiring’, your own appearance, your own behaviours and much, much more. And so does everybody else. Have you ever thought about what makes you, you? The list can be very long indeed, but you could start by thinking about the following aspects:

your voice – timbre, strength, way of speaking: ........................................ your movements – way you walk, gestures you make: ....................................... your personality traits – good-natured or quick-tempered? generous or greedy? kind or cruel? optimistic or pessimistic? gentle or rough? ............................................... your strengths – resilience? responsibility? well organised? good communicator? great sense of humour? open-minded? ............................................................................. your body – height, hair and eye colour, facial features, figure: .........................

82

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 83

Believe you can and decide you will

your favourite activities: ........................................................................................ your favourite foods: ............................................................................................... things you hate doing: ............................................................................................. foods you won’t eat: ................................................................................................ your greatest passion: .............................................................................................. music you like: .......................................................................................................... music you hate: ........................................................................................................ most important things in life: ................................................................................ your health: ............................................................................................................... what you fuss about: ............................................................................................... your weirdness: ....................................................................................................... your attitudes to people, animals, social issues: ................................................. your political views: ............................................................................................... your greatest talent: ................................................................................................. your family dynamics: ............................................................................................ your life experiences: .............................................................................................

Humans are extremely complex beings. To be able to make a meaningful comparison between you and someone else, you would have to compare every single item on your list with every single item on the other person’s list – a totally unrealistic task. Can you see why comparing yourself with others makes no sense? So stop comparing yourself with others, particularly your siblings and your friends, but also celebrities or other famous people. The public image many celebrities project is often very far from the truth about the real person. Discourage others from comparing you with anyone else. If possible, explain that being compared with someone else doesn’t do you any good, and neither is it beneficial for the other person. Quite the opposite, it can only fill you with anger, resentment envy or unjustified pride. Not good one way or another. Wear a protective shield 83

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 84

DISCOVER YOUR LEARNING INTELLIGENCE

There are people whose favourite occupation is complaining, condemning and criticising everything and everybody around them. They seem to be enveloped in a black cloud of sadness, negativity and anger. Don’t let other people’s negativity get to you. Whenever someone tries to put you down, imagine covering yourself from top to bottom with armour and watch the uninvited comments bounce off it. There are those who say things they don’t really mean; others are spiteful because they (sadly) find it amusing. Still others have issues with their own self-esteem and their need to put others down, believing (maybe unconsciously?) that this will make them feel better about themselves. People will always be saying all sorts of things, but you don’t have to take them to heart.

Boost your self-esteem with visualisation Try the following visualisation, adapted from Paul McKenna’s assortment of activities.

Imagine yourself exactly as you would ideally like to be in regard to your confidence and your self-esteem. Write how you would move, speak and act as a confident person. You are now a film director making a film about you as the person you want to be. Watch the film for a while and see yourself move, speak to groups of people and act in challenging situation as a confident person. Enjoy seeing yourself in this guise. Now step into the screen and merge with the person looking back at you. Become this person and feel the way they feel. Look at the world with their eyes and hear the things they are likely to hear. With your eyes closed, imagine yourself waking up tomorrow as your ideal self. See the day ahead of you and feel on top of the world!

84

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 85

Believe you can and decide you will

Go through this visualisation for 3 weeks every night before you fall asleep. I know you have already heard this but let me say it again:

Your self-image is your self-fulfilling prophecy. A quick self-esteem booster Discovering the reasons why you don’t always feel ‘ good enough’ about yourself can be a time-consuming job. So just for now, here are the first few tips that can immediately make a difference to the way you feel. • Every day keep the promises you make; be sure that your word carries weight. • Every day be appreciative and thankful; value who you are and what you have, value others and their efforts, appreciate the good in the world around you. • Every day show kindness and do something good for another person; as much as it is lovely for the one who receives your kindness, it is also wonderful for the way you will feel about yourself: it will give you a warm glow of joy in your heart. • Every day do something really nice for yourself; show this important person, you, that you value yourself, care about yourself, appreciate yourself and that you too deserve good things in life.

85

Discover Learning Intelligence Text v2:Layout 1

86

1/4/13

13:03

Page 86

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 87

12 Chapter 12

Check your attitudes: are they helpful? Your attitude towards learning We are all born learners. Yes, this includes you, which is why as a child you learnt an unimaginable number of things. For the first few years of your life, everything you did was a learning experience; learning was your main occupation. When you got older you went to school and at this point things might have changed. Learning became synonymous with work, effort, imposed tasks, an obligation to do as you were told, not always pleasant and not always interesting. Some of us remember our first school as a great place, full of fun and lovely people. Others may have had a bad experience at school such as poor grades, unpleasant people, difficulties with learning and boredom. If your experience with school has not been good, and in your mind learning is associated with school, your attitude to learning is tarnished. Learning occurs in many different situations, in many different ways. The fact is, it does not have to be associated with your school experience! Do you ever say or think any of the following statements?

Learning is hard work. It’s a drag and it’s difficult. It’s boring! These words, whether you really mean them or not, can not only make learning more difficult for you; they may have the power to effectively block your ability to learn! Even if you only half believe them, by merely repeating such negative statements, you’re sending a message to your subconscious mind and your subconscious mind will believe that it’s true.

87

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 88

DISCOVER YOUR LEARNING INTELLIGENCE

You may be thinking: Yes, but this is what I believe! Even if it is so, repeating the words or just thinking this sort of thought over and over again will hinder your ability to learn and it will make the whole experience worse.

The infamous ‘I can’t’

I can’t concentrate. I can’t read quickly enough. I can’t remember what I’ve learnt. I can’t organise the material. I can’t … I can’t … I can’t … Every ‘I can’t’ creates an unwanted neural connection in your brain. Every repetition makes it stronger and the connection soon becomes a well-established neural pattern.

Every ‘I can’t’ is a creation, a self-fulfilling prophecy. ‘It’s all very well,’ you may think, ‘but what am I supposed to say if I really can’t?!’ Nobody is suggesting that you should boast about something that is not true. You are only being asked to become aware of the effect that words have on you and to consider replacing your unhelpful ‘I can’t’ with phrases such as: • I need more time • I need more practice • I need help with … • I can’t do it yet. The fact is that you are a capable learner. To prove it to yourself, spend the next 10 minutes making a list of things you have learnt. Write without stopping and don’t hesitate to include things that seem obvious, insignificant or silly.

88

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 89

Check your attitudes: are they helpful?

Start writing now.

Now look at your list and • circle the things you have learnt without any conscious effort on your part • tick the things you have learnt because you worked on them • highlight the things you enjoyed learning • underline the things you didn’t enjoy (hated?!). You have now proved to yourself that you are perfectly able to learn. So the question is not whether you can learn but how to get better at it and enjoy it more.

89

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 90

DISCOVER YOUR LEARNING INTELLIGENCE

Learning can be fun! Go back in time and remember yourself when you were very young. What did you learn as a young child that you really enjoyed learning? (Perhaps tying your shoelaces, eating with a fork, riding a bike, letters of the alphabet, switching the TV on, climbing ladders, counting to 100, names of flowers, swimming, and the list goes on.)

On each line write something you enjoyed learning. In clouds next to the lines write what made it enjoyable.

..........................................................................

.............................................................................

............................................................................

............................................................................

.........................................................................

Is there anything you are learning now that you enjoy learning? What in your opinion makes it enjoyable?

...............................................................................

..................................................................................

90

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 91

Check your attitudes: are they helpful?

....................................................................................

.................................................................................

...................................................................................

We enjoy learning when at least some of the following conditions are fulfilled, even if it requires a great deal of effort on our part: • we have the freedom to choose what we learn • we can learn the way we want to learn • we can do it at the time that suits us • it is connected with pleasure • we know that we can do it • we are interested in the subject • we like the teacher • it is practical • we find it relevant to our lives.

What do you think you could do to make your learning a more enjoyable experience?

91

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 92

DISCOVER YOUR LEARNING INTELLIGENCE

Your attitude to change

To live = to change to change = to learn to learn = to live

All learning involves change: when we acquire new information or learn a skill, we change the structure (neural connections) of our brain, our ability to do something, the way we do things, our understanding, our attitudes and opinions. Change is an integral part of life and learning and yet many of us constantly battle with it and resist it. We get used to the way things are and we like them to stay that way. Change often requires effort on our part, brings discomfort and the need to adapt. It demands that we keep learning. Which attitudes are you more inclined towards? • This is the way I am. • I can’t help it, I can’t change. • People never change. • I don’t want to change. • I don’t want things to be different.

• I enjoy changes. • I have changed a lot. • People can change if they want to. • I like novelty and new ways of doing things. • Everything changes all the time – that’s life!

92

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 93

Check your attitudes: are they helpful?

How have you changed? Think about yourself 5–10 years ago. Reflect for a moment about all the things that have changed over the years.

The way I looked then: ........................................................................................................ The way I look now: .............................................................................................................

Things I enjoyed doing then: ............................................................................................... Things I enjoy doing now: ....................................................................................................

The foods I liked then: ......................................................................................................... The foods I like now: ............................................................................................................

What was important then: ................................................................................................... What is important now: .......................................................................................................

What I believed then: ........................................................................................................... What I believe now: ..............................................................................................................

Anything else you want to think about: ...............................................................................

What comes to mind when you think about change? Is it scary, exciting, a necessary evil? Is it the greatest cause of stress, the light at the end of the tunnel, something that can’t be avoided or the only hope for a better future?

93

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 94

DISCOVER YOUR LEARNING INTELLIGENCE

Fill this space with your thoughts and doodles.

We change. Things change. Whether we like it or not, nothing ever stays the same. Things will always be changing. We may try to resist it; we may gladly accept it or we may unwillingly resign ourselves to it. Alternatively, we may decide to initiate change ourselves.

94

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 95

Check your attitudes: are they helpful?

Jack Canfield teaches a life-transforming formula:

E + R = O, which stands for event + response = outcome If we don’t like the outcome, we need to change something. If it’s possible to change the event, that is great. If not, the only other thing we can change is the way that we respond to the event. So if the way you are learning does not bring you the results you want, the only way to change them is to start learning in different ways. It would make no sense to keep doing the same things and expecting that the results to be different, would it? What can you do to improve the way you learn? You need to change! You can: • add new techniques to the ‘old’ ones that seem helpful • replace the unhelpful ways of studying by the new ones • change your attitude.

Your success with learning will very much depend on your willingness to change: to open your mind and experiment with new ways of learning, to be prepared to practise your newly acquired skills and to get rid of some unhelpful (if not destructive) attitudes.

95

Discover Learning Intelligence Text v2:Layout 1

96

1/4/13

13:03

Page 96

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 97

13 Chapter 13

Get motivated When we are interested in a subject, learning is easy. We ‘soak up’ all the information from any source available and we don’t even know when and how it happens. All of a sudden we understand and remember so much! Yet there is a big however … there are many things we are supposed to learn that we are not particularly interested in or not interested in at all. What then? Before we look for motivational remedies, let’s spend a little time reflecting on the obstacles that most frequently demotivate learners.

Your ‘demotivators’ Expecting a smooth ride and experiencing a ‘Critical Dip’ instead Whatever you try to accomplish is bound to encounter challenges. A smooth ride, with no ups or downs, with no disappointments, no moments of disillusionment, is very rare, if at all possible. Your learning journey is most likely to have its ups, its downs and all sorts of challenges at one time or another.

97

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 98

DISCOVER YOUR LEARNING INTELLIGENCE

What is a Critical Dip? We created this term to describe the time when: • you feel you’ve stopped making progress, or worse, you have a sense you’re regressing • you feel disappointed with your results and disillusioned; things are not moving forwards the way you were hoping – nothing is working! • you are ready to give it all up. You can count on a Critical Dip to pop up so be prepared! If you know there will be a ‘down’ moment, it will not come to you as an unexpected shock. You will be able to recognise the symptoms and treat them as something normal that can be overcome. But how? Most important, the very awareness that this kind of ‘down’ is inevitable will be helpful. Once you have sulked for a while, you will start looking for a way to give yourself a boost. Do you think any of the following will help? You could: • talk to someone you trust and ask them for advice • remind yourself why you started the project in the first place: think about your goal • imagine how you might feel if you were to give up and what the consequences of giving up would be • imagine how you will feel when you resist giving up and you achieve your goal. Anything else you can think of?

.............................................................................................................................................

..............................................................................................................................................

98

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 99

Get motivated

The paralysing effects of perfectionism

Are you one of the people who think that whatever they do is never good enough? One who is never satisfied with their achievements? People who never feel their work is up to their, obviously very high, standards? Aiming at perfection may be a noble goal but is it ever achievable? No doubt high standards and a healthy amount of self-criticism are important; we want our work to be good. However, perfectionism can be damaging: it can result in missing deadlines, losing contracts or never completing the work at all. How can we know what amount of perfectionism is ‘reasonable’ and what is too much? If your perfectionism • creates stumbling blocks in your life • is the cause of constant frustration • is stopping you from: - taking creative risks - completing projects - enjoying learning there is definitely too much of it!

Is it possible to change and become a bit less of a perfectionist? Honestly? I don’t know … I suspect that if you really wanted to let go of your habitual need for perfection, you probably could. If you are a perfectionist, if it gives you a lot of frustration and if you do want to make it less painful, try the following and see whether it helps. 1. Set a limit to the time you want to spend on a project. Hand it in and say to yourself: This is what I could do in the time given. That’s that. 2. Stand back and accept that what you have done so far will have to be good enough: For now I have done the best I could and it will have to do. 3. Ask yourself: Do I want to get a Nobel Prize for this piece of work? If I put 20 or even 200 more hours into this project, will I consider it perfect?

99

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 100

DISCOVER YOUR LEARNING INTELLIGENCE

Stop treating your projects with too much seriousness; lighten up a little, put what you do in perspective. Understand that this is by no means the last thing you are working on. The next one will give you a chance to do a better job.

Whatever you do do not let your perfectionism take away the joy of learning, block your creativity or limit your potential. Take a moment to record here what you will do to make sure perfectionism doesn’t make your life impossibly difficult.

Demoralising words and de-motivating body language No doubt the sheer volume of work you may need to do, struggling with illness or other personal problems will justifiably be de-motivating factors. However, it is in your power to make things better or much, much worse. Words to avoid: • Oh dear, not more work! • I’m absolutely sick and tired or writing those b— essays. • I can’t face reading this anymore – it’s so boring! • I’ll never be able to get through this course!

100

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 101

Get motivated

Control your body language. When thinking or talking about learning, avoid: • making a bored face • slouching and hanging your head down • deep sighs, grunting, puffing and so on.

Now just for fun, carry out the following mini-experiment.

Slouch, make a bored face and give out a deep disgruntled sigh. Read the ‘words to avoid’ bullet list aloud, putting as much misery and negative emotion into the words as you can. Stay in this state for a while and feel what these words do to you. Jot down your thoughts

101

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 102

DISCOVER YOUR LEARNING INTELLIGENCE

Staying in this state, could you feel happy, upbeat and really positive about learning?! Not a chance. If you listened carefully, you could probably hear your heavy heart hit the ground.

Now, shake off this sad state: sit up straight, stretch your arms and smile your most beautiful smile. Start turning each phrase you read earlier into something more positive.

For example:

I will do a little more work today. I have almost finished. If I do some more writing, I will be close to the end.

Your powerful motivators Do you sometimes feel that when it comes to learning, your life is on automatic pilot? That you learn whatever you need to learn because that’s what you’re expected to do?

Knowing the essential ‘what for?’ It helps to always be aware of the exact reason why you are learning something. This awareness of ‘why’ and ‘what for’ is one of the key elements of motivation. It constitutes an inner force that will give you a push in the right direction, even when doubt, frustration and disillusionment sneak in. You learn different things for different reasons and all of them are valid. All may have the power to motivate you and not one of them automatically excludes others. For example, there is no contradiction in learning something because it will help you earn a good living and at the same time learning it because you simply love the subject.

102

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 103

Get motivated

Think about your current learning projects and put a tick beside all the points in the following list that best describes your reasons for learning. I am learning or working on my project because I want: • to pass an exam and move on to a higher course • to get necessary qualifications • to have better career prospects, to get a job, to earn more money • to ensure financial benefits (bursaries, scholarships) • to gain somebody’s approval • to satisfy scholarship requirements • to be good at what I want to do • to keep my brain active • to expand my horizons • because I simply enjoy learning! Are your reasons for learning sufficient to keep you motivated?

What are you aiming at?

It has been widely documented that people who set goals and live their lives with a clear purpose achieve much more than most of those who don’t. It can be all too easy to fall into a pattern of aimless drifting, a zero sense of achievement, never finishing projects and consequently experiencing low self-esteem. Setting goals helps us remain focused, helps us stay on track, and ultimately leads towards completion, towards achieving what we have intended to achieve. It makes progress tangible. Let’s look at three steps in goal setting.

103

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 104

DISCOVER YOUR LEARNING INTELLIGENCE

Step 1: Keep your promises There is little point setting big goals until you know that your word counts, that you take seriously what you promise to yourself or others and that you make it happen. How good are you at keeping the promises you make? If not that great, this is what you may need to work on first. Try a 7-day practice. Every day for the next week, do your best to keep all the promises you make, such as: I will call you tomorrow. I will finish my essay tonight. Write down what you promise to do (or not to do!) and mark your successes with a tick.

Step 2: Set goals for the day Set a learning goal for each day. Remember to: • be very specific about what you plan to do (eg plan project X, write four pages of an essay, read a chapter about Y, review a topic Z) • plan to do a little less than you think you should – it is good to have some time and energy left and feel like doing a little more rather than to be unable to complete the task and have a sense of failure • do it no matter what!

104

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 105

Get motivated

Try a 7-day practice. Write down your goal for each day and draw a smiley face every time you complete a task. Step 3: Create a clear vision for the future Set a time scale (2, 5 or more years) and jot down your ideas for each different area of your life, completing the following sentences.

What I want to achieve in my private life: ............................................................................................................................................... ............................................................................................................................................... ...............................................................................................................................................

What I want to achieve as a learner or in my work: ............................................................................................................................................... ............................................................................................................................................... ...............................................................................................................................................

What I want to achieve as my contribution to the world: ............................................................................................................................................... ............................................................................................................................................... ...............................................................................................................................................

What I want to have: ............................................................................................................................................... ............................................................................................................................................... ...............................................................................................................................................

105

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 106

DISCOVER YOUR LEARNING INTELLIGENCE

What kind of person I want to be: ............................................................................................................................................... ............................................................................................................................................... ...............................................................................................................................................

How I want to feel: ............................................................................................................................................... ............................................................................................................................................... ...............................................................................................................................................

Make a vision board Take a large piece of card and, looking at what you have just written about your vision for the future, draw, sketch, glue pictures from magazines or write anything and everything that represents elements of your life vision. Just do it! It will take time, but the time you put into it will not be wasted. A displayed vision board will be your powerful daily motivator. Your unconscious mind loves it when you do ‘open-ended thinking’ like this. It will go on thinking about your life vision while you’re already doing other things. New ideas will be popping into your mind so be ready to catch them and record them before they disappear!

Get interested in the subject When the subject you need to study fascinates, you never need to worry about motivating yourself. Learning flows smoothly and your interest can easily make you lose the track of the passing hours. It is only when you are not interested in the subject or a particular part of it, when you feel overwhelmed with the sheer volume of work, that you will benefit from finding ways to effectively motivate yourself.

106

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 107

Get motivated

Awakening an interest in things that don’t appear interesting is certainly a challenging task, but not an impossible one! Try any of the following: • talk to someone who is interested in the subject and find out what it is that makes them like it • find another, more interesting and user-friendly book or programme about the subject • if possible, find another teacher – an inspirational teacher can make the most boring topic fascinating • check several Internet sites looking for inspiration • collect interesting facts about the subject even if they are not likely to come up in your exam • try to get some practical experience, a taster internship to make the subject ‘real’ and relevant to you.

What will you do to get interested in a subject you have so far found boring?

Change your thinking from ‘I have to’ to ‘I choose to’ There is great power in the very awareness that what you are doing is the result of your choice, your own decision. When it comes to learning, what choices can you make? If you think the answer is ‘not much at all’, think again. It is true that you may not be able to choose every subject or topic of your studies, but you definitely can remind yourself that in fact you don’t have to study; you have chosen to study.

107

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 108

DISCOVER YOUR LEARNING INTELLIGENCE

You probably think: ‘Rubbish! What are you talking about? There is a curriculum and I have to follow it.’ Well, do you? Seriously? Unless somebody is holding a gun to your head, you always have a choice. You choose to do what you are told to do and follow the curriculum because you don’t want to live with the consequences of not doing it (as they probably are in many cases much worse!). You choose to study because you don’t want the humiliation of being told off, you don’t want a poor grade or to fail your exam, or you can’t face being criticised, suspended or expelled. Most important, though, you don’t want to feel like a failure. What you need is a constant reminder that what you automatically think you ‘have to’ do is in fact a consequence of the choice you have made earlier. So instead of saying,

I have to take this course. I have to go to class. I have to write this essay or do this project, say to yourself,

I have chosen to do this course so I choose to go to classes and I choose to write these essays, work on these projects and finish the coursework before the deadline. Remind yourself as often as you can that the words you use are powerful.

Simply replacing ‘I have to’ with ‘I choose to’ has the power to change the way you feel about learning.

108

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 109

Get motivated

Prepare a pleasant learning environment There are learners who don’t care where they work; it simply doesn’t matter to them. They don’t even notice what goes on around them, and they feel comfortable wherever they are. They are also those who think their learning environment matters a lot. If you are one of them, try the following: • find a comfortable place to sit (if you need comfort) • wrap yourself up in a fluffy blanket (if you like to snuggle) • clear the space of clutter (if it bothers you) • put on your favourite music (if it helps you relax and focus) • have a picture of your favourite person or place and put it where you can see it • write on coloured paper and use colour pens or a colourful font on your computer (if you prefer colours to black and white).

Have you decided what kind of environment will best support your learning?

First things first! Once you have answered all your emails, talked to a few friends on Facebook or Skype, surfed the net for a new pair of shoes, watched a film or done your daily dose of sudoku, you may easily be too tired to do any significant amount of work. It is a challenge to switch on your computer and not get hooked on the Internet. However, if you do have work to do, try developing a habit of starting with what is really important at that moment.

109

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 110

DISCOVER YOUR LEARNING INTELLIGENCE

This ‘rescheduling’ will make it possible for you to do the work when you are at your best, refreshed and full of energy. If you find this rescheduling to be too much of an effort, do try to keep your ‘communication’ time to a minimum and come back to chatting with your friends once you’ve done your work. Make realistic plans Many people make big plans, too big for the time and energy they have available or are willing to give to a project. Planning to do a little less than you think you will be able to do is more likely to guarantee successful completion. This gives your self-esteem a boost and this becomes an incentive to continue making plans and setting goals. Celebrate your completions If you’re still finding it tough to get going, do a visualisation: close you eyes and imagine yourself already having completed the work … feel the way you know you will feel when you finish, really feel it! Capture this feeling and get back to work. A prospect of a reward for finishing a project can give you a boost of extra energy when it’s already running low and when you start feeling you’ve had just about enough. Think of some attractive ways of rewarding yourself, such as a night out with friends, a fun break, some lovely food or a new top.

110

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 111

14 Chapter 14

Attention! Attention! In the previous chapter we talked about ways that can help you motivate yourself to learn. In this chapter we will look at what you could do to stay motivated and focus on the task at hand. Do you ever complain about any of the following? • I have difficulties getting into the subject; I keep finding all sorts of things to occupy myself, only to delay doing what I need to do. • I keep reading the same paragraph over and over again and nothing seems to go in! • I get easily distracted – every movement, every sound takes my attention away from studying. • I try to study but I keep thinking about other things – there is a constant chatter going on in my brain. • My attention span is very short: I sit down to work and a few minutes later I feel like leaving it and doing something else! If you frequently complain that you have a problem concentrating on your work, don’t worry. First of all, you need to remember that you are not alone; problems with the ability to concentrate are well known to all of us. Second, there are things you can do to change the status quo for the better. Think about the suggestions that follow; open yourself to the possibility that some of these suggestions could really help you solve your problem.

Challenge 1: I can’t get started Consider the following points. • Too much to do! If the feeling of being overwhelmed with the amount of work puts you off getting down to it: - start with the smallest task and move on to a slightly bigger one - decide to do whatever you can within a very short period of time (say, 10–20 minutes); then take a break and do the same thing again.

111

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 112

DISCOVER YOUR LEARNING INTELLIGENCE

- Stuffy room. You can’t think if the oxygen in the room is in short supply, so open the window for 10 minutes. If it’s cold outside, leave the room for the time the window is open. - Too hot or too cold. Turn the heating off or on, take off or put on some clothes; if you can, try to find a place that feels just right. - Sleepy. If you can, take a 10- to 15-minute ‘power nap’; if not, drink (slowly!) a glass of water, a cup of tea or coffee, or take a short walk or run around the garden - Lack of comfort. If feeling comfortable is important for you, make an effort to find just the right place and position: a comfy chair, a sofa where you can snuggle and read. Unless you feel comfortable, you won’t be able to focus on your work. - Constant interruptions. Put your mobile on silent, turn off the Internet, stick a note on your door saying: ‘Do not enter – nerd at work’. Which of the tips are you prepared to take on board?

112

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 113

Attention! Attention!

Challenge 2: I get easily distracted You probably know people who are able to concentrate and think well in very busy and noisy environments. If you are one of them, good for you! However, if, like many of us, you get distracted by sounds and movement around you, see if any of the following tips can be of help. • Shut the window and doors and put earplugs in to block distracting noise. • Put on ‘your’ music, music that helps you focus, so that you block out any unwanted sounds. • Work away from distractions – in a library or any other quiet place. • If you experience ‘Internet dependency’, try practising No-Internet-Time starting from 10 minutes and possibly extending it to … whatever time you need to get things done. • If you are constantly interrupted, put your mobile on silent, stick a note on your door saying: ‘Do not disturb – learning in progress’. • If there is a constant ‘chatter’ in your head, get yourself a little pad and every time you think of something unrelated to what you are doing (such as someone you need to call, a ticket you need to buy, something a friend said), scribble it down for future reference and get back to work. Do any of these tips sound good?

113

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 114

DISCOVER YOUR LEARNING INTELLIGENCE

Challenge 3: I have a short attention span How long can you concentrate on • reading an article in a magazine? • watching a film or TV programme? • listening to a speech? • doing a puzzle or sudoku? Maybe 5 minutes, 15 minutes, 30 minutes, an hour, or perhaps more than that? You are right if when reading this question you immediately thought that it all depends what you’re reading, how interesting the film is, who the speaker is and how you feel on the day. However, many people have a really short attention span; if it is not their bodies itching to move constantly, it is their minds that jump from one subject to another. If you are one of these people, try the following tips. • Accept that you need frequent (short!) breaks, maybe as often as every 10–20 minutes; if you think that very frequent breaks are a waste of time, use them to do something useful such as some kind of physical exercise or house chores. • Change body position when you feel you’re getting restless: stand up, stretch, walk around the room, exercise, take a few deep breaths, make yourself a drink. • Have something nice to munch, such as apples or carrots; avoid sugary snacks, as sugar can make you more restless and more easily distracted.

Which of these tips makes the most sense to you?

Challenge 4: I lack energy and feel constantly tired

114

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 115

Attention! Attention!

Challenge 4: I lack energy and constantly feel tired Whatever the reason for lacking energy or feeling tired, here are a few suggestions for your consideration. • Be sure you feed your body well; do you take fish oils and vitamins, do you eat enough proteins and drink plenty of water? Speak to your doctor or a nutritionist about it. • Make sure your room has enough oxygen: always open the window, if only for a few minutes, before you sit down to do your work. • Move! Do push-ups, dance, walk, go swimming; if you don’t move enough, you circulation is poor and your brain goes into ‘safe mode’ just like a computer when the battery is low. • If you think you may be suffering from SAD (seasonal affective disorder), instead of using ordinary light bulbs, get a special lamp that gives full-spectrum light, which gives more natural light. • Last but certainly not least, watch very funny movies and laugh until your belly aches! What will you do to feel more energetic?

115

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:03

Page 116

DISCOVER YOUR LEARNING INTELLIGENCE

Challenge 5: I read but I don’t take anything in Have you ever sat with a book, your eyes sliding along the lines for quite some time, only to realise you have no idea what you were reading? So you go back to the beginning and read the paragraph again … and the same thing happens. You get to the bottom of the page and ask yourself: what have I just read? You haven’t got a clue! It happens to all of us. However, if you find this ‘reading without reading’ an all too familiar phenomenon, you probably wish you could do something about it. Here are some tips for you to consider. • Remind yourself of your purpose: are you reading to get new information, to understand something, to review the material? • Read with a highlighter or a pencil in your hand; find and mark information that sounds important. • Decide to mark different kinds of information with different colours (eg what you need to understand with one colour and what you have to remember with another). • As you read, keep making a mind map of the text. • Write main points or topics on separate sheets of paper and as you read, keep adding information and your comments where they belong. Each of these tips will make it impossible for you not to focus on understanding and evaluating what you’re reading.

116

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:04

Page 117

15 Chapter 15

Melt your stress away Volumes have been written about stress and relaxation techniques. Medical researchers maintain that most illnesses are the result of stress weakening the immune system.

Some educational psychologists claim that stress is responsible for 80 per cent of all learning difficulties. Eighty per cent or not quite, it doesn’t really matter whether the percentage is accurate or not. What does matter is the fact that effective thinking and memorising is extremely difficult in stressful conditions, and in many cases altogether impossible.

Next time you’re feeling anxious while trying to study, notice if you experience any of the following: • your head feels as if it’s spinning • disturbing thoughts never stop rushing through your mind • your heartbeat is fast and irregular • your mouth is dry and your throat feels tight • you keep sighing and trying to take deep breaths but you can’t get enough oxygen into your lungs • your mind goes blank or wanders in the clouds • you have no idea what you’re reading.

117

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:04

Page 118

DISCOVER YOUR LEARNING INTELLIGENCE

This is how I respond to stress:

Whatever the symptoms are, one thing is obvious: studying in that state is an absolute waste of time and could only make things worse. You could get more and more irritable, more and more upset and more and more stressed about not being able to understand or remember anything you’re trying to learn.

Your first anti-stress aid kit Here is what could help you get into a better state for learning. First of all, for the time being stop trying to read, write or think. Close the books, switch off your computer and get away from it all. In an attempt to empty your spinning mind: • make a list of things that bother you • think about possible solutions to your problems and jot them down, too • add names of people or organisations you may want to talk to • make a plan how and when you’re going to approach them. This will not get rid of the problems but it will be the first constructive step and as such, it should give you some peace of mind.

118

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:04

Page 119

Melt your stress away

Your problem

Solutions?

Who to approach?

When and how?

Once the list is complete, try any of the following: • Go for a walk or a run. • Do some keep-fit exercises that will tire you out and take your mind away from your problems. • Put on some dancing music and spin around the room. • Phone a friend whose positive frame of mind usually gives you a good feeling for a chat. • Do some housework that has been waiting to be done; half an hour of physically demanding work such as vacuuming or gardening should help your brain get rid of some unwanted chemicals (cortisol) produced by stress and relax.

This is how I will be getting rid of unwanted stress before I get down to work:

119

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:04

Page 120

DISCOVER YOUR LEARNING INTELLIGENCE

Learn to breathe (yes, that’s right!) Although we breathe from the moment we are born, the kind of breathing we do most of the time is merely shallow ‘survival’ breathing. It is not sufficient to supply our brain with enough oxygen – not enough for it to function at its best and not enough to get rid of stress. What is more, breathing into your lungs, the thing we normally do when asked to breathe deeply, does not alleviate stress either. It is the abdominal breathing that is essential for the brain and the body to relax. Here is how you can do it: 8. Sit, stand or lie and put both hands on your abdomen so that the middle fingers touch each other. 9. Close your eyes. 10. Push your abdomen out and let the air flow into your body through the nose. 11. As your stomach fills with air, watch the middle fingers move away from each other. 12. Slowly, very slowly let the air out through the mouth – all of it! Do remember to breathe this way every time you want to get rid of stress and relax.

Relax with visualisations Experiment with the four visualisations that follow and find the one that will be best for you.

120

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:04

Page 121

Melt your stress away

Let go of your worries Put on some pleasantly relaxing music. Sit comfortably … and close your eyes … Take a few abdominal breaths … in … through your nose and out … through your mouth … Imagine that you have a balloon in your hands … and see yourself write everything that worried you on the pumped up balloon … When you finish writing, ‘see yourself’ walking into the garden, holding the balloon string firmly in your hand.

Open your fist and let the string slip out of your hand … Watch the balloon carrying your worries disappear into the clouds.

121

Discover Learning Intelligence Text v2:Layout 1

1/4/13

DISCOVER YOUR LEARNING INTELLIGENCE

Dissolve your worries Put on some music that relaxes you. Take a jug and fill it with water … and get a soluble tablet such as vitamin C or calcium. Write in big letters the word ‘STRESS’ on both sides of the tablet. Close your eyes for a moment and imagine putting your worries into the tablet … one … after the other … When it’s all done, open your eyes and drop the tablet into the jug. Sit comfortably and take a few breaths … Listening to some relaxing music, watch the tablet containing your worries dissolve before your eyes.

122

13:04

Page 122

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:04

Page 123

Melt your stress away

Cut yourself from your worries When we worry about something, we often feel as if we were firmly tied to our problem, not in control of our spinning thoughts and disturbing feelings. Our worries and problems, including certain challenging people in our lives, all seem to be controlling us. We act as if we were attached to them by some invisible, compelling power. We are like a puppet on a string: someone pulls the string and the puppet moves. Stand still for a moment, drop your shoulders and breathe … Close your eyes and imagine that the cause of your stress is right in front of you. When you think about it, you notice that in fact it is attached to the very centre of your body by a thick rope … Take a pair of shears … and a deep breath in … and with one decisive move, cut the rope. Breathe deeply and feel how much more at ease you are! Repeat the visualisation as many times as you need until you feel totally detached from the cause of your anxiety.

If you have cut yourself from somebody you love, don’t worry! They are still here. The fact that you have cut yourself free of them doesn’t mean that you don’t care. Being detached will help you see the situation from a different perspective. What is most important is that your problem or the problem person isn’t controlling you anymore.

123

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:04

Page 124

DISCOVER YOUR LEARNING INTELLIGENCE

Let your worries go up in smoke Take a piece of paper and write down everything that is worrying you. Imagine you are unloading your trouble onto the patient sheet of paper … Be still for a moment and take a few breaths … When you’re ready, tear the sheet into tiny pieces … Put this handful of shredded paper into a fireplace and set fire to it. Sit back and watch your troubles go up in smoke. Say to yourself: this too shall pass.

Which of these four visualisations appeals to you? If nothing sounds really helpful, it may be time for you to create your very own visualisation!

124

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:04

Page 125

Decision time: your discovery board We all need reminders We hope you have enjoyed your great discovery adventure. If you really want all your discoveries to make a difference to you as a learner, you may need to put them all together in a format that will constantly remind you about them. Here is what you could do: go through this book again and focus your attention on the ‘Do It’ boxes. Take a large sheet of paper and make a poster; write (in big letters and using different colours for clarity!) all your important discoveries: • what you want to do • how you want to do it to learn better and enjoy it more.

Make the poster attractive for you to look at and display it where you will always be able to see it.

Make your learning as enjoyable as possible; if you do, it is likely to become your most favourite hobby!

125

Discover Learning Intelligence Text v2:Layout 1

1/4/13

13:04

Page 126

Books you may find interesting A few practical books that can help you learn: • Buzan T & North V (2001) Mind Mapping: Get Ahead. BC Books, Dorset. • Norman S & Cisek J (2010) Spd Rdng: The Speed Reading Bible. Saffire Press, Wheathampstead. • Hoffman E & Hoffman M (2012) Motivating the Teenage Mind. Speechmark, Milton Keynes. • Arnold E (1999) The MI Strategy Bank. Zephyr Press, Massachusetts.

Some books you may find interesting: • Beaver D (1994) Lazy Learning: Making the Most of the Brains You Were Born With. Element Books, Shaftesbury. • Jensen E (1995) The Learning Brain. Turning Point, California. • Blackerby DA (1996) Rediscover the Joy of Learning. Success Skills, Oklahoma. • Gardner H (1993) Multiple Intelligences: Theory and Practice. BasicBooks, New York.

126