Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts
Friday, 7 October 2011
World University Rankings
Three out of the top 10 universities in the world are in the UK, according to a global list headed by US universities. More: http://www.mwls.com/news.php?n=110
Monday, 5 September 2011
Quote of the week
'All instruction is but a finger pointing to the moon; and those whose gaze is fixed upon the pointer will never see beyond.' Gautama Buddha (c. 563–483 B.C.)
More
More
Friday, 26 August 2011
Thursday, 18 June 2009
Your Own Learning Page
If you have taken out a Gold Membership you can take advantage of our Learning Page feature. With this feature you get, subject to availability and suitability, a personalised Learning Page URL (e.g. www.LearningPages.org/Anecdotes). You can link this page to another URL or, for members who don't already have a webpage and don't want a webpage designed for them, I will can provide a standard template comprising three pages:
Page 1 - Home Page
Page 2 - Additional Information
Page 3 - Contact Page
Members who opt for this feature will be able to change colors, titles, headlines and text to match their current needs.
Page 1 - Home Page
Page 2 - Additional Information
Page 3 - Contact Page
Members who opt for this feature will be able to change colors, titles, headlines and text to match their current needs.
Wednesday, 25 April 2007
Accelerated Learning (draft)
I am working on an article about accelerated learning — see draft below — so I would be interested in hearing from anyone who has any experiences or opinions on this technique.
[I'll be writing an introduction to be inserted here]
I had some reservations about using accelerated learning techniques until I used it to help teach a dozen theories of motivation and leadership.
The lesson included a videotape which described all 12 theories in 40 minutes, obviously too much to take in at one go. I had already split up the tape with discussions about the theories and I also had 'stills' from the video on display. Despite this it was still apparent that the students had little confidence that they could remember the theories. I decided it might be worthwhile using the 'catch ball' technique.
Instead of using 'pose then pounce' or 'pounce then pose' techniques, I tried asking the question as I threw the ball to a student ('throw and pose' technique). Throwing the ball is not a gimmick: the idea is to distract the student's conscious attention so that the answer can surface from the subconscious. Suitable balls for this exercise are either sponge balls or balls that have been constructed from strands of rubber in the fashion of a pompom.
After showing the video I called a coffee break to allow the students to relax and to give some time for assimilation. When they returned I named one of the theories and threw the ball to one of the students. Immediately the student explained what the theory meant. The ball was thrown from student to student, each student explaining one theory and naming another. To our amazement all the theories were accurately recalled. [I will also be describing how music was used in this experiment.]
Some of the techniques described above were first developed in 1956 at the University of Sofia by the Bulgarian psychologist Dr Georgi Lozanov. Colin Rose developed many of the Accelerated Learning techniques and pioneered how to apply the method for students, teachers and language learners.
However the method is certainly not the work of just one person. Dozens of universities, research psychologists and professional educators have contributed to produce this unique way of learning and presenting new information.
The techniques, for example, incorporate the work of Dr Howard Gardner of Harvard University on Multiple Intelligences (see his book Multiple Intelligences), of Arthur Costa from UCLA and others on learning styles and of Nobel prize winners Roger Sperry and Robert Ornstein on the brain.
What Colin Rose has done is to synthesise the work of over 100 key educational researchers and create a simple model of learning that makes effective learning a skill within the reach of everyone.
Colin Rose's book Accelerated Learning describes these techniques in more detail.
[I'll be writing an introduction to be inserted here]
I had some reservations about using accelerated learning techniques until I used it to help teach a dozen theories of motivation and leadership.
The lesson included a videotape which described all 12 theories in 40 minutes, obviously too much to take in at one go. I had already split up the tape with discussions about the theories and I also had 'stills' from the video on display. Despite this it was still apparent that the students had little confidence that they could remember the theories. I decided it might be worthwhile using the 'catch ball' technique.
Instead of using 'pose then pounce' or 'pounce then pose' techniques, I tried asking the question as I threw the ball to a student ('throw and pose' technique). Throwing the ball is not a gimmick: the idea is to distract the student's conscious attention so that the answer can surface from the subconscious. Suitable balls for this exercise are either sponge balls or balls that have been constructed from strands of rubber in the fashion of a pompom.
After showing the video I called a coffee break to allow the students to relax and to give some time for assimilation. When they returned I named one of the theories and threw the ball to one of the students. Immediately the student explained what the theory meant. The ball was thrown from student to student, each student explaining one theory and naming another. To our amazement all the theories were accurately recalled. [I will also be describing how music was used in this experiment.]
Some of the techniques described above were first developed in 1956 at the University of Sofia by the Bulgarian psychologist Dr Georgi Lozanov. Colin Rose developed many of the Accelerated Learning techniques and pioneered how to apply the method for students, teachers and language learners.
However the method is certainly not the work of just one person. Dozens of universities, research psychologists and professional educators have contributed to produce this unique way of learning and presenting new information.
The techniques, for example, incorporate the work of Dr Howard Gardner of Harvard University on Multiple Intelligences (see his book Multiple Intelligences), of Arthur Costa from UCLA and others on learning styles and of Nobel prize winners Roger Sperry and Robert Ornstein on the brain.
What Colin Rose has done is to synthesise the work of over 100 key educational researchers and create a simple model of learning that makes effective learning a skill within the reach of everyone.
Colin Rose's book Accelerated Learning describes these techniques in more detail.
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