Minimize Forgetting through Review

1. Minimize Forgetting through Review 100% Probability of recall Recall without reviews Recall with reviews at intervals 10 next next next minutes day day week with continuous periodic reviews

2. “Against boredom even gods struggle in vain.” Friedrich Nietzsche

3. The Power of Questionsin Promoting Thinking “Questions are the primary way we learn virtually everything” “Thinking itself is nothing but the process of asking and answering questions” (Anthony Robbins, 2001, pp.179-8) “All answers come out of the question. If we pay attention to our questions, we increase the power of meaningful learning” Ellen Langer

4. Thinking: A Key Process for effective learning “The best thing we can do, from the point of view of the brain and learning, is to teach our learners how to think” (Jenson, 1996, p.163) “Thought is the key to knowledge. Knowledge is discovered by thinking, analyzed by thinking, organized by thinking, transformed by thinking, assessed by thinking, and, most importantly, acquired by thinking” (Paul, 1993 vii) Thinking is the cognitive process that builds Understanding

5. A Model of Thinking Inference & Interpretation Comparison & Contrast Metacognition Analysis Evaluation Generating Possibilities

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

7. strategy Use questions to cue participant thinking through the specific types of thinking that will help them to connect subject knowledge and build understanding This makes thinking Visible

8. Example for YOU Learning outcome: Understand how major learning theories influence teaching practices • Compare and contrast behaviourist and constructivist approaches to learning: • What is similar between these two theories/perspectives? • What is different between them? • What is significant about the similarities and differences in terms of how students learn? • Make inferences & interpretations from information on selected learning theories: • How might this influence teaching approaches and practices? • What assumptions underpin these predictions? • What are possible impacts on student learning? • Which approaches/practices are most appropriate for the students you teach and on what basis. What specific examples illustrate how this works?

9. Building Rapport with other people “Rapport is the ultimate tool for getting results with other people” (Robbins, 2001, ‘Unlimited Power’, p.231) How do we do this, what can we do specifically?

10. Sensory Acuity Sensory Acuity refers to the ability to notice, to monitor, and to make sense of the external cues from other people. We do this through evaluating the result of any behaviour. Skill in recognising patterns in body language and voice characteristics helps to understand others, states of mind. It is then possible to work at putting them into more productive states When communicating with others, this means noticing the small but crucial signals that let you know how they are responding Learning to perceive the difference makes the difference

11. How we Interpret Messages Words 7% Tone of Voice 38% Body Language 55% Figures based on experimental data (Quoted by Molden, 2001, p.75)