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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.

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Minimize forgetting through review
Minimize Forgetting through Review


Probability of recall

Recall without reviews

Recall with reviews at intervals

10 next next next

minutes day day week

with continuous periodic reviews

The power of questions in p romoting thinking
The Power of Questionsin Promoting Thinking

“Questions are the primary way we learn virtually everything”

“Thinking itself is nothing but the process of asking and

answering questions”

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

“All answers come out of the question. If we pay attention to

our questions, we increase the power of meaningful learning”

Ellen Langer

Thinking a key process for effective learning
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


A model of thinking
A Model of Thinking

Inference &



& Contrast




Generating Possibilities

strategy published in Chapter 2

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

This makes thinking Visible

Example for you
Example for YOU published in Chapter 2

Learning outcome:

Understand how major learning theories influence teaching practices

  • Compare and contrast behaviourist and constructivist approaches to learning:

    • What is similar between these two theories/perspectives?

    • What is different between them?

    • What is significant about the similarities and differences in terms of how students learn?

  • Make inferences & interpretations from information on selected learning theories:

    • How might this influence teaching approaches and practices?

    • What assumptions underpin these predictions?

    • What are possible impacts on student learning?

    • Which approaches/practices are most appropriate for the students you teach and on what basis. What specific examples illustrate how this works?

Building rapport with other people
Building Rapport with other people published in Chapter 2

“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


Sensory acuity
Sensory Acuity published in Chapter 2

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

How we interpret messages
How we Interpret Messages published in Chapter 2



Tone of






Figures based on experimental data

(Quoted by Molden, 2001, p.75)