INTRODUCTION - LET'S SET THE STAGE…
Initially, the reader is provided with an effective method to read this, or any other, book. Secondly, there is a discussion on how limiting beliefs result in behaviors that create self-sabotage. Finally, the factors that obstruct learning are outlined, including how some people are inclined to remain in their own comfort zone, thus limiting their opportunities to learn.
1 NAVIGATE & INTEGRATE WITH THESE TOOLS
One of the most valuable tools for goal-setting, note-taking, essay outlining, and reading books is a concept map. Sometimes known as a graphical organizer, thinking map, or mind map, these tools are explained with sufficient detail to allow readers to incorporate them as they go through this or any book. As well, readers will be introduced to image streaming. This will support the integration of material after each chapter is read.
2 HOW YOUR BRAIN LEARNS
This chapter, the most technical of the book, covers how different parts of the brain handle unique tasks, how the emotional brain differs from the thinking brain, and how stress causes cognitive dissonance. It also describes information processing, how memory works, and provides a set of memory tips.
3 LET’S DISCOVER ACCELERATED LEARNING
Attention is drawn to how accelerated learning differs from traditional learning, teaching and training methods. It provides a methodology for goal-setting, and a template for planning the study of any subject.
4 YOUR MANY INTELLIGENCES
The familiar term “IQ” measures people on the basis of their logical, mathematical, and linguistic skills. The lesser-known intelligences are spatial, musical, bodily-kinesthetic, social-interpersonal, spiritual-intrapersonal, and naturalistic. Each of these intelligences is explained. Tangible suggestions are provided for people who need to strengthen individual intelligences.
5 EMOTIONS, FEELINGS, AND LEARNING
Emotional imbalance is caused by either stress or limiting beliefs. This chapter discusses how toxic emotions adversely impact learning. A series of tools for dealing with negative emotions are presented, including, Emotional Freedom Technique, TimeLine™ Therapy, HeartMath®, Emotional Intelligence, and Mind-Kinetics®.
6 YOUR THINKING PROCESSES
Creative and critical thinking are not common skills, neither in academia nor the corporate world. Most students do not score well on tests that measure their ability to recognize assumptions, evaluate arguments, and appraise inferences. These skills, along with decision-making and problem-solving are vitally important. This chapter describes how creative and critical thinking are complementary. It is valuable to know which to use and when.
7 PERSONALITY STYLES & LEARNING STRATEGIES
Learning about our personality type helps us to understand why some learning comes easily to us, while some is more of a struggle. This chapter offers a broad view of the variety of tools used in academia and the corporate world to help people identify their learning styles, thereby giving them insight into how they take in and integrate information.
8 THE INTRIGUING MIND-BODY UNITY
Thought, learning, intelligence, and creativity are processed, not exclusively by the brain, but also by the whole physical body working in concert with the brain. Only recently, neuroscientists have discovered that the areas of the brain related to muscle movement are also essential in synchronizing thought. After a brief explanation of how movement influences learning, we examine dominance profiles and exercises for bi-lateral thinking and whole-brain integration.
This chapter discusses how hypnosis can assist the student to develop a solid foundation of intention, motivation, well-considered goals, secure self-esteem, discipline and organization. It further elaborates on how hypnosis can correct difficulties with sleep, study and reading skills, memory, and concentration. The dissimilar characteristics of the conscious and sub-conscious minds are explained. There is also discussion of brainwaves, waking hypnosis, the benefits of trance, imagery, and metaphors.
10 NLP - NEUROLINGUISTIC PROGRAMMING
Our learning is grounded in our unique perception of our world. It is shaped through experiences, culture, language, beliefs, values, interests, and assumptions. How we put them together determines how effective we are in achieving the academic results we want. NLP is a set of elegant communication and behavioral change tools. This chapter covers rapport, communications skills, and the differences between visual, auditory, and kinesthetic learners.
The style of reading that is taught in elementary schools is inefficient since it involves only the conscious mind. Students are expected to recognize the structure, grasp the key terms, understand the gist of the events or main argument, remember details, critique the content, and finally be able to quote correctly. Given the slow processing speed of the conscious mind, it’s no wonder that some learners just “zone out”, and others drop out of school in frustration. This chapter gives a brief look at Paul Scheele’s system for assimilating written information more quickly, based on the utilization of the unconscious mind.
12 SECOND LANGUAGES METHODS
This chapter covers how learning a language is best achieved. After a short discussion of how the brain processes language, two techniques are discussed. One, known as Total Physical Response, mimics how babies learn language. The other, Suggestopedia or Superlearning, uses music to improve the acquisition and retention of material.