Key Stage 3 Learning Kit - Get Revising

The Key Stage 3 Learning KitAuthor: Jackie BeereProject management: Peter LangleyDesign: Patricia BriggsCover: Tony AshtonAuthor’s acknowledgements Thanks to my daughters Lucy and Carrie, my wonderful daughters, for inspiring me tobecome a learner again. Without John’s support and encouragement it would not have happened. Many thanks to all thehardworking, dedicated teachers I have worked with at Campion School and nationwide. Finally, thanks to my headteacherTony Downing who gave me the chance to put it all into practice and the Northamptonshire Chamber of Commerce fortheir sponsorship.Published for teachers by The Student Room Group, The Grain Store, 127 Gloucester Road, Brighton, BN1 4AF, Tel: 0800 9993 222First published in 2002 by Connect Publicationswww.thestudentroom.comwww.getrevising.co.ukwww.markedbyteachers.com© The Student Room Group, 2012Copyright statementThe publisher grants permission for the contents of The Key Stage 3 Learning Kit to be used only withinthe purchasing institution. No part of the contents may be distributed beyond the purchasing institutionor be placed on any website which can be accessed from outside the purchasing institution.So you CAN✓ Make as many copies as you like of any material from the book as long as they are used within your own school or college.✓ Use any material from the book freely within your own school or college.✓ Place any of the material from the book on your school or college intranet or virtual learning environment (VLE).✓ Place any material from the book on your school or college network.But you CANNOT✖ Give or lend the book or any materials from it to anyone outside your school or college community.✖ Place any material from the book on a website which can be publicly accessed from outside your school or college.✖ Use any material printed from the book outside your school or college community.Please contact the publisher if there are any queries regarding copyright.The contents of this book are being made available free of charge to all interested teachers.Please note the copyright restrictions above.Get Revising: every student's personal learning kitCreate and share flashcards, mindmaps, notes, crosswords, quizzes,questions and ideas - and use our revision timetable toolFREE SUBSCRIPTION FOR EVERY UK TEACHERRegister now at www.getrevising.co.ukThe Key Stage 3 Learning KitBrought to you by www.getrevising.co.uk

The Key Stage 3Learning KitJackie BeereProject management: Peter LangleyDesign: Patricia BriggsCover: Tony AshtonThe publishers grant permission formultiple copies of any material fromthis book to be made within the placeof purchase for use solely within thatinstitution.ISBN 0 9520683 7 0British Library in Publication DataA catalogue record of this book isavailable from the British Library.Brought to you by www.getrevising.co.ukAuthor’s acknowledgementsThanks to my daughters Lucy andCarrie, my wonderful daughters, forinspiring me to become a learner again.Without John’s support and encouragementit would not have happened.Many thanks to all the hardworking,dedicated teachers I have worked withat Campion School and nationwide.Finally, thanks to my headteacher TonyDowning who gave me the chance toput it all into practice and theNorthamptonshire Chamber ofCommerce for their sponsorship.Also available in this seriesThe Key Stage 4 Learning KitJeanne HollowayThe Learning Kit (post 16)Jeanne HollowayFurther details:www.thelearningkit.comCONNECTPublicationsConnect Publications,Cooksbridge House, Cooksbridge,Lewes, East Sussex BN8 4SRThe Key Stage 3 Learning Kit

READ THIS FIRSTFrom what we learnto how we learnFor the past 15 years we have focused on gettingthe National Curriculum right for our studentswith constantly revised and rewritten schemes ofwork and an ever-expanding testing regime.Teachers have become very effective at teachingto the test and raising examination results at alllevels. However, in our hearts, many of us haveknown that the average 16 year old does not leavecompulsory education with the ability or desire tobecome the flexible learner he or she will need tobe in our information rich, multi-faceted 21stcentury society.The young swimmer struggles. He wants to do the100 metres more quickly.The coach wants to help. She ties a rope around theswimmer and uses all her strength to tow himthrough the water. The coach is exhausted; theyoung swimmer is happy as he breaks the record.But later they both realise he is not a better swimmerthan before.Guy Claxton’s analogy captures the image ofteachers tirelessly towing students through theirtests and exams but actually disempowering themfrom learning how to learn. If we wish to createindependent learners, we must hand over someresponsibility for learning to young people.Human beings begin life with an overpoweringdesire and ability to learn about everything aroundthem; but by the teenage years that enthusiasm forlearning has all too often disappeared. Showingstudents how they can recapture the ‘buzz’ oflearning must be a priority in the next decade.The latest brain researchThe desire to move from a predominantly contentbasedfocus in school towards a culture whereknowledge of the learning process is explicitlypart of education has been enhanced by the latestbrain research. We have learnt more about thebrain and how it works in the last fifteen yearsthan in the previous 2000. With techniques suchas Magnetic Resonance Imaging we will continueto develop our knowledge of this complete andenigmatic organ. Meanwhile, some of theresearch theories coming to light cannot beignored by educationalists.“It does not matter thatpopular science may notget things completely right;at least it offers a mentalmodel for what is going oninside the brain.”Professor Susan Greenfield,Neuro-scientist, at the RoyalInstitution seminarThe Key Stage 3 Learning KitThis book of resources is for use with studentsand uses some theories about how the brainworks. It suggests ways we can all enhance ourability to learn. The ideas in this book are a‘suck it and see’, mixed bag of activities that,hopefully, are interesting and fun to practise.I have found them to be very effective inimproving learning too!The main principles about the brain that this‘Learning Kit’ revolves around are that:• Intelligence is not fixed – it can be grownand developed• Intelligence is not just linked to academiclearning but involves a range of skills andabilities that can be developed throughpractice.• The brain needs to make as many newconnections as possible in order to grow –consequently new experiences, new ways ofthinking, novelty and challenge are crucialto learning• The brain constantly searches for patterns aspart of learning – a familiar face, a logicalanswer. When it has created patterns ofbehaviour it enjoys those comfort zones andagain needs to be pushed to the edge tokeep on growing.• The brain learns by copying and imitating.Role models are useful.• Stress disempowers and downshifts thebrain, creating a reptilian brain state wherehigher order thinking skills are inhibited.• Emotions have a very powerful impact onlearning and memoryThe ii Key Stage 3 Learning KitThe Key Stage Brought 3 Learning to you Kit by | www.getrevising.co.uk© Connect Publications 2002

• The brain learns through the senses and themore we stimulate the senses, the morepowerful the learning will be.• The two halves of the brain control somedifferent functions.But above all…..• We only use between 1–5% of our brain’spotential.Therefore there must be lots more for us todevelop. The resources here represent someways to learn how to learn.How to use this bookThe lessons and teacher’s notes have been writtento use together. All the lessons have been usedsuccessfully in a classroom setting with Year 7 orYear 8 students. However, they are also suitablefor other years. The lessons are flexible, with anapproximate time scale of one hour each. Manycould last two or more lessons depending on thestudents’ and teacher’s interest. Extension tasksare suggested for homework or further classwork.Teachers and students can develop these lessonsin their own way.The order of the sections is deliberately plannedto separate Multiple Intelligence from MultisensoryLearning, as these two topics can confusestudents. This was the order in which I coveredthe issues and it worked well.Many of the lessons contain practical work, aslessons should never be just chalk and talk. Manyare also equally suitable for use without a teacherif necessary. The self-assessment exercises merelyrepresent an opportunity to reflect and should notbe taken too seriously.The book is constructed to cover a year’sdiscrete lessons, sections within a PSE course orfor use on a cross-curricular day. The lessons havealready been used in all these different contexts.Some guidelines for helpingstudents learn how to learn• Use music as students enter the classroomand during activities.• Arrange the room so that pair work, groupwork and role-play are possible.• Use brain boosters (see Section 1 Lesson 5) atintervals during the lesson.• Ensure that displays enhance peripheral learning.(for example, see the slogans on pp. 00)• Vary learning styles – visual, auditory andkinesthetic.• State objectives at the beginning of lessons –give the big picture.• Review learning at the end of lessons.Useful resources• Coloured pens and pencils• Individual whiteboards and markers• Exercise books with one plain and one linedpage• Large paper for posters• A3 white paper.Health warningThe Key Stage 3 Learning Kit is designed to givestudents knowledge about how to learn moresuccessfully. It should encourage them to beindependent learners and make them less relianton teachers as they become more knowledgeableabout how to learn effectively. Students must beencouraged to use the information they find outabout themselves to make school work well for themthrough a proactive approach. For example, usinglearning maps in their books instead of linear notes.Some students have been known to say, ‘You have tolet me walk around because I am a kinestheticlearner’. This is not to be encouraged. However,once you start to share this information with studentsthey will expect to have opportunities to ‘learn tolearn’ in lessons across the curriculum.It worksThe benefits of a ‘learning to learn’ course areproving to be considerable and are now beingmonitored by the Campaign for Learning withresults of the research due to be published in2002. My own work at Campion School has beenpart of the research project.Jackie BeereCampion School, 2002Brought The Key to Stage you by 3 Learning www.getrevising.co.ukKit | © Connect Publications 2002The Key Stage 3 Learning Kit iii

The Key Stage 3 Learning KitBrought to you by www.getrevising.co.uk

ContentsSECTION 1 Your amazing brain 11 Understanding your amazing brain 22 Your P.E.T. brain 43 Your emotional brain 64 The thinking brain 85 Brain boosters 12Review 14SECTION 2 Multiple intelligences 151 How can I be a genius? 162 How am I smart? 203 Use all your intelligences 244 Challenge 265 How smart are you? 28Review 32SECTION 3 Emotional intelligence 331 Emotional intelligence 342 Have you got what it takes to be a winner? 363 Optimism 384 Know thyself 425 Empathy 466 How to develop your willpower 487 Stress management 508 Goals for life 549 Mood control 56Review 57SECTION 4 Multi-sensory learning 591 Multi-sensory learning 602 Be a powerful visual learner 643 Using your inner eye 684 Auditory learning 705 Kinesthetic learning 74Review 76SECTION 5 Manage your mind and body 771 Feed your body and feed your brain 782 Mind power 803 Get organised for learning 844 Thinking skills 865 Asking questions 886 Mastering your memory 907 Put your thinking hats on 92Review 94iv Brought to you by www.getrevising.co.ukThe Key Stage 3 Learning Kit | © Connect The Key Stage Publications 3 Learning Kit 2002

SECTION 1 Your amazing brainAIMS• To give students an understanding of the latest research on thebrain• To excite students about the power and potential of their brainto learn• To develop skills in thinking that will create positive learningexperiencesThe Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 1

1 Understanding your amazing brainsection 1 | Your amazing brainRESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONLarge paper and coloured pens and pencils for spider diagram. Alarge model of the brain adds to the fun!By the end of this lesson you will know more about your brainand how powerful it is.Before the sheet is given out the students can spend five minutesdiscussing their brains. It is unlikely they will have done thisbefore and it gives a chance for negative anecdotes to be airedand put to rest in a brief class feedback.The ‘which of these statements are true’ activity can be done inpairs or individually followed by class discussion. Answers to allstatements are TRUE – demonstrating to students how powerfulthe brain is.The bee’s brain task asks student to think about all the work abee’s brain does (monitoring time and place, sniffing out pollen,making honey, flying, landing on flowers etc) with a brain the sizeof a pin head. This helps prepare students to create the spiderdiagram of all a human brain has to do. This is best completed onlarge paper in pairs. Encourage the use of colour and pictures aswell as words.At the end of each lesson students should review three mainpoints they have learnt and share them with a friend.Use the internet to research more facts about the brain.Brought 2 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 1

ACTIVITY 1Understandingyour amazing brainYour brain hasmore than 100billion neurons(brain cells)Your brainuses up 20%of yourenergyDiscuss your brain with a partner …which of these statements do you think are true?All your neurons joinedtogether would stretchfrom here to the moonNeuroscientistsnow believethat you onlyuse between1–5% of yourbrain’spotentialYour brain needs plentyof oxygen and water tofunction properlyYour brain is aspowerful as a computerthe size of the EmpireState BuildingYou learn bymakingconnectionsbetweenneuronsLearningmakes yourbrain morepowerfulIf youdon’tuse it,youlose itYour brain isthe size of alargegrapefruitThink of all thethings a bee’s brainneeds to do. Write alist of six in thespaces below.Brainstorm all the things yourbrain has to do in a large spiderdiagram. It has been started for you.make decisionsthinkconvertoxygenbreatherun my bodyeatpumpbloodschool workphysicalactivitiesA bee has 900 braincells and a brain thesize of a grain of salt!2The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk3

section 1 | Your amazing brain2 Your P.E.T. brainRESOURCESTHE BIG PICTUREPLANTIPREVIEWEXTENSIONPens and lined paperBy the end of this lesson you will understand that there are threeparts to your brain and how best to make them work for you.The triune brain theory was developed by Dr Paul McClean in1952. He suggests that there are three parts to the brain:• Reptilian – monitoring personal survival and ‘fight and flight’instinct.• Limbic System – in the centre of the brain and responsible formemory, emotion, values etc.• Neo-cortex – the ‘thinking cap’ where higher order thinkingskills take place.This is a useful model for students and teachers trying to makesense of the way they learn.The P.E.T. acronym makes it easy to remember (Primitive –Emotional – Thinking).Get students to make a ‘brain’ with their fists and envisagethe thumbs as the reptilian brain stem. Open them up andinside they can see the finger and wiggle them, demonstratingtheir emotional brain. As they close the thumbs the fingers ontop represent the ‘thinking cap’ where all the hard work takesplace. However, they are all inextricably linked together andneed each other for learning.The brief introduction above can be followed by the example onthe sheet and other anecdotal examples from students indiscussion.What would you do if… could be developed into brief role-playswith two different reactions. For example: what would you do ifyou saw someone smaller being bullied?Punch the bully?orTry to reason with him/her?Which reaction is more likely to get YOU into trouble?If a written exercise is required then the police statement in Task 2enables students to think through the consequences of ‘reptilian’action.Finally the tasks 1 and 2 are essential for transferring the learningto life experiences. They can be written on paper in large andcolourful letters to be displayed at home.What does PET stand for and mean?Share your favourite slogan with a friend.Practise controlling your reptilian brain state as often as possibleand teach it to your parents if they lose their temper!Brought 4 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 3

ACTIVITY 2YouremotionalbrainprimitivethinkingYour primitive brain keeps your body functioning and helpsyou survive. Sometimes it is called the reptilian brain becauseall reptiles have one! If you are feeling threatened or stressed it‘kicks in’ and can take over. Reptilian brain states can makeyou fight, freeze or want to run away. Look at this example:… is for primitive reptileAndy was on lesson report so he was working hard onhis Maths. The teacher popped out of the room andjust as she came back in a ruler went flying past herhead. Andy looked up and she accused himof throwing it. He went reptilian. Heshouted back at her, slammed his fist onthe desk and got sent to the Head.Discuss or writedown a different wayAndy could havereacted. Would it havemade things better orworse? Why?What would you do:• if a teacher picked on you unfairly?• if you are challenged by your parents about usingthe phone or computer too much?• if you saw someone small being bullied.• if you saw the wing of the aeroplane you weretravelling in was on fire?Road Rage is an example of a situationwhere adults go into reptilian brain state.What do you think happens and why?TASK 1: Think of 3 examples of situations when you orsomeone you know went ‘reptilian’.TASK 2: You are being interviewed by police concerning anincident where you lost your temper. Explain or write downyour version of events.WHAT TO DO IF YOUFEEL REPTILIAN:1 Write down threeways to calm downand make a positiveoutcome more likely.2 Write a set of slogansto say to yourself tocontrol anger.4The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk5

section 1 | Your amazing brain3 Your emotional brainRESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONLined paper, emotional musicBy the end of this lesson you will understand more about youremotional brain and how use it to help you be a good learner.Review PET brain theory.Play a piece of emotional music that they will recognise e.g.‘Nessum Dorma’, ‘You’ll never walk alone’, ‘Angels’ – RobbieWilliams or any other of your choice. Discuss what feelings itcreates.Discuss the childhood memories (maybe provide some of yourown!)Do nursery rhyme task to show how music/rhyme helps youremember things.Students write down favourite lessons and explain why theyappeal to the emotional brain. This could extend to least favouriteteaching styles and possibilities of why they don’t appeal to theemotional brain.The emotional brain is vital in learning so the four tips need to bediscussed and copied into book.When writing the success story at the end of this lesson it isimportant that this isn’t an English exercise but a visualisation ofhow good life could be. It can be written or spoken but it must beextreme. The emotional brain responds much better to anextremely positive picture so they can make it a ridiculouslywonderful day! These can be shared later.List five things the emotional brain responds well to.Write a regular diary predicting how tomorrow will be eachevening. Use positive goals and events. See if any of them cometrue!Brought 6 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 5

ACTIVITY 3Your Emotional brainyour PET brain… is for EmotionalThe limbic systemThis part of your brain runs your emotions. It also stores memoriesand beliefs. It is very important in learning because it’s mucheasier to remember emotional experiences. Try it.• Recall your earliest childhood memory and shareit with a partner.• Now write down any nursery rhyme or songs youcan remember from you childhoodYour emotional brain loves music, rhyme, colour, humour,enthusiasm and needs to see the point of learning.• Which are yourfavourite lessonsand why?• Is it because theyappeal to youremotions? Explainhow they might?Many famoussports stars train intheir ‘heads’visualising a superbperformance to makeit happen.Learning is emotional….How can you use your emotional brain to help you learn?1 Make it exciting, colourful, funny, musical, think ofways to do this with tests coming up ..2 Give yourself a reason for learning. If YOU care, it willcount.3 Set yourself goals for learning and reward your efforts.4 Use your imagination to help you be a good learner.5 Use your imagination to help you be successful atsport or performing too.tipstipsTASK: Write your successstory. Describe a day in yourlife where everything goesbrilliantly and you are asuperstar – especially atlearning. Start like this:I woke up and the sunwas shining. I feltgreat about the dayahead because …It doesn’t matter if your storyseems unlikely or impossible– the more extreme you makeit the better.Now act out your day ingroups of 3 or 46The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk7

section 1 | Your amazing brain4 The thinking brainBACKGROUNDRESOURCESTHE BIG PICTUREPLANTIPThe ‘thinking’ brain loves challenge, instant feedback, makingconnections and seeing patterns. It is divided into twohemispheres according to Sperry and Ormstein’s Nobel prizewinning theories of ‘left-right’ brain lateralisation in the 1980s.This is now seen as an oversimplification of a hugely complexprocess. However, it is still important to help students understandthat ‘Gestalt’ or wholeness means enabling connections to bemade from one hemisphere to the other. There is much anecdotalevidence that ‘right brain’ learners find traditional academiceducation more challenging.Coloured pens and lined/plain paperBy the end of this lesson you will know more about your‘thinking’ brain and how your left and right brain work together tomake you a geniusUse the ‘two fists together’ activity (see lesson 2) to remind thestudents of the parts of the PET brain, then break them apart toshow the ‘thinking’ brain is in two halves, left and right.Discuss the activities for each half and how important it is tomake them both work together to create really good learning.Students can link each point with a line to show how one helpsthe other eg ‘imagination’ and ‘writing’.The little test is just a way of finding out if students have a stronghemisphere preference and it must be stressed that there are noright or wrong answers. It is worth recording if they have a strongpreference in your mark book or in their homework diary/plannerfor future reference.Discuss the learning health check and students can note downadvice they think may be useful to rememberAt this point do some brain booster (Lesson 5) work to remindstudents that this involves the left and right brain workingtogetherFor the task students should use colour, pictures and words toshow the right and left activities. This can be completed on theworksheet or on larger paper.REVIEWEXTENSIONExplain to your neighbour how the right and left brain worktogether.Use the library to research the neo-cortex.Brought 8 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 7

ACTIVITY 4The thinking brainyour PET brain… is for thinkingTWO HALVES MAKE YOU WHOLEThis is your ‘thinking cap’where all the hard worktakes place. The neocortexof the brain isdivided into left and righthemispheres which dealwith different things.These two halves need to worktogether to make our brains goreally well. For example, when weare doing a jigsaw puzzle we sortout the pieces using colour andshape but we also have to thinkabout the ‘big picture’ and imaginehow it all fits together to get it right.Leftlogicalwritinglogicanalysingnumbersreadingsequencinglanguagespellingdetailrightcreativeintuitionideasdaydreamsplaying musicthe big picturerhythmsportimaginationcolourTo help understand the way your brain works – answer these questions.YES or NO1 I organise facts and material well2 I work step by step3 I can be impatient4 I read instructions before starting5 I like to work things out on paper6 I like working on my own7 I like to make lists8 I can concentrate well9 I like reading10 I enjoy working with numbersSCORE: ____ ____More yes than no? You may be more of a left-brain thinker.8The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk9

Activity 4Now answer these questions:YES or NO1 I prefer variety and excitement2 I like to doodle a lot3 I love trying new ideas4 I think of creative solutions5 I like new experiences6 I just try out ideas as I go along7 I prefer to flick through a magazinestarting at the back8 I make decisions based on gut feelings9 I find it hard to concentrate quite often10 I prefer art to reading and mathsSCORE: ____ ____More yes than no? You may be more of a right-brain thinker.If you have a fairly equal number of yes/no answers you are in themiddle which is an excellent place to be because you are usingboth sides of your brain for learning!LEARNING HEALTH CHECKUsing ALL of your brain can make you more clever so once youknow which way you tend to think watch out for these healthwarnings …LEFT BRAINERS BEWARE:You may need to be open totrying new approachesDon’t get bogged down in detailPractise working well with othersVary your learning styles andhabits to keep your creative brainworking! !RIGHT BRAINERS BEWARE:Don’t forget details – ONE STEPAT A TIMEMake yourself do some planningand prioritising in advanceAvoid procrastination (puttingthings off until the last minute!)Avoid distraction and distractingothersDon’t rush in without thinkingRead instructions and check workwhen finishedBrought 10 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 9

ACTIVITY 4Get into the habit of using both your right and your left brainduring learning. This will make you very intelligent!• How could you use more right brain thinking in maths?• How could you use more left brain thinking in dramaor art?Fill in the two halves of the brain below with activitiesthat will suit each side. Use the lists above to help you.LeftrightMaking alist of jobsPaintinga picture10The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk11

section 1 | Your amazing brain5 Brain boostersBACKGROUNDRESOURCESBIG PICTUREPLANREVIEWEXTENSIONThis lesson can be done any time in the first section. It is herebecause it follows on from the left and right brain thinking lesson.The exercises should be repeated every 20-30 minutes – oranytime a physical break is needed. The idea is to get the right andleft brain working together and sharpen up the brain’s responses.Research has identified many benefits in using these types ofexercises in the classroom and students definitely enjoy them!Plain paper, coloured pens or, preferably, individual white boardsand markersBy the end of this lesson you will know how to boost your brainfor learning whenever you need to.Practice each movement through once or twice.Move on to the pen and paper exercises. These are best done on awhiteboard if possible.Students can then create some of their own ideas for brainboosters.Students should then choose their favourite brain boosters to writeinto planners/homework diaries.Get individual students to suggest brain booster ideas for thewhole class to try.Try these at home and teach them to members of your family.TIP Use some of these exercises on a regular basis (every 20minutes) in lessons to provide some kinesthetic activity.Brought 12 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 11

ACTIVITY 5Brain boostersGive your brain a workout by doing these exercises every day.It is especially important to do brain boosters before an importantexam or test.Our brain worksbest when the twosides left and right worktogether. Here are someways of getting the leftbrain and right brainworking well to warmup for learning!!• Stand up, stretch, reachup and breathe deeply togive your brain oxygen.• Rub your tummy with onehand, pat your head withthe other.• Do the twist – arms oneway, legs the other way.• Lift your knee and touchwith the opposite handalternately.• Draw a large figure ofeight in the air with onefinger.• Draw one with the otherfinger going the other way– make sure your fingersdon’t touch!• Trace out the number 10in the air. One handcreating the 1 and theother 0. Try it with 27, 39and your age.• Using one hand, trace acircle moving outwardsfrom your body. Use theother hand to trace a circleinwards towards yourbody. Keep them bothgoing at the same time.• Put your finger tipstogether very lightly andimagine connectionsbeing made betweenright to left sides ofyour brain.• Fold your arms one waythen the other way –repeat until it feelscomfortable each way.• Make your hands intofists and put thesetogether to form ashape that resemblesyour brain. Blow someenergy and power intothe gap between yourthumbs.In the air or on paper:• Write your full name withyour wrong hand in largeletters.• Write your name withboth hands creating amirror image.• Try writing your namebackwards with yourwrong hand.• Write your favourite band,country, food – using yourwrong hand.• Create an impressivesignature then copy withyour wrong hand.Boost your brain by trying something new every day – a food youdon’t eat, a tv programme you never watch, a person you don’tusually speak to. Make new connections!12The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk13

section 1 | Your amazing brainSection 1: Your amazing brainREVIEWWrite down five things you have learnt in this section:1 ___________________________________________________________________2 ___________________________________________________________________3 ___________________________________________________________________4 ___________________________________________________________________5 ___________________________________________________________________Write down three action points for you from thissection:1 ___________________________________________________________________2 ___________________________________________________________________3 ___________________________________________________________________Share these ideas with a partner and put them on yourbedroom wall.Brought 14 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 13

SECTION 2 Multiple intelligencesAIMS• To help students understand the ways in which they can beintelligent• To give students the skills to use their strengths to improvelearning• To boost confidence in learningBACKGROUND Howard Gardner’s theory of multiple intelligence is more than 15years old but recent research supports the idea that there may bezones of activity that control certain skills and abilities. There wereoriginally seven intelligences:1 mathematical/logical2 linguistic3 interpersonal4 intrapersonal5 musical6 visual,spatial7 kinesthetic.‘Naturalist’ was added and now ‘spiritualist’ is considered to bethe ninth intelligence. For the purposes of this section the eightintelligences have been used.14 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 15

section 2 | Multiple intelligences1 How can I be a genius?THE BIG PICTUREPLANREVIEWBy the end of this lesson you will know how many ways there areto be intelligent.Intelligence is not just reading, writing and maths.Students complete the first task, discussing each intelligence andmake an initial assessment of their own competences.The role-play works well when surreal and imaginative, withstudents introducing the brain and playing out differentintelligences.Present the role-play to the class. Review the intelligences aroundthe class before they leave.Brought 16 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 15

ACTIVITY 1How can I bea genius?Everybody is clever in different ways and you can use knowledgeof different sorts of intelligence to improve your learning.What is intelligence? Write your own definition here.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What are intelligent people like? Describe them._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Neuroscientists now think that intelligence isn’t just being good atMaths or English but that there are many different ways to beintelligent.You have……multiple intelligencesIn other words, there are lots of ways you are smart. Here are some of them.Discuss each one with a friend and decide which apply to you.Interpersonal or People smart ?Are you good at getting on with people - not just your friends butadults, children, teachers? Are you a good listener, showingconsideration and tolerance? Do you work well in groups andenjoy meeting new people? Are you generally popular withfriends? People smart means you are skilful at getting on withothers - you have to have interpersonal intelligence to do this.Intrapersonal or Self smart ?Understanding yourself and the way you work is vital for successin life. Intrapersonal intelligence is about being aware of yourfeelings and understanding your strengths and weaknesses. Canyou control your moods and motivate yourself? Can you explainthe way you behave in certain situations? Are you good at settingyourself targets and sticking to promises? If you are, then you havea high intrapersonal intelligence.16The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk17

Activity 1Linguistic or Word smart ?If you enjoy reading and talking using a well-developedvocabulary you will be word smart. You may be good at writingessays and stories and enjoy playing around with words andmeanings. Your favourite lesson may be English if you are wordsmart.Mathematical and Logical or Number smart ?Are you good at solving problems and sorting things out in astep-by-step fashion? Do you make lists of things to do andwork through them? Your favourite subjects may be Maths andScience and you enjoy brainteasers and puzzles. If this soundslike you - you are number smart.Visual and Spatial or Picture smartDo you think in pictures? If you enjoy drawing, painting andlooking at pictures, these are signs of visual/spatial intelligence.Learning more effectively from maps, graphs and pictures iseasy for picture-smart people.Physical/Kinesthetic or Body smartThis is the ability to use your body skilfully in sport, dance or inbuilding and constructing things. If you are strong in thisintelligence you will enjoy lessons like PE, Drama andTechnology. You will enjoy doing things yourself rather thanwatching others and sometimes find it hard to sit still!Musical or Music smartIf you have got good rhythm and enjoy singing or playing aninstrument you are likely to have a strong musical intelligence.Do you listen to a variety of music because you want to andcan you pick out patterns and instruments that others don’tseem to notice? This is another sign of being music smart.Naturalist or Nature smartIf you are nature smart then you are aware and interested inplants and animals, insects and rocks. You may love beingoutdoors and care about the environment around you. You maybe very aware of animal rights issues and hope to have a careerin an outdoor environment.Brought 18 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 17

ACTIVITY 1TASK 1• Think of a time when you used each of these intelligences.• Do you use some more than others in your life? Why?• Write down which you have used and in what situations._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TASK 2In groups of 4 or 5 create a role-play thatshows the different intelligences at work in the brain.Imagine different situations an individual might have to faceand try switching intelligences off and on. You can imagine thebrain as a huge machine with the different parts represented bymovements or people. Be as imaginative as you can.Show your role-play to the group.18The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk19

section 2 | Multiple intelligences2 How am I smart?RESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONColoured pens and scissorsBy the end of this lesson you will have completed a multipleintelligence wheel and have identified your strengths.Explain the test and how it relates to the last lesson. Score 5 if thestudent feels very strongly that this statement applies. Encouragestudents to use the whole range of marks and to be honest (nozero scores).Mark the test scores with students. They will have a total for eachintelligence which can be transferred onto the wheel. Shade eachintelligence in a different colour and produce a key if you wish.When the wheels are completed they can be cut out and stuck inbooks if required.Volunteers in class hold up their wheels and discuss whether itmakes sense to them and how it relates to their school lessonsand performance.Take the test home for parents to try.Brought 20 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 19

ACTIVITY 2How am I smart?You may already have an idea which intelligences are yourstrengths and which you need to work on. Check if you are rightby completing this questionnaire and adding up your scores.Score yourself with 1–5 marks for each question, 5 being thehighest. Be honest!LOWHIGH1 2 3 4 51 I am good at working with objects and making things. ___ ___ ___ ___ ___2 I am good at finding my way around. ___ ___ ___ ___ ___3 I am good at sorting out arguments with friends. ___ ___ ___ ___ ___4 I can remember words to songs easily. ___ ___ ___ ___ ___5 I always do things one step at a time. ___ ___ ___ ___ ___6 I know myself well and understand why I behave the way I do. ___ ___ ___ ___ ___7 I keep/like pets and other animals. ___ ___ ___ ___ ___8 I enjoy socialising with friends. ___ ___ ___ ___ ___9 I learn well from talks and listening to people. ___ ___ ___ ___ ___10 When I listen to music it can change my mood. ___ ___ ___ ___ ___11 I can explain things clearly to people. ___ ___ ___ ___ ___12 I enjoy puzzles, crosswords and logic problems. ___ ___ ___ ___ ___13 I learn a lot from pictures, posters and diagrams. ___ ___ ___ ___ ___14 I am sensitive to the moods and feelings of those around me. ___ ___ ___ ___ ___15 I learn best when I get up and do it for myself. ___ ___ ___ ___ ___16 I prefer to be outside in the open air whenever I can. ___ ___ ___ ___ ___17 I learn best when I have set myself a goal. ___ ___ ___ ___ ___18 I enjoy peace and quiet for working. ___ ___ ___ ___ ___19 When listening to music I can recognise different instruments. ___ ___ ___ ___ ___20 I get angry when animals or the environment is abused. ___ ___ ___ ___ ___21 I can picture places and faces easily in my head. ___ ___ ___ ___ ___22 I know a good range of words and I like to learn new ones. ___ ___ ___ ___ ___23 I enjoy writing. ___ ___ ___ ___ ___24 I have a good sense of balance and enjoy dancing. ___ ___ ___ ___ ___25 I can understand graphs and use a calculator properly. ___ ___ ___ ___ ___26 I work well in a team or group. ___ ___ ___ ___ ___27 I am observant and often see things others don’t. ___ ___ ___ ___ ___28 I get restless and fidgety easily. ___ ___ ___ ___ ___29 I enjoy working on a project by myself. ___ ___ ___ ___ ___30 I can recognise different types of birds, trees or plants. ___ ___ ___ ___ ___31 I enjoy making music. ___ ___ ___ ___ ___32 I am good with numbers and maths. ___ ___ ___ ___ ___20 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 21

Activity 2Scoring your answers:Intelligence Score for Totaleach questionInterpersonal People Smart Q3=____ Q8=____ Q14=____ Q26=____Intrapersonal Self Smart Q6=____ Q17=____ Q18=____ Q29=____Linguistic Word smart Q9=____ Q11=____ Q22=____ Q23=____Maths/logical Number smart Q5=____ Q12=____ Q25=____ Q32=____Visual/Spatial Picture Smart Q2=____ Q13=____ Q21=____ Q27=____Kinesthetic Body Smart Q1=____ Q15=____ Q24=____ Q28=____Musical Music Smart Q4=____ Q10=____ Q19=____ Q31=____Naturalist Nature Smart Q7=____ Q16=____ Q20=____ Q30=____Now fill in the intelligencewheel to see how your scorescompare.Naturalist15People10Musical5Self15 10 55 10 15Kinesthetic5Word1015VisualNumberBrought 22 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 21

22 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 23

section 2 | Multiple intelligences3 Use all the intelligencesRESOURCESTHE BIG PICTUREPLANREVIEWLined paper. Large paper for group planning, colouredpens/pencils.By the end of this lesson you will know how to improve all thedifferent intelligences using practical activities.Review the wheel and recap on the intelligences.Look at chart and examples. Class discussion on other ideas toimprove intelligences.Pair work to create further ideas.Share class ideas and complete chart.The idea of the task is for students to plan a weekend of learningusing all they know about multiple intelligences. Their planningcan be in pictures or words but will need to be presented to theclass.Recap ideas for improving each intelligence.Brought 24 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 23

ACTIVITY 3Use all yourintelligencesTo become a genius you need to work on all your intelligences.Complete this chart by suggesting at least two more activities to improve each intelligence.PeopleSmartSelfSmartWordsmartNumberSmartPictureSmartBodySmartMusicSmartNatureSmartListen toothersThink moreoften!Learn a newword everydayPracticementalarithmeticand tablesDo jigsawsLearn tojugglePlay musicwhile youworkPlantsomethingand watchit growSmileKeep adiaryRead moreDo puzzlebooksDevelopyourdoodlingskillsLearn adanceroutineSing in theshowerCollectsome leavesTask: In groups of four using a largepiece of paper, plan a weekend away fora group of students. Make a programmeof activities that will use all their multiple intelligences andimprove them. Make it visual. Use pictures / flow chart /diagrams to show the activities. Present your ideas to the restof the group.24The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk25

section 2 | Multiple intelligences4 ChallengeRESOURCESTHE BIG PICTUREPLANREVIEWSugar paper.By the end of this lesson you will have learnt some Shakespearianverse using your strongest intelligence.Group students according to their intelligences but try to makegroups no bigger than five.Each group should try to learn the verse in 20/30 minutes.Groups can demonstrate how well they have done to the class.Discuss the effectiveness of the different ways of learning.Brought 26 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 25

ACTIVITY 4Challenge!Your challenge: … to learn this famousquotation from Shakespeare’s play ‘Macbeth’.Tomorrow and tomorrow and tomorrow,Creeps in this petty pace from day to dayUntil the last syllable of recorded time,And all our yesterdays have lighted foolsThe way to dusty death.Out, out brief candle, life is but a poor playerWho struts and frets his hour upon the stageAnd then is heard no more.It is a tale told by an idiot,Full of sound and fury, signifying nothing.Get into a pair or group with one or moreother people who share the same ‘best’intelligence as you. Learn this quotation using your‘best’ intelligence. Try some of the following techniquesIf you are:• People smart Teach each other/test each other, talkabout what it means.• Body smart Act out the words with actions and mimeas you learn them.• Self smart Learn it in your head, think about themeaning.• Number smart Count the syllables in each line andnumber the lines. Learn one line at a time with its number.• Word smart Find out what each word means andwhat the story is about. Say the words over and over againout loud.• Picture smart Doodle and draw as you say thewords. Find a picture to help you remember each line.• Music smart Make this into a rap or set it to amusical tune of your choice as you learn it.Each group can perform the quotation to the rest of your classto judge the success of the learning. Explain how you wentabout learning it.Now choosesomething youneed to learn - itcould be a spelling, mathsrule, French or Germanvocabulary, an importantdate or person, a scienceword or a phone number.Learn it using yourintelligences.Try to use as many of theseintelligences as you canwhenever you learn.tipRemember, you willneed to work very hardon your weakestintelligence, but useyour favourites to breakthrough bariers to learning.26 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 27

section 2 | Multiple intelligences5 How are you smart?THE BIG PICTUREPLANBy the end of this lesson you will be able to use your bestintelligence to improve your weak spots.The first task attempts to link intelligences to subjects . Whenthey have listed their favourite subject pupils can draw a lineacross to see if there are any links to their best intelligence.Discussion on the sample table could elicit more ideas fromstudents on how to use their skills to break down learningbarriers.The task of completing their own table can be in books for morespace.The chat show task gives a chance for kinesthetic activity.Brought 28 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 27

ACTIVITY 5Multiple intelligences– how are you smart?Once you know what your strengths are, you can learn to usethem to make yourself a genius!List your 5 strongest intelligences here:_____________________________________________________________________________________________________________________________________________________________________________________________________________List your favourite subjects here:_____________________________________________________________________________________________________________________________________________________________________________________________________________Do you always tend to spend time and energy on these favourites?If you do, it will make them stronger.List your 3 weakest intelligences here:___________________________________________________________________________________________________________________________List the subjects you find hardest here:___________________________________________________________________________________________________________________________Are you working hard to improve your weak spots?This is the way to improve your brain power.To maximiseyour brain power ...you need to use yourstrongest intelligences forlearning AND improve yourweak spots.tip28 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 29

Activity 5It would be great if you could you use your strongest intelligenceto help you with your weak spots. Here is an example:What I need towork on:My no. 1Intelligencebody smartMy no. 2IntelligenceMusic smartMy no. 3IntelligencePeople smartNumber smartUse cards, beads,fingers to help.Make equationsinto a rapTeach your friendsformulas.self smartStart a fitness trainingprogramme and learnto set personal,achievable goals.Use music tocreate your moodand encourage youto think.Ask friends to giveyou honest opinionsabout yourself.Word smartLearn spellings bytracing out the wordon the back of yourhand.Listen carefully tothe lyrics of songsand find out whatthey mean.Learn new wordsfrom friends who areclever with language.Now try completing this table with your own ideas.What I need towork on:My no. 1Intelligencebody smartMy no. 2IntelligenceMusic smartMy no. 3IntelligencePeople smartTASK: Create a television chat show or anewspaper article about the brain andwhat you have learnt about multipleintelligences. Have presenters and ‘experts’ discussingintelligence and how it works.Brought 30 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 29

30The Key Stage 3 Learning KitBrought to you by www.getrevising.co.uk

section 2 | Multiple intelligencesSection 2: Multiple intelligenceREVIEWWrite down five things you have learnt in this section:1 ___________________________________________________________________2 ___________________________________________________________________3 ___________________________________________________________________4 ___________________________________________________________________5 ___________________________________________________________________Write down three action points for you from thissection:1 ___________________________________________________________________2 ___________________________________________________________________3 ___________________________________________________________________Share these ideas with a partner and put on yourbedroom wall.Brought 32 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 31

SECTION 3 Emotional intelligenceAIMSBACKGROUND• To make students aware of the skills and characteristics ofemotional intelligence• To help students understand their own strengths and weaknessesin these skills• To improve the emotional competence of students in order toimprove learning for lifeDaniel Goleman’s seminal work on emotional intelligence hascreated much interest in educational fields but as a set of vaguecharacteristics it was hard to see how to develop it effectively inthe classroom. These tasks work with students because they showexplicitly how these characteristics can help individuals and bedeveloped. The principle in this section is that these skills can andshould be learnt at home or at school and they really do make adifference in creating success and confidence.32 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 33

1 Emotional intelligence (EQ)section 3 | Emotional intelligenceRESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONA4 size card folded in half. Many coloured pens, pencils.By the end of this lesson you will understand what is meant byemotional intelligence and how it can help you.Link the notion of EQ to intrapersonal and interpersonalintelligence - students can look back at their Mi wheel. Alsoremind them of the limbic system - the emotional brain and howpowerful it is.Talking through the top ten emotional intelligences is importantfor understanding each characteristic.(Time for 3 minutes of brain booster! – see p. 13)The card will be something they can take home and keep so itshould be colourful and include pictures as well as words.Slogans should be memorable, rhyming, silly, clever - anythingthat works.Go round the class reading out slogans and guessing which EQthey work for.Read Emotional Intelligence – why it matters more than IQ, byDaniel Goleman (London, Bloomsbury 1996).Brought 34 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 33

ACTIVITY 1Emotional intelligence (or EQ)This is all about controlling your emotions andthe way you think to make them work in apositive way for you. Remember the limbicsystem or the emotional part of the brain is rightat the centre of all brain activity.• Find out in this section if YOU areemotionally intelligent.• Find out how to improve your emotionalintelligence so that you can be a winner.There are somepeople thatsucceed in life andthere are others thatdon’t. Many scientists believeHoweverbrainy you areyou will only besuccessful if youare emotionallyintelligent.that there are some characteristics that are evenmore important than your IQ (or intelligence) indetermining whether you will be a success in life.IQ stands for intelligence quotient. Let’s call youremotional intelligence EQ.Top of the EQ PopsCounting down the top ten emotional intelligences:10 GOALS FOR LIFEDo you know what you want and how to get it?9 POSITIVE SELF-IMAGEIf you like yourself, you are much more likelyto succeed/8 STRESS MANAGEMENTCan you handle stressful situations and keepyour cool?7 SELF-AWARENESSAre you honest with yourself about yourstrengths and weaknesses - do you try to learnfrom experiences?6 EMPATHYCan you put yourself in other people’s shoesand see things from their viewpoint?5 MOTIVATIONCan you motivate yourself when times gettough?4 MOOD CONTROLCan you control your moods and think yourway out of the doldrums?3 DEFERRED GRATIFICATION/WILLPOWERCan you put off what you want now forsomething better later?2 OPTIMISMDo you see the positive side to events? Do youexpect the best?1 PERSISTENCEIf you stick at something for long enough, youWILL get there. The most successful people inthe world are those that never give up.TASK: Create an EQ card with slogansfor each of these qualities. Here are someideas to get you started:Persistence ‘If at first you don’t succeed,try, try, try again’Stress management ‘Don’t be a fool, stay cool’Willpower ‘Just DO it’tiptipMake the cardcolourful with picturesand a variety of fonts.This will help your brainremember the slogans.34 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 35

section 3 | Emotional intelligence2 Have you got what it takes to be a winner?RESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONSugar paper and pens.By the end of this lesson you will find out how emotionallyintelligent you are and how to improve your weak spots.Recap by recalling all top ten EQs from the last session.Explain the test - giving examples for each question. Encouragestudents to use the full range of marking.It is important for friends to check out the results too.Please treat scores with a sense of healthy scepticism as they are aself-assessment. These descriptors may, however, interest students.Score 40+ An emotional genius!Score 30+ A good score but some areas to work onScore 20+ You need to work on your emotional developmentUnder 20Criminal in the making!The brainstorming exercise can then be done in groups on sugarpaper before being presented to the rest of the class.Each student tells a partner which EQ they will be working on toimprove in the next week and why.Make up your own magazine questionnaire to find out howemotionally intelligent your parents / guardians are.Brought 36 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 35

ACTIVITY 2Have you got what it takesto be a winner?EQ – EMOTIONAL INTELLIGENCE - is more important thanbrainpower in determining whether you will be a success inschool and in life. Test yourself…1 stMark each quality up to five according to how strongly you feel itapplies to you: 5 is very high, 1 is very low. Try to be honest.• Persistence – do you stick atthings?12345• Stress management12345• Mood control12345• Empathy – do you understandother’s problems?12345• Deferred gratification – do youhave strong willpower?12345• Optimism – do you see thepositive side?12345• Self-awareness – how well doyou know yourself?12345• Do you have goals in life?12345• Are you highly motivated?12345Total EQ Score:Ask your friend/partner if they agree with your self-scoring and discuss your answers.Brainstorm ways for improving each of the qualities of emotionalintelligence in the table Here are some ideas to start you off:PersistenceStress ManagementUnderstanding othersMood ControlWillpowerOptimismSelf-awarenessLearn to jugglePractise using relaxation techniquesListen to a friend’s problemsWhen you are in a bad mood SMILEResist temptation, once a dayList all the good things in your lifeAsk your friends about youYou CANimprove youremotional intelligence… and become awinner36The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk37

section 3 | Emotional intelligence3 OptimismRESOURCESTHE BIG PICTUREPLANColoured paper and pens to make poster.One of the most important emotional intelligences is optimism. Bythe end of this lesson you will know how to make yourself into amore optimistic person.The first section of the lesson is a class discussion about thenature of optimism and how it affects us. The story of the optimistand pessimist emphasises that some people are born with differenttendencies but that doesn’t mean they have to stay that way. Thefact that we can choose the way we think needs to beemphasised.Use this story to demonstrate the point if necessary:Once there was a father of twochildren, one a pessimist andone an optimist. One Christmashe asked them to draw up a listof all the presents they wanted -anything and everything. Hebought the pessimist everythingon her list, wrapped thepresents up and put them in herbedroom on Christmas Eve. Hebought the optimist a lorry loadof manure and put that at theend of her bed on the nightbefore Christmas.On Christmas morning he wasastonished to hear hispessimistic child crying and hisoptimistic child whooping indelight.‘What’s wrong? You got all theselovely presents,’ he asked thepessimist.‘I have all these lovely presentsand all my friends are going tohate me and be jealous.‘And…and…’ sobbed thepessimist, ‘how am I ever goinghave time to play with all theselovely things….’Sighing, the father went to hissecond child who was laughingand jumping about in glee.‘What did you get for Christmasthat has made you so happy?’‘ I GOT A LOAD OF MANUREAND IT’S ALL AT THE END OFMY BED ..WHOOPEEE…’ sheshrieked.‘Why on earth does that makeyou so happy?’ he asked.‘Well I think, with that muchmanure around there must be apony in there somewhere …’REVIEWThis story begs the question: can you change the way you think?The statements in the next section are worth saying around theclass so that students can hear how negative some language is -and how often they use that negative language.The reframing situation is a very useful exercise. Students canthink of some more situations to reframe.The discussion on how some people turn good luck into bad andvice versa could be conducted in groups with a feedback session.Time for a brain booster session.Students should make a big list of all the positive things in theirlife on a large sheet of paper to pin up on the bedroom wall andlook at when they feel down.Say something optimistic to your friend before you leave thelesson - leave the room smiling and smile at three people youdon’t know at break.Brought 38 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 37

ACTIVITY 3Optimism– get the golden glowHow do you feel …• Your best friend gets a new computer and you stillhave an ancient machine or no computer at all.Do you feeljealous andangry?or• You get a low score in a test you had revised forbecause you didn’t answer the questions properlyDo you moanorand decide neverto work hard again?Do you lookforward to havinga go?Do you pester your teacher tofind out just what you did wrongbecause you are determined yourwork will pay off next time?It’s all about seeingthe positive side of asituation – trying to find thesilver lining in every cloud.Have you got it??If you have you will bemore successful in lifeand that’s a fact.What are you more likely to say or think?Match up each negative statement with a positive one from the other side.This isreallyboringI’m noteatingthat!That’stypicalI can’t do thisTeachershate meEveryonepicks on meIt’s rainingagainI hate mathsNo-onelikes meJust my luckSchool is awaste oftimeI’m justbornluckyThis isinterestingI’ll eat anything!I’mbrilliantI’m reallytrying todo thisI enjoyedthat lessonLearningstuffis greatTeacherslike meIt’s alovelydayYou lookgoodtodayMy mates aregreatA Think of some morefor each column. It mightsound cool to be negative about everything –especially school – but, if you are you willprogramme your brain to switch off.B Try saying the statements on the right in lotsof different ways - you will find yourselffeeling good just by saying them.38The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk39

Activity 3TOP TIPS TO GET THE GOLDEN GLOW OF OPTIMISM• SMILE - research shows that people who smile a lot are moresuccessful in life. Try it NOW.• Compliment others - do it every day to make people feelbetter after they have come into contact with you.• Look in the mirror every morning and tell yourself you arebrilliant, beautiful and have a great sense of humour!!!• Whenever you have a negative thought REFRAME it and seethe silver lining - there always is one.It could be much worse• I can learn something from this.• It will make me stronger as I learn strategies to copeand my brain makes new connections.• If it doesn’t kill me it makes me stronger!!CHALLENGEHave a conversation withyour neighbour aboutschool – using ONLYpositive comments!Present it to the class.Imagine some situations where people useoptimism to turn disaster into good fortune.For example, having an illness or losing aleg or a job.Now list all the good things inyour life and pin this liston your bedroom wall.1234567Brought 40 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 39

40 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 41

section 3 | Emotional intelligence4 Know thyselfTHE BIG PICTUREPLANREVIEWEXTENSIONBy the end of this lesson you will understand a little more aboutyourself and your strengths and weaknesses.Answers to the questions can be written down in a book or on awhiteboard, then shared with a partner.Students find it very hard to learn from criticism without letting itaffect their self-esteem. This is worth a discussion. Introduce theterm ‘constructive criticism’.Fill in the grid which is intended to build confidence. Manystudents will not be able to find three great things aboutthemselves without help.Time for a brain booster session.Role-playing ‘student’ and ‘form tutor’ will be a good way forstudents to understand the way teachers try to get them tounderstand how to improve their performance.Spend two minutes in silence thinking about what you have learntabout yourself in this lesson.Write a letter to yourself.Brought 42 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 41

ACTIVITY 4Know thyselfBe an intrepid explorer… of YOURSELFUnderstanding the way you work and the waysyou control your thinking and behaviour iscrucial to success in life.The aim of this lesson is to help you get toknow yourself better. You can do this byworking in pairs. That way you can comparewhat your partner knows about you with whatyou know about yourself.High self-esteemand self-confidencewill help you achievereal successBUTyou have to knowyour weakspots tooWhat three things haveyou learnt about yourselffrom this discussion?1 ______________________________________________________________________________________________________________2 _____________________________________________________________________________________________________________3 _____________________________________________________________________________________________________________(If you didn’t learn anything that says something about you too!)First of all look at these questions – think throughthe answers carefully to yourself.• What do you do when you are angry?• What makes you feel sad?• When was the last time you laughed out loud– and cried?• Who would you talk to if you had a majorworry?• How do you cope when someone criticisesyou?• How do you cheer yourself up if you are ina bad mood?• When was the last time you couldn’t getyour way about something important – whatdid you do?• Discuss your answers with the class.Understandingyour strengthsand weaknesses willhelp you succeed42 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 43

Activity 4Always start by being honest about YOUDo you like yourself? Think about it…Start by filling in this grid. Then share your points with a friend orpartner and ask them if they agree with you. Add another greatthing about you that your friend or partner suggests.Three great things about me:1 _____________________________________________________2 _____________________________________________________3 _____________________________________________________Friend/partner says:NOW THINK ABOUT WHAT YOU NEED TO WORK ON AND FILL IN THIS GRID.Then ask your friend or partner again and add something else.Two things I need to improve:1 _____________________________________________________2 _____________________________________________________Friend/partner says:TaskSwap sheets with someone who doesn’tknow you well. Take it in turns to playform tutor and student. Discuss the content of the grids andhow you can raise your achievement. Replay some of theseinterviews for the whole class to hear.Get to know your best friend … YOU!Brought 44 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 43

44 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 45

section 3 | Emotional intelligence5 EmpathyRESOURCESTHE BIG PICTUREPLANTIPREVIEWCard and scissors to make empathy glasses. If time is short makethem in advance and give out.By the end of this lesson you will know how important anddifficult it is to see things from other peoples viewpoint.Class discussion on empathy.Time for a brain booster.Students love to make the glasses but they take a long timeand this can distract them from the purpose of the lesson.Talking for one minute on each of the statements with and withoutempathy glasses often works well.The discussion how to improve empathy could well be enhancedby reference to a society without empathy. What would it be likeetc?Some of the role-plays can be shown to others.The last task is important for the transference of skills and ideasinto the main curriculum;So what was empathy again???Brought 46 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 45

ACTIVITY 5EmpathyhinthintMake a pair of empathy glassesfrom paper or card and put themon when you need to make a consciouseffort to see the other person’s point ofview in the exercises here.Empathy:the skill of being able to:• see things from a viewpointthat is different to your own• put yourself in someoneelse’s shoes• understand a differentopinionI see whatyou meanMedicalexperiments onanimals shouldbe bannedHow high is your empathy factor?Do you agree or disagree with these statements?STUDENTSSHOULD BEPAID TO GOTO SCHOOLPARENTS SHOULD BE ALLOWEDTO SMACK THEIR CHILDRENSCHOOL IS BORINGASYLUMSEEKERSSHOULDBE SENTHOMEBULLIES SHOULDBE FORGIVENMURDERERSSHOULD BEEXECUTEDIn pairs, choose one of these statements youfeel strongly about and explain why to yourpartner in one minute.Now test your empathy by putting on yourempathy glasses and speaking for one minutewith the opposite view. Your partner can scoreyou out of ten before it is their turn.To improve your empathy you need to do the following:Develop your listening skillsOpen your mind to different ideasTry on a different way of thinkingBreak down the barriers to understanding – ignorance, bias, hatred, selfishness, greedHave a catch-phrase that makes your mind stop and see with different eyesDiscuss how you can do this and share your thoughts with the class1The threebad pupil:a role play forRoles: PUPIL,PARENT,HEADTEACHERA parent is called inbecause their childis misbehaving atschool. Decide whathas happened andhow you will showall three viewpointsin the drama.Role Plays are agood way of improvingempathy. Try these.2The criminaland their victim:a role play for twoRoles: CRIMINAL,VICTIMThe police have setup a meeting to helpboth partiesunderstand what hashappened. Decidewhat the crime wasand how you willshow each viewpoint.Now choose three subjects you doand think about how empathy canhelp you in those subjects.23SUBJECT HOW EMPATHYCAN HELP146The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk47

6 How to develop your willpowersection 3 | Emotional intelligenceTHE BIG PICTUREPLANTIPREVIEWEXTENSIONBy the end of this lesson you will know how important it is tohave the willpower to wait for things you really want.The story is simplified from the Daniel Goleman book and is areal piece of research conducted in America.Students really enjoy the story and understand the implications.Discussions about when they need to wait or have willpower areworthwhile to generate ideas for the role-play.Children have to create the connections for deferred gratificationso if they never have their needs frustrated at home they will findit very hard to tolerate frustration. The important thing for themto realise is that it is good for them!How can lack of willpower destroy your life?Teach this lesson to parents!Brought 48 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 47

ACTIVITY 6How to developyour willpowerTHE MARSHMALLOW STORYONCE UPON A TIME in America there was a groupof five year old children who all loved to eatmarshmallows. These children were all clever andkeen to work hard at school. They all had the sameintelligence and a similar family background. Oneday a researcher decided to conduct an experimentto find who from this group of children would bemost successful later in life. He brought a huge plateof marshmallows into the room where the childrenwere playing and then gave them some briefinstructions:‘You can have one marshmallow now but if you waitfor about ten minutes while I pop out for a cup ofcoffee, you can have two marshmallows when I getback. You choose, eat now or wait for more until later.’Some children gobbled up the marshmallow straightaway but others waited for the researcher to return.Those that waited used strategies to distract themselvesfrom temptation. Some sang songs to themselves tokeep their mind occupied and others ran around theroom or stood facing the wall. When the researcherreturned they enjoyed two marshmallows whilstthe others looked on enviously.Ten years later, when the children were 15 yearsold, there was a huge difference between thechildren who waited and those that didn’t.What do you think it was?Those that had waited were two grades higher intheir SATS scores. They were happier and copingbetter with the demands of school life.Ten years later when the children were 25 years oldthere were even more differences between the‘waiters’ and the ‘grabbers’.What do you think they were?Those who had waited were in successful jobs, careersand relationships. The children who couldn’t wait weremore likely to be involved with drugs and alcohol andto have been married and divorced already.Adapted from D. Goleman, Emotional Intelligence:why it can matter more than IQ, Bloomsbury, London 1996What can you learn from this story?Could anything have changed the outcome?What?Why?TASK: Create a roleplay thatdemonstrates how important it is to beable to wait or have self-control andwillpower.48The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk49

section 3 | Emotional intelligence7 Stress managementTHE BIG PICTUREPLANTIPREVIEWEXTENSIONBy the end of this lesson you will understand how to control stressmore effectively.The first part of the lesson focuses on the positive side of stress tocounteract the commonly held idea that stress is always negative.Time for some brain boosters.The discussion about the positive side of stress helps studentsappreciate that adrenaline can work for us, not just against us.The strategies for coping with stress can be shared around theclass when completed, as can the internal dialogue ideas in thenext task.The relaxation exercise should take about eight minutes, it shouldnot be rushed. For some students this will be an ideal techniqueto use again during exams and other stressful situations.When students are relaxed give them an anchor - a word orphrase - that means they can switch on this feeling again. Itcould be just: RELAX or NOW I FEEL GREAT.The final task encourages students to help educate others aboutstress – one of the best ways of embedding learning.Share three ways to deal with stress with a neighbour.Practice the relaxation exercises in bed to help you get to sleep.Brought 50 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 49

ACTIVITY 7StressmanagementStress doesmy head in… but itdoesn’thave toWhat is stress? Is it good or bad? Do we need it? What is it for?We all experience differentkinds of stress in differentsituations but some peopleare much better at handlingit than others.Discuss what situations youfind stressful with a partnerthen share them with the class.Think of three situations in which stress might be helpful and necessary.Lifewithout anystress would bevery boring1 _____________________________________________________2 _____________________________________________________3 _____________________________________________________Coping with stress and making it into a positive force is important in life.Here are six strategies for coping with stress– add four more of your own.1Go for awalk in thefresh air.2Cry andlet it allout.3Talk to afriendIt’s not whathappens to youbut it’s the wayyou deal withit that matterstiptipEatwell, sleepwell andexercise todecreasestress4Look at youroptimismsheet75Userelaxationtechniques6Imagine indetail the bestholiday youever had910850The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk51

Activity 7Talking to yourself inside your head is very useful when coping with stress.Write down three things you could say to yourself when stressed that might help1 ______________________________________________________________________________________________________________________________________________________________2 ______________________________________________________________________________________________________________________________________________________________3 ______________________________________________________________________________________________________________________________________________________________Relaxation exercises(put some relaxing music on for these)Try this…. NowBreathe deeply in and out five times.As you breathe out imagine all the stress andaggro wafting out into space and leaving your body.Now screw up your fists really tight, tighter … then relax,let them lie gently on your lap.Feel the relaxation travel down through your legs and to the floor.Imagine all your stress and tension pouring out into the floor and flowing awayinto the earth’s crust. As you do this your body will feel soft and peaceful.Roll your head around slowly and breathe softly as you roll your shoulders, one ata time. Close your eyes and imagine you are lying on a soft sandy beach with thesun shining and the sound of waves lapping gently onto the shore.As you stretch and come back to reality youfeel ready to cope with anything in a calmand positive way.TASKDesign a leaflet for teenagers on how to cope with stressorRole-play a scene where a teenager goes to a stress counsellorBrought 52 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 51

52 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 53

section 3 | Emotional intelligence8 Goals for lifeRESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONLined paper.By the end of this lesson you will understand how important it isto have long-term and short-term goals in life and you will haveset some!Students can think of famous people, write them down and thenshare them with partners or the class. Discussion follows on eachone - how did they do it?The Roger Bannister story emphasises the self-belief factor in goalsetting.You may have other stories to offer of your own.Do some brain boosters at this point.The second part of the lesson focuses on creating the future.The role-play task involves empathy and checks out the futurethey have created for themselves.The emphasis here is to practise creating a very positive picture.Mental rehearsals are something we all do on a regular basis. Ifwe can teach students to mentally rehearse in a positive manner itwill make a real difference to their attitude, outlook andachievement.Why do we need goals?Write your goals on a poster for your bedroom wall.Brought 54 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 53

ACTIVITY 8Goals for lifeSetting yourself goals– believing you can achieve themAll in the mind …Think of five famous and successful peopleNobody believed thatanyone could run the 4 minute1_____________________________________________mile. It was said to be physically2 ____________________________________________ impossible. Roger Bannistersucceeded where millions had3 ____________________________________________failed. The next year 37 more4 _____________________________________________ runners broke the record. Howdid Roger Bannister achieve5 _______________________________________________the impossible?What have they all got in common? They have achieved their goals!How did they do it? 1 They had a goal2 They believed they could achieve it3 They used strategies or plans that worked to achieve their goals.If they can do it YOU can do it… but first you have toset yourselfshort termand longterm goalsand thinkabout howyou willset aboutachievingthem.My long-termgoal is:I will achievethis by:Today I will:The time to start working towards your goals isNOW. Simply by writing down and committing to agoal you make a new and important connection inthe brain. A part of the brain lights up whenever achallenge or goal is created.Create three important goals for this year1 __________________________________________2 __________________________________________3 __________________________________________Create two for the next five years1 ___________________________________________2 ___________________________________________Interview your partner as a 30 year old,talking abut their school life and how theyachieved their amazing successAt home, research into the lives of your heroes and how theyachieved success.Write a paragraph describingyour life as you would like it tobe when you are 30 years old54The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk55

section 3 | Emotional intelligence9 Mood controlRESOURCESTHE BIG PICTUREPLANEXTENSIONMood music.By the end of this lesson you will understand how important it isto take control of your own moods.Monitoring mood is the first task. You can do this too and sharewith the class.Relating body and mind involves understanding the way ourbodies are affected by our minds and vica versa. Endomorphinsare chemicals released by the brain when it is in a pleasurablestate. (They are chemically similar to heroin.)Time for a brain booster as a reminder of this.The group task for can show how moods affect others.The mood monitor created at the end can be a circle or rectanglewith these moods on and some kind of paper clip/arrow that ismoveable to show changes. This can be taken home and usedevery day.Develop your mood monitor at home.Brought 56 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 55

ACTIVITY 9Mood controlChooseto be in a goodmood – youcan if youwant to be …What mood are you in? Can you help it?What puts you in a good/bad mood?Circle on this scale where you think you are at the moment:despair depressed a bitdownokquitegoodgoodverygoodecstaticExplain to your neighbour how you know and why you feel like this.The mood you are in can change the outcome of events – if youcan control your moods then you can control your life.In pairs put your hands in front ofyour face. When you move them show amood on your face which your partner has to guess.Try several different moods.Your facial expression and your posture are veryinfluenced by your mood.Stand up and show different moods through the wayyou stand. Show some of these to the rest of the class.Laugh loudlyNOW!Just by physicallylaughing endorphinsare triggered that makeyou feel good.When youstand up straight withyour head up and asmile on your face it isphysiologicallyimpossible to be in abad mood! TRY IT.Group task – It is Monday morningand breakfast time. Act out the typical scene.Then change the mood of each of the actors to see howit changes the scene.Your mood has the power to influence others – badmoods are contagious- good moods are infectiousand spread happiness.Create a mood monitor for your bedroomlike the diagram below. Use a largepaper clip or arrow to monitor yourmoods.okGood Ecstaticdepresseddown56The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk57

section 3 | Emotional intelligenceSection 3: Emotional intelligenceREVIEWWrite down five things you can remember about thissection:1 ___________________________________________________________________2 ___________________________________________________________________3 ___________________________________________________________________4 ___________________________________________________________________5 ___________________________________________________________________Write down three targets for improving your learningusing all your senses:1 ___________________________________________________________________2 ___________________________________________________________________3 ___________________________________________________________________NOW on a large piece of sugar paper create a colourful design that shows all youhave learnt about the different emotional intelligences over the past few weeks.Imagine using it to teach children of 5 years old all about emotional intelligenceand how much they need it.When you have completed it, present your design to the class and show how youwould use it to teach the children.Brought 58 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 57

SECTION 4 Multi-sensory learningAIMSBACKGROUND• To raise awareness about the sensory nature of learning• To help students understand their own learning preferences andtheir impact on learning• To provide advice and practical strategies to improve learningthrough all the sensesDr Vernon Magnesen of the University of Texas found in hisresearch about memory that we remember:• 20% of what we read• 30% of what we hear• 60% of what we do• 90% of what we see, hear and doThe fact that learning needs to be rehearsed in three differentsensory modalities seems like common sense and is the basis of allgood lesson planning. Understanding that we all have differentpreferences in learning derives from the discipline of NLP (Neurolinguisticprogramming). The way we make sense of the worldaround us is important in our own communication and learningpreferences. As teachers we have learning preferences which affectthe way we teach and how students respond to us. By ensuring weteach using VAK (visual, auditory and kinesthetic approaches) wewill be more successful in engaging all the class in learning.The explicit explanation of this theory to students allows them todiscover their preferences but the purpose of this section is moreto ensure that they expand their learning capabilities bydeveloping a wider range of learning strategies. Students must notbe tempted to categorise themselves simply as kinesthetic learnersthen expect teachers to adapt all lessons to become practicalexperiences. To become an independent learner for life studentsand teachers need to understand their preferences and then createflexibility in learning by working both within and outside theirsensory preference. This will facilitate new connections.Understanding why a student finds it hard to listen may help inencouraging them to develop that skill.58The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk59

section 4 | Multi-sensory learning1 Multi-sensory learningTHE BIG PICTUREPLANREVIEWEXTENSIONBy the end of this lesson you will understand how you use yoursenses for learning and you will have identified your ownpreferences.The first part of the lesson focuses on the use of the senses inlearning.Students can make an initial assessment of their learningpreference through ticking the boxes.The questionnaire aims to find out if there is a strong tendencytowards a visual, auditory or kinesthetic style of learning. It isimportant to emphasise that being balanced in all three styles isan excellent place to be because it means that a student can be avery flexible learner. In fact (according to anecdotal research), bythe time they reach sixth form, the most successful students havelearnt to be more ‘equal’ in their preferences.Each student can tell their neighbour their preference and what itmeans.Try to be conscious of your learning over the next week and seethe part the senses play.Brought 60 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 59

ACTIVITY 1Multi-sensory learningWe all useour fivesenses forlearning.seeinghearingtouchingtastingsmellingDiscuss the following statements.What do they tell us?• There was a time when you used your sense oftaste to learn about the world.• Dogs use their sense of smell to decide whothey like and who is a threat.• Blind people show a remarkable developmentin their other senses.• Learning would be impossible without usingour senses.We have alreadydiscovered that ourbrains are just like ourfingerprints - all different.Our multiple intelligencesshow how we all havedifferent skills and strengths.This is because weall learn in differentways.Preferred learning stylesAs adults we mainly use three senses for learning – but we tend tohave a preference for learning using one of the three senses.VISUAL :AUDITORY :KINESTHETIC :About 29% of us prefer to learn by seeing.About 34% of us prefer to learn by listening to sounds and patterns of sounds.About 37% of us prefer to learn by doing - experiencing it physically.You need to know if YOU have a learning preference because it canaffect your success if you depend too much on one way of learning.Tick which of these apply to you:VISUAL LEARNERSAUDITORY LEARNERSKINESTHETIC LEARNERSHave a neat and tidy workplaceGood presentation skillsPlan aheadLike to look goodEnjoy pictures and mapsDon’t always listen wellDaydream a lotDraw, scribble and doodleSay ‘I see what you mean.’Talk to themselves in the showeror looTell jokesLike speeches and singing out loudPrefer verbal instructionsAre distracted by noiseListen wellEnjoy rhyme/rhythmDiscuss and argue wellSay ‘Sounds great to me’Like physical activityLike to make thingsUse gesturesFidget and get distractedNeed to do things to rememberthemEnjoy sport, drama, danceLike action and action wordsSay ‘I’ll handle that’60 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 61

Activity 1Now check out your sensory preference using this questionnaire.Tick which of the three alternatives applies most closely to yourpreference for learning.I like:VISUALSeeingHEARINGAuditoryDOINGKinestheticto learn through:pictures /diagrams/ videolistening toteachers, tapes orpeople speakingpractical activityto spell by:seeing the wordin my mindsounding out theletterswriting the wordout a number oftimesto relax through:watching TV,sport or filmslistening to musicor the radioplaying games orsportto learn a foreignlanguage through:looking at cards,posters, videosand bookslistening to tapesand saying thewordsplaying gamesand role-playsto learn a newsport by:watching ademonstrationlistening toinstructions andtalking to a coachplaying itto learn inscience by:looking atdiagrams in booksand teacherdemonstrationslistening to ateacher talkingdoing practicalexperimentsto rememberevents by:seeing images,scenes, faces andcolourshearing sounds,words or musicfocusing onaction andfeelings about theeventto write:descriptivepassagesspeech anddialogueaction storiesto find outinformation by:looking in booksasking an expertand listening tothemsurfing the worldwide webWhich describesyou best?I like to planahead and see thefutureI sometimes talkor sing to myselfI get restless if Isit still for toolongTOTAL SCORES INEACH COLUMN:VAKAre you an auditory, visual or kinesthetic learner?We all use all of our senses so many of you will be balancedbetween two or all three categories.Brought 62 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 61

62 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 63

2 Be a powerful visual learnersection 4 | Multi-sensory learningRESOURCESTHE BIG PICTUREPLANREVIEWColoured pens, pencils and large paper for drawing maps.By the end of this lesson you will understand how to improveyour visual learning by creating brainstorm learning maps thathelp you remember more.The brainstorm learning maps are just topics grown in a spiderdiagram format. They should be colourful and contain both keywords AND pictures in order to be brain-friendly. Apart from thisthere are no strict rules and students should be encouraged todevelop their own style. They are most useful for revising topics ormapping what students already know.Some (especially left-brainers) will find them hard and frustrating -this is because they are developing parts of their brain that theyare not used to using - good! Some will say ‘I can’t draw’, but thisis not a work of art and the sillier and funnier it is, the betterbecause it will be more memorable.Starting with YOU for the first map means all students canachieve. Alternatively, if you are working through these materialssequentially, you could revise the work so far by producing abrainstorm learning map on the BRAIN.The idea is to make a map using words THEN to create it usingpictures. The pictures can be simple and symbolic (hence thepicture exercise). The words are added to create the perfect brainfriendlylearning map.If there is time to try this with topics from other lessons this ismost beneficial.Tell a neighbour how brainstorming memory maps can help youlearn.Brought 64 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 63

ACTIVITY 2Be a powerful visual learnerYou have discovered your learning preference. But remember –the best learners use ALL their senses to help them learn.Whatever your particular preference you need to develop each ofyour senses for learning.Here are two powerful learning tools to help you make the mostof your visual learningUse youreyes to seeand use yourbrain to createvisual pictures.Brainstorm learning mapsBrainstorming a learning map involves using all the importantinformation you need to know but writing down in a way thatis brain friendly and captures your visual imagination.Most of the time we write our notes in lists andparagraphs. This does not always help us rememberthem. Good learning maps use:ColourPicturesSymbols and imagesWordsThey start witha central idea andgrow branches in alldirections as ideasflow. It doesn’tmatter if they arenot artistic ororganised.These are all brain friendly and give us visual stimulation.Start this brainstorm map on YOU - usewords to grow your ideas from the centralpoint. At the centre put a box marked ME then add whereyou live, what type of house, people in your family, pets,your personality, your hobbies and so on.It doesn’t matter if it is untidy - just get as much down asyou can.Here aresome simpledrawings.what doeseach onemean toyou?64 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 65

Activity 2Pictures can be simple and easy to draw. You need to use simplepictures and images in your learning maps but you don’t have tobe an artist.Make a pictorial learning mapNow on a larger piece of paper convert thebrainstorm map of yourself into a map made entirely ofcolourful symbols pictures, cartoons, diagrams. They can be assimple and silly as you like.Add the words from the first map after you have finished all thepictures.Add a title – now you have a brainstorm map with words andpictures that should be easy to learn from.Give it to a neighbour to study for five minutes – then test howmuch they have learnt about you.Ask them how they remembered bits of the map – was itthrough the pictures or the words. Did they see the map insidetheir heads? If they did they were using their visual memory.From now on:• Ask your teachers if you can map your notes in your book ifthat helps you to learn. Visual, right brain learners learnbetter from these mind maps.• Use brainstorm learning maps to revise for tests.• Use brainstorm learning maps to plan and organiseyourself.Now try creating a brainstorm learning mapfor a science topic or for a book you are studying.Don’t forget to use lots of colour and pictures.• Try mapping on the computer by downloading softwarefrom www.mindjet.com.It is yourlearning map soit doesn’t matter if itisn’t neat or tidy aslong as youunderstand itBrought 66 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 65

66 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 67

section 4 | Multi-sensory learning3 Using your inner eyeRESOURCESTHE BIG PICTURE• Upward eye movementsto left indicateREMEMBERED sights orscenes.• Upward eye movementsto right indicateCONSTRUCTED ORCREATED visual scenes.• Level eye movements tothe left indicateREMEMBERED sounds.PLAN• Level eye movements tothe right indicateCONSTRUCTED ORCREATED SOUNDS.TIPREVIEWWhiteboards and pens, relaxing music.By the end of this lesson you will understand more about yourvisual memory and how to use it to make you a better learner.Students are not used to being asked to see things in their head soexpect a little unease at first. However, visual learning is mostpowerful and this lesson will help explain that to students.After the first exercises give students some simple mentalarithmetic and spelling problems so that they can understand howthey process this information. For example, spell ‘disappear’ - didyou see it, hear it, sound it out? What is 23 times 2? How are youaccessing the answer? Are you seeing the sum in your head?The task can be done using the white board with rewards forthose that remember the most in 30 seconds.The moving eye test is for fun but also focuses on how we accessour visual memory by looking into certain areas of our brain. Thequestions are constructed to elicit a variety of created andremembered thoughts.Students will find it interesting that some managementcompanies use eye movements to detect if an applicant is lyingabout his CV!Use whiteboards to record eye movements in previously drawneyes.Students can create questions that may involve lies in order tocheck eye movement.Warning: this is a fun task not to be taken too seriously as thereare other factors that can change outcomes, including being lefthanded or a strongly auditory learner who has a tendency tosteady, forward gaze.The ‘Create your own virtual reality’ task is best done as aguided visualisation by the teacher first of all to show studentshow to do it. Put on the relaxing music, and get them to imaginea scene where there is a big sports or pop event. Build up thesights and sounds of the scene slowly and carefully, focusing onwonderful sunshine, happiness and excitement. Encourage themto see it as a cinema screen, big, colourful and noisy (use all thesenses). Then, as the scene evolves, the star of the show is them,performing to everyone’s acclaim.Writing down an account of the story or representing it throughpictures will reinforce the message.We all mentally rehearse events, often in a negative way and thisprogrammes our brain to fail. The purpose of this exercise is toshow students how to make a powerful visual picture that canhave a positive effect on performance. Just by practisingvisualisation, students will acquire the skill to use it again.Read the tips for visual learning and discuss with a partner howmany of these things you do already.Brought 68 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 67

ACTIVITY 3Using your inner eyeDo you remember in wordsor pictures?Developing your visuallearning involves being ableto create pictures in yourmind and then using themto help youlearn.Did youknow thatyour eyes movewhen you arevisualisingsomething inyour head?• Imagine a cat sitting on the desk in front ofyou. Write down exactly what it looks likeand what it is doing.• Recall your last lesson. Describe what youcan see in your mind - every detail.• Now recall the best lesson/experience youever had. Make the picture in your head brightand colourful and as big as a cinema screen.Describe it to each other in pairs. How does itmake you feel to see it in your head?These visual memories are very important in learning. Try somemental arithmetic - do you see it in your head? Spell out a word -do you see it first?TASKClose youreyes – visualise yourclassroom. Write down orsay to your neighboureverything that is in itincluding wall displaysand so on..How did you rememberthe scene?The Moving Eye testLook straight at a partner and ask these questions. Fill in whichdirection the eyes move for each answer.• What colour is your front door?• Imagine a purple lion• How many people and animals live at your house?• What would I look like with blue hair?• What would an elephant squeaking sound like?• Think of your favourite song and listen to it in your headYour eyes move to a different place when they look in yourhead for information or try to imagine something. Make up fourmore questions to test out eye movement.Create your ownvirtual realityGive your visual imagination a workoutevery day by daydreaming a situationwhere you are the hero of a success story.Try it now - put some soft music on and setthe scene in your head. This works evenbetter if you do the relaxation exercise first.THEN either draw a picture or write anaccount of this story to remind yourself.Tips for visual learningPut posters, charts, key words and learningmaps on your bedroom wall.Use lots of colour, highlighter pens etc. inyour notes, especially for key words.Watch videos, read books – especially withpictures and use the internet to help youlearnDevelop your listening skills and make sureyou take part in the practical activities.Don’t just sit and watch!tipstips68The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk69

section 4 | Multi-sensory learning4 Auditory learningRESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONWhiteboards or paper, music with lyrics, a short poem to readout.By the end of this lesson you will understand how to be a betterlistener and improve your auditory learning skills.Whiteboards or paper are good to jot down sounds heard in asingle timed minute in the classsroom.Taking the level of listening further by making students listen tothe inner body sounds intrigues them and they may come out withinteresting suggestions.The pair work involves paraphrasing and repeating back what hasbeen told. This is important training in counselling work. The roleplaytests this ability.This could be extended to the teacher describing an imaginarycrime with the students listening carefully to details. Then you cansee how much they remember. An extension of this is to mime acrime see if it is more memorable through the visual experience.Discussing the inner voice/dialogue helps students become awareof how they can motivate themselves through self-talk.Read tips for auditory learners and discuss which would workwell for you.Teach your parents what you have learnt about multi-sensorylearning.Brought 70 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 69

ACTIVITY 4Auditory learning– learn with your earsCan you hearwhat I am saying?That rings a bellwith me.I’ve heard itall before.Some people learn well when they are listening. This is a veryimportant skill to acquire as so much of what we have to learnrequires good listening skills.Listen to the sounds around you now - jotdown everything you can hear.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Nowlisten to yourinsides – what can youhear?________________________________________________________________________________________________________________________________________________________________________________________What doyou think makesa good listener? List twoqualities of a good listener.1 _______________________________________________________________________________________________2_______________________________________________________________________________________________How do you know you have heardsomething? What mental processes go on afteryou have heard something important?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________70The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk71

Activity 4In pairs, find out how good you are at listening. Here are someactivities that will involve careful listening:• Listen to a poem read out by the teacher - once. See howmany words and phrases from the poem you can rememberand jot down.• Tell your partner some details of your last holiday - makethem repeat back to you the main points.• Play a piece of music or pop song and really listen to thewords and music. Try singing it afterwards.Listening skills are vital to learning and to life.ROLE PLAYIn pairs. Imagine you are at a counsellingsession. One of you is the counsellor, one the client.Tell the counsellor some real (or imaginary) problems abutschool or home in three or four minutes. The counsellor thenhas to repeat back to you the summary of the problems andsuggest some solutions.We listen in our heads too!Try listening to your internal voice - you know the voice that talksto you inside your head. It often gives you a running commentaryon what you are doing and what you are going to do. What sort ofvoice is it? Is it your voice? Try to make it positive andencouraging. This can be very motivating.Look at this example:You are asked to do a bungee jump for charity. There are twothoughts that may come into your head.1Internal negative voicesays: ‘I might die! Peopleget injured. I might chickenout at the lastminute andlook likea fool’.2Internal positive voicesays: ‘That could beexciting.I can do it and thinkhow good it wouldmake me feel. Iwill be makingmoney forsomeoneelse’.Which one would you think?Now practise making yourinternal voice say somethingpositive to you.Brought 72 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 71

ACTIVITY 4Think of three challenging situationsWrite down what your internal voice would normally say.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Write down what you would say to yourself in your head that would help you survive and win.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Tips for auditory learning• Read your notes out loud.• Make a cassette tape of your notes..• Make your notes into a rhyme or rap - evenbetter sing them!• Talk out loud to yourself when you are trying tounderstand something• Listen to music while you are working.• Spell out words by making the sounds out loud.• Teach other people what you know.• Listen to your inner voice. Teach it to saypositive things about you and about what youare doing.tipstips72The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk73

section 4 | Multi-sensory learning5 Kinesthetic LearningRESOURCESTHE BIG PICTUREPLANREVIEWSmall blank cards and coloured pens.By the end of this lesson you will have learnt ways to usekinesthetic learning to help you remember things.It needs to be emphasised that those who are kinesthetic learnerswill tend to find traditional academic subjects more difficult.However, if they can expand their other sensory learningpreferences they are likely to become more successful and flexibleas learners. The ‘doing’ part of the learning experience is essentialto reinforce learning so this lesson gives some experience of howpractical activity can help learning.The French role-play could actually be in any language. The focusis on fun and learning vocabulary in a practical way. It isimportant to test the outcome and see if the words and theirmeaning have been learnt effectively in this way.Using cards or ‘Post-its’ for the next exercise is a way of makingany factual learning kinesthetic by creating cards with key wordsthat can be physically moved around. Add pictures and colour tothe cards for added sensory impact.Students should check from the list of kinesthetic activities howmany they do and how often.Read tips for kinesthetic learning and discuss which ones you willuse in the next week.The review of this multi-sensory learning section can becompleted in this lesson and noted in students’ books or on thesheet itself.Brought 74 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 73

ACTIVITY 5Kinesthetic learningI can handlethat! I just jump inand get on with it.Actions speak louderthan words.Some people learn best by practical activityThey like to get on and do things rather than listen to instructionsor watch the video. Kinesthetic learners find it hard to sit still butthey need to learn through the other senses too.If you are not naturally kinesthetic you still need to make sure youget involved in practical activity because this way your brain willkeep developing. Practical exercises do help you learn somethingmore thoroughly.Learn French through roleplay. Make up a playusing as many of these twelve French words as possible. You canonly speak French and the rest of the play must be mimed.bonjour (hello)bien (well/good)chien (dog)chat (cat)mange (eat)maison (house)l’eau (water)au revoir (goodbye)s’il vous plait (please)jambon (ham)fromage (cheese)jus d’orange (orange juice)Now test your knowledge of the French vocabulary.Role-play helps you learn by doing.Use cards to help you learnIn any order, brainstorm key events andcharacters from a film or book you have recently seen.Write each one on a small cards or post-its. Organise on yourdesk the correct order for each card and move them into apattern you like. Then talk through them to a neighbour.Now try this with a partner:Choose a science topic, for example the characteristics ofliving things. Make the key cards and arrange them in anorder that makes sense to you. This way you will learn moreeffectively than just by reading your notes. Try it with a mathsmethod or food recipe.Try to do some of these kinesthetic activities every week:• Dancing • Juggling • All sports, games and the gym •• Arts and craft • Pottery • Cooking • Swimming • Cycling •• Drama • Gardening • Walking •TIPS FORKINESTHETIC LEARNING• Make a model of theprocess.• Role-play what you havelearnt.• Do regular brain boosters.• Go on field trips and visitsto enhance learning.• Use ‘post-it’ notes to writeand draw on.• Use fingers to count on.• Doodle while listening.• Squeeze a stress ball.tipstips74The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk75

section 4 | Multi-sensory learningSection 4: Multisensory learningREVIEWWrite down five things you can remember about thissection:1 ___________________________________________________________________2 ___________________________________________________________________3 ___________________________________________________________________4 ___________________________________________________________________5 ___________________________________________________________________Write down three targets for improving your learningusing all your senses:1 ___________________________________________________________________2 ___________________________________________________________________3 ___________________________________________________________________Share these ideas with a partner and put them on yourbedroom wall.Brought 76 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 75

SECTION 5 Manage your mind and bodyAIMSBACKGROUND• To help students understand how to manage their mind andbody to create effective learning states.• To give students some strategies for using their mind in anempowering way.• To improve memory and thinking skills.This section revisits some previous ideas but adds importantinformation demonstrating the important links between physicaland mental wellbeing. The educational case for healthy eating iswell-rehearsed and accepted. Students need to take someresponsibility for their own nutrition at Key Stage 3. Later lessonsin this section draw from the theories of NLP (Neuro-linguisticprogramming) where there are several ideas for planning lessonson guided visualisations.The lesson on memory draws ideas from the accelerated learningtheory pioneered by Colin Rose and Alistair Smith. Edward DeBono’s ‘six hats’ thinking tool is the basis for the last lesson whichoffers plenty of opportunity for further activity. Each of these areascould be expanded into several more lessons if required, asmentioned in each lesson plan.76 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 77

section 5 | Manage your mind and body1 Feed your body and feed your brainRESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONLined paper.By the end of this lesson you will know how to look after yourbody to keep your brain healthy and fit for learning.The audit of food eaten can be completed on the sheet or in thebook.Creating a menu can be done in pairs and presented on nicemenu cards as in a hotel.After the discussion on sleep, exercise and fun, the menu ideacould be extended to become a publicity campaign leaflet withadvice on health and fitness for teenagers.Discuss with a neighbour how you are going to take at least oneaction to make yourself more healthy.Research health and fitness for teenagers on the internet.Brought 78 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 77

ACTIVITY 1Feed your body andfeed your brainWhat you put inside your body really does affect yourbrain. Write down here everything you might eat in anormal school day.Check the list below to see if you have eaten foods thatare that are good for your body and your brain…or not?Get good resultswith these• Carbohydrates such aswholemeal bread, bagels,muffins• Fruit – you need that vitamin C• Vegetables – especially greens• Lean meat or cereals, nuts andbeans if you are a veggie• Bananas – good for stamina• Cereals – especially oats• Pasta and rice• Salad• WATER – essential for learning –drink at lest eight glasses a day.• Chocolate – some say it is goodfor you!Try to exercise at least threetimes a week by:• cycling• dancing• walking,• swimming• jogging• aerobics (get a video)• team sportsHave fun, enjoyyourself – do somethingevery day that youenjoy.Avoidthese• Sugar and any sugaryfoods like sweets• Coffee• Alcohol!WORKHARD …PLAY HARD… and sleepwell.• Fizzy drinksespecially colas• Artifical flavourings – lots of‘e’ numbers• Too many fatty foods such aschips and burgers• Chocolate – some say it is badfor you!Make alist of the thingsyou enjoy doing.Do they include any of thethings that are good foryou – if not add some.Createa brain friendlymenu for the day for atypical 13 year old fromthe list of healthy foods onthe left.Design a healthy-eatingleaflet for teenagers.Sleep iscrucial too.Make sure you geteight hours. Use therelaxation exercise if youneed help getting to sleep.If you do lie in bed awake,use the time to thinkhappy positive thoughtsabout yourself.78The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk79

section 5 | Manage your mind and body2 Mind PowerRESOURCESTHE BIG PICTUREPLANREVIEWThis could last up to three school lessons.Music, cards to write affirmations on.By the end of this lesson you will have some strategies and skillsto make you feel confident and successful when you need to.The students will discuss horoscopes and so on for some time asthey are very interested in the subject. Anecdotal stories ofpredictions that came true will be forthcoming too. It is worthmentioning that the Scottish thane, Macbeth, went to see a witchand was told he would be king. He then proceeded to make it cometrue. An interesting discussion about how we make predictions cometrue is a good introduction to ‘creating your own future’.The aim of this lesson is to convince students that the way theythink about their future and themselves can have a significantimpact on what happens to them.The action statements need discussion and thinking through. Arethey possible? Could they make a difference?The next exercise is a guided visualisation using NLP techniquesbut it is useful to have a song and a statement ready for thevisualisation. During this preparation it may be wise to play someinspirational songs to give them ideas. ‘I will survive’ by GloriaGaynor is an almost universally popular option.Take at least ten minutes to do the visualisation. Use therelaxation exercise first from Section 3 Lesson 7. During thevisualisation remember that the picture created must be extreme,colourful and very memorable to make it work. The emotionalbrain doesn’t respond to the mediocre.Link back to the fortune tellers creating your future picture - nowyou have done this for yourself and given your unconscious mindsome anchors to bring back those positive feelings.EXTENSION AND Try this at home and try using other feelings such as ‘Remember aFURTHER IDEAS time when you were very confident, calm and in control ….’ Thisuses the same strategy, creating a different feeling and anchoredfor use later.Try it for phobias. Take the scene of the place where the fear isalready anchored, for example in the bedroom. Create a scene wherethere is time and space to admire and feel comfortable with spiders.‘Imagine a time when you loved spiders. You sat looking at alovely creature climbing slowly up a tree and felt calm and incontrol. You were breathing and relaxing and feeling warm andfriendly to the spider. You moved slightly closer to see the spiderand gently touched the leg. You felt calm etc. etc.’This technique plants a positive experience in the unconsciousmind programming it for the next time it meets spiders.This technique can also be used for behaviour problems‘Tell me what it would look like if you were happy and hard workingin class. What would it feel like inside, what would you do?Brought 80 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 79

ACTIVITY 2Mind powerBelieve in yourself– you can create your own futureThink about the following ways of predicting your future.How useful are they?• horoscopes• fortune telling• palm reading• reading tea leaves• careersquestionnairesFor many thousands of years human beings have been trying topredict their future without success.However, there is a better way to predict your future.Plant the seeds of positive thoughts that then grow and becomereality…or you can plant weeds and create a negative wasteland.Sow the seeds by creating a positive attitude by taking theseactions….NOW!Set goals – big ambitiousones that you put up onthe wall in your bedroomBE GOOD TOOTHERS –GIVE OUTcOMPLIMENTSANDKINDNESSES.They willcome backto youeventually.Tools to helppositive thinkingMusic – having songs that make you feel happy,confident and inspired can help. Think of threenow. Write them here.Having a statement that inspires you can reallymake a difference. These are sometimes calledaffirmations.Here are some examples. Add some more• I believe I can flyUSE YOURINNERDIALOGUE TOSAY POSITIVETHINGS TOYOURSELF -DON’T LET YOUPUT YOU DOWN• The harder I work the luckier I get• I can do anything if I believeSEE MISTAKES ASLEARNING EXPERIENCES– there is no suchthing as failureonly feedbackCREATE POSITIVEMENTAL PICTURESOF YOUR LIFE ATSCHOOL AND ATHOME ANDTHINK ABOUTTHEM FORSEVERAL MINUTESEACH DAY321LOVEYOURSELFAND YOURBODYSEE YOURSELF ASA GOOD LEARNERPRAISE YOUR OWNAND OTHERPEOPLE’S SUCCESsIf all of this soundsdifficult or ridiculous, it isno more ridiculous than reading ahoroscope or looking at tea leavesto predict your future. However it ishard to think positive thoughts if youhave the habit of thinking negativeones. Get out of the habit of saying‘I can’t’. Say ‘I can’.80 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 81

Activity 2MakingmindmoviesTry this:Making mind moviesRemember a time when you were a great success – maybe anexam, a sports day, a performance. If you can’t think of a time,create one. Make a movie in your mind of that successful time.Get the picture clear and cinema size in your head. Turn up thecolour, the sound, the size of the picture. Feel what it felt like tobe that great success. See what you could see, hear what youcould hear as everyone complimented you. Keep that feeling goingfor a few moments then anchor that feeling with a song that makesyou feel great. Put it onto your success movie with surroundsound. Create an affirmation to go with all this positive feeling.Something like ‘I can do it’ or ‘Go for it’. Say it loudlyin your head and anchor all those feeling withthe statement. Add a gesture to supportit - a thumbs up or victory signperhaps. See it, hear it ,act it, be it.You just created your futureWhat you have done is created a positive state of mindfor being successful that you can get back every time you singthe song or say the words and gesture because your unconsciousmind will remember that state you created.The more often you do this the better it will work, so practise athome. Remember to make the movie bright, powerful andcolourful.You can then use your gesture, song or affirmation before exams,interviews or any time you really want to be successful.Brought 82 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 81

82 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 83

3 Get organised for learningsection 5 | Manage your mind and bodyTHE BIG PICTUREREVIEWBy the end of this lesson you will have some strategies forimproving the organisation of your work in school and at home.The checklists can be completed as an audit of organisationalskills and an opportunity to talk through why they are important.From these lists students could choose the more important pointsfor them and copy them into a book or planner.The learning environment task can include a sketch to clarifythinking.Finally the role-play gives students a chance to use theinformation learned to give advice to others.Show presentations and discuss.Link this lesson in to using school planners/diaries if appropriate.Brought 84 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 83

ACTIVITY 3Get organisedGet organised for learning - don’t wait for your teacher or yourmum or dad to organise you. Once you get into those goodhabits you will have made the connections and it will be easy!Last week … did you? yes no• Plan your week• Set any goals or targets?• Prioritise what you had to do• Set any deadlines• Meet all your deadlines• Give in all homework• Arrange any social activities• Spend time relaxingAre you a procrastinator?Procrastinators put things off until the last minute andseldom get them done on time. When this happens youcan get into a spiral of decline which can end in feelingbad about yourself. Think now of some positive thingsyou can say when you feel tempted to procrastinate.The learning environmentThe place you work as well as the way you work canmake so much difference. Create the learningenvironment that suits you.If you answered ‘no’ to four ormore of these questions you mayneed to get more organised!The list below will help you forschoolwork and homework.Tick any you already do.Keep a list of things to do‘Chunk’ your learning - do 20minute sessions.Get immediate feedback - askparents or teachers to comment.Reward yourself.Have regular throwing outsessions when you sort out yourbag or desk.Use a planner or diary - this iscrucial. Write notes to yourselfand tick things off as you do them.Vary your learning styles –remember: read it, do it, say it,hear it.Test yourself on what you havelearned.Write aparagraphdescribing your favouritelearning environment.Where is it? Any music?Food for grazing? Withfriends? What clothes?Using books or internet?Time of day?Swap these ideas with aneighbour and see if theyhave similar ideals.In groups of three or fourtry this role-playA student is not completing homework for a variety ofreasons. The parents have come to visit the teacher to get somehelp and advice on how to improve the situation. Role-play thescene. You are the teacher who must use the information in thisand other lessons to give good advice to parents and student.Each person should have a turn as the teacher.84The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk85

section 5 | Manage your mind and body4 Thinking skillsRESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONLarge paper and pens for group work.By the end of this lesson you will have practised creative andanalytical thinking skills.Choose only one problem to solve in groups of four if possible.What is the difference between creative and analytical thinking?Follow up next lesson with other problems following the samestructure of thinking.Brought 86 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 85

ACTIVITY 4Thinking skillsFamous, successful peoplelike Einstein, Bill Gates andRichard Branson used theircreative (right brain) andanalytical (left brain) to becomebrilliant, rich or famous. It isimportant to have new ideasbut it is just as important to beable to organise the ideas andtest them out. You too candevelop these skills.Choose one of these real problems to solve.• Too many cars in the country• Too little food to feed the world• Too little money to run your school• Bullying in schoolsYou can work in pairs or groups.Be a creative thinker1 Define the problem.2 Brainstorm information and keywords – create a learning map.3 Generate lots of ideas, as wild andwacky as you like. Write them down.4 Mix the ideas up together and come up with up tofive different solutions to the problem.ThenBe an analytical thinker• Imagine you are a detective. Switch off your emotional brainand be practical and sensible as you do the following.• Examine each idea. Test it out by identifying its ‘plus’, ‘minus’and ‘interesting’ bits - PMIs.Creativethinkers take risksand challenge theirbrain to think out ofthe boxPlus Minus Interesting bitsWhat is good about it? What is bad about it?Analyticalthinkers need to becool, calm and objective,with great attention to detail.Asking the right questionsis an important skillIn pairs or groups, invent a new productand make a proposal to sell it to the rest of theclass. You will need to use the kind of analysis above toexplain why it is the best option.Present your ideas to the class.86The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk87

section 5 | Manage your mind and body5 Asking questionsRESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONLined paper/whiteboards.By the end of this lesson you will understand the importance ofquestioning and how to form good questions.This lesson works well using whiteboards and timing the exercisescreates a challenge.Follow the lesson plan as instructed on sheet.Qualities of a good question:It is open, not closed.It makes you think.It collects useful information.It uses clear words and punctuation.Students can look at exam questions and plan answers. They canthen look at exam answers and guess the questions. An excellentpreparation for KS3 SATs.Brought 88 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 87

ACTIVITY 5Asking questionsYou learn more from asking questions than answering them. Toask questions you need to be creative in your thinking. You needto work back to front.It’sraining menIf these are the answers, think of two possible questions for each statement.Yes,weI haven’t stopped dancing yethavenobananasThink of 3 moreanswers and getyour partner tothink of the questions.Share the best exampleswith the class.123Write down herewhat you thinkmakes aquestion useful forlearning.Workwith a partnerto create twoquestions on each ofthese topics.Can you answer any ofyour questions? Cananyone else? How couldyou tell if they wereuseful questions?A goodquestion pushesback the boundariesof knowledge and showsyou are engagingyour brain withlearning.12121212Popular musicThe internetSkateboardingThe moonBeing good at asking questions isimportant in many professions.Imagine you or your partner is a suspect in a case ofburglary in your home areaYour partner is to interrogate you. Create five crucialquestions to ask about the event that will move the caseforward. Try them out.88 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 89

6 Mastering your memorysection 5 | Manage your mind and bodyRESOURCESPLANREVIEWEXTENSIONA tray with ten items on and cloth over the top to hide them.The first part of the lesson shows how good our memories can be.Remove the cover from the tray and give the students one minuteto memorise the objects. Ask them how they remembered them.They may already have some useful strategies to share.The following parts of the lesson teach strategies to helpremember things.Try the tray of items but using some of the strategies of associationand so on.Ask students to bring six key words, formulae, dates and so onfrom other lessons to learn in different ways.Brought 90 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 89

ACTIVITY 6Masteringyour memoryI’veforgottenalready!70% of what you learn today can be forgotten within 24 hours ifyour don’t make a special effort to remember it.However, don’t worry too much because your memory is amazing.• Jot downeverything that is inyour bedroom.• Write down every phonenumber that you know.• Remember some advertsfrom the TV – howmany can you think of?Research shows the best way toremember is to make those sortsof connections.Yes, your memory is good but can you remember what you havelearnt this week?Your memory works best when you get good at makingassociations – links between things that connect the learning.Try thisLearn these pairs of nouns:1 car | ring 2 house | book 3 sky | rabbit4 hat | sausage 5 computer | flowerHow did you learn them? Did you make mental pictures?Use other words to link them together, making sentences?Rhymingis a powerfulway to help you remember.Here is ashopping listto memorise.Take aminute tomemorise,then seehow manyyou canrecall.Now, createa wackyrhyme foreach wordand a madimage to go with it.How many canyou remembernow?ice creamcarrotspotatoesbaked beanssoapchocolatebiscuitsbreadorange juicepork chopsUse mnemonics to help your memoryThis means using letters to make up phrases that help youremember. Here are two examples.This is a formula for trigonometry you need for Key Stage 3 Maths:Sine = Opposite/HypoteneuseCosine = Adjacent/HypoteneuseTangent = Opposite/AdjacentThe first letters say SOHCAHTOA – which is much easier toremember.Spelling ‘necessary’ is hard to remember.But … ‘Never Eat Cakes, Eat Salad, Sandwiches And RemainYoung’ is easier to remember.Make up two of your own mnemonics.Using mental pictures, associations, mnemonics and rhymingtechniques are powerful aid to your memory. Advertisers knowthis - can any of you remember any radio advertising slogans.Why did you learn them? Did you need to?tiptipLearning names iseasy if you usealliteration. For exampleGentle Joe or Saucy Sarah,Perfect Paul, Mad Matthew.REVIEW is an essential part of learning andmemory. If you top up your learning on aregular basis you will find it stays with you.Review NOW all the tips you have learnt thislesson about how to improve your memory.90The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002Brought to you by www.getrevising.co.uk91

section 5 | Manage your mind and body7 Thinking hatsRESOURCESTHE BIG PICTUREPLANREVIEWEXTENSIONPaper for creating hats, scissors, coloured pencils or pens.By the end of this lesson you will be able to identify six differentways of thinking and find out how useful it can be to use them.Explain the definitions of the thinking hats and ask students todraw them on white A3 paper, using the colours and appropriatedesigns. These can be used to identify the student’s usualapproach to thinking.The activity involving planning the holiday will take some time(about 15 minutes) as students get used to identifying theircomments with the thinking hats on.The whole group exercise where they ‘put on’ a certain colour hatis useful to try to understand how ideas can be viewed fromdifferent angles.Class discussion on the week ahead of them. For each commentmade, assess which thinking hat is on.Plan for your next exams/tests using the thinking hats. Have astatement about the exam for each hat. Note which ones youwould normally say. Put the yellow thinking hat on more often fora positive outcome.Brought 92 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 91

ACTIVITY 7Putting your thinking hats onEdward De Bono suggests that we need six different types ofthinking hats to wear to see issues in different ways.White hatNeutral and scientific.White hat cares aboutfacts and figuresBlack HatSerious and sensible,cautious and carefulRed HatAngry andemotionalDesigna differentshaped hat for eachcolour. If you have problemsthinking of a hat, choose asymbol.Yellow hatSunny and positive, anoptimistic way of thinkingGreen hatNew ideas, creativityand growthBlue hatCool and looking down on everything– seeing the big picture. Blue takescontrol and organises the other hatsThink about thehats. Which hatdo you wear mostoften, least often – never?Using these coloured hatsfor thinking means we canconsciously make ourthinking work in certainways.Cut outthe hatsorsymbolsyou havedrawnand usethem forthe nextexercisePick up the right hat for eachof these comments about school.• I hate school because no one likes me.• Let’s see what everyone thinks.• The exam results for this school are quiteimpressive.• Isn’t it time we had mixed age groups forlessons.• School days are the best time of your life.• Take care that you learn enough at schoolbecause you won’t have another chance.A group of you areplanning the holiday of yourdreams. Use a piece of sugar paper tomake your plans and use the thinking hats tosee it from all directions.When each person speaks they must pick a hatup to show what sort of thinking theircomments represent. You must use the differenthats as often as possible.Report back to the rest of the class and explainhow the thinking hats affected your planning.Now all put on the black hat and saysomething about the holiday you haveplanned.Now all put on the yellow hat and saysomething about the holiday you haveplanned.92 The Key Stage 3 Learning 3 Learning Kit Kit | © Connect Publications 2002 Brought to you by www.getrevising.co.uk 93

section 5 | Manage your mind and bodySection 5: Manage your mind and bodyREVIEWWrite down five things you can remember about thissection:1 ___________________________________________________________________2 ___________________________________________________________________3 ___________________________________________________________________4 ___________________________________________________________________5 ___________________________________________________________________Write down three targets for you from this section:1 ___________________________________________________________________2 ___________________________________________________________________3 ___________________________________________________________________Share these ideas with a partner and put them on yourbedroom wall.Brought 94 to you by www.getrevising.co.uk The Key Stage 3 Learning Kit | © Connect The Key Publications Stage 3 Learning 2002 Kit 93