Olive Hickmott, Empowering Learning
Director of the International Association for Health and Learning
“What to do when your learner does not know what to do”
Using visualisation and mental imagery to enhance learning.
To be held at:
Frensham Heights School, Rowledge, Farnham, Surrey GU10 4EA
NOT the Centre. BOOKING FORM HERE
Learning happens through our senses: primarily visual, auditory, kinaesthetic, olfactory and gustatory. Our memory is linked to all of these senses and to be an effective learner we need to know how to optimally use these senses. We have visual skills by 6 weeks old, quickly learning how to create mental images of faces and toys without any training. As time goes by, children can develop strong visual learning skills, shown through exceptional creativity and an excellent imagination. But when stressed, they may be overwhelmed by uncontrollable mental images that destroy their ability to learn. This is when learning differences surface as learning difficulties. You will learn about how to enable everyone to understand their inner world of visual learning and its relevance throughout neurodiversity (the diversity of the human brain with infinite variations of neurocognitive functioning within our species).
Then we come to using mental imagery for Jumpstarting Literacy and Numeracy, using their strengths to make learning easy!
Those who learn differently often have very good skills for visual learning through strong mental images, but struggle to translate this into academic results, often being described as neurodivergent and getting diagnosed as having Dyslexia or Dyscalculia. There are 3 key tenants to this:
- Recognising the value of mental imagery as essential for spelling, reading, making sense of and remembering what is read, mental calculations and legible handwriting. 100% of those we work with have not developed these skills naturally.
- Creating an optimal learning state, i.e. relaxed body, alert mind
- Helping students become more aware of their own internal processes, helps them recognise their strengths and adjust any ineffective learning strategies accordingly.
All of these skills are supported by neuroscience and although it was thought that these skills were inherent and could not be taught, we now KNOW that this is not the case. They can all be taught quickly and easily individually or in the classroom to all students including those with Dyslexia or Dyscalculia.