Free Masterclass: The Role of Mental Imagery in the Learning Process

Saturday 13th May 2pm at the Harpenden Academy
To book your FREE place for parents or teachers please register here:  http://www.tiahl.org/masterclasses/

Learning happens through our senses: primarily visual, auditory, kinesthetic, 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 the differences between teaching and learning, enabling everyone to understand the inner world of visual learning and its relevance to learning differences.

To book your FREE place for parents or teachers please register here:  http://www.tiahl.org/masterclasses/

Developing mental imagery for literacy, numeracy, concentration, comprehension etc will simply jumpstart any struggling learners, whatever their diagnosis.

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 getting diagnosed as having Dyslexia, Dyscalculia or ADHD.  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
• Acknowledging Neurodiversity enables students to become more aware of their own internal processes, 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.