Accelerated learning and the human brain

Chapter I.- Georgi lazanov

Georgi lazanov and the beginning of accelerated learning Georgi Lazanov is the creator of the accelerated learning method and speaks to us about the ability to learn and remember that we human beings possess; as well as techniques for altering states of consciousness, visualization training methods and acquiring supernormal faculties.

Mention some accelerated learning techniques that allow you to open new secondary circuits in your mind that increase countless human capacities.

Regardless of the method or variant used, there are common factors that everyone uses: relaxation exercises, visualization induction, suggestion (pygmeleon effect) use of music appropriate to the type of learning, some respiratory exercises to help brain synchrony and decreased stress.

Review

The accelerated learning method is a capacity that every human being has but it has not been encouraged to exploit these capacities, in my view it sounds a bit distant that we can all develop these skills since we are used to not trying too hard, it seems to me that Carrying out these techniques is somewhat complicated and requires a lot of discipline.

It would be good to teach it within schools as fixed subjects starting in kindergarten and this would help a person to perform better in all areas.

I know two people who taught this type of learning (suggestionology) from an early age and currently have some supernormal faculties, the truth is that if you stop practicing this type of learning, these faculties that develop with practice may disappear.

Chapter II.- The wonderful and magical brain

The brain is about the size of two hands placed next to each other or that of a coconut.

It weighs about 1.5 kg. It is soft, grayish-white in color, basically consisting of water in cells, called neurons, most of which are found in the cerebral cortex.

Neurons appear as leafless trees as multiple branches called dendrites, which are responsible for making connections with other neurons. Neurons pass their messages through axons and are covered with a substance called myelin that acts as an insulator for the axon.

When we learn something, myelin preserves the neuron and the neuronal area, making what we have learned permanent.

This preservation process is called myelination, it is considered the triple cycle of learning skills. The first part of the cycle is a general or global vision in which ideas, desires are thought, predicted.

The second is the relationship and complementation of the information in which a complementary analytical process is carried out, the concepts are refined.

In the third, practice and variants, knowledge is transferred to everyday life and to all areas of human existence.

The place where two nerve cells interconnect is called a synapse and when they increase with other nerve terminals, memorization is achieved.

The brain is divided into two equal parts, a right cerebral hemisphere and a left cerebral hemisphere, which is joined together through the corpus callosum, which is made up of 200 million nerve fibers.

The main ability of the cerebral cortex is to detect and make patterns of the meaning of things, deciphering data, recognizing relationships and organizing information.

Brain waves

The brain produces fine electrical waves, which travel through its structures, nerve cells, and can be measured with a device called an encephalogram.

The beta waves are those that fundamentally produce alertness, those of conscious activities, those of logical thinking, and those of analysis, are waves of action.

Alpha waves are those that occur when people are alert but relaxed, imagination, inspiration, quick assimilation of facts.

Theta waves are produced in the initial stages of sleep, and upon awakening, delta waves are generated in deep sleep.

The right and left brain

Law processes sets, combines parts to integrate the whole. Random learning, rhythms, images and imagination, color, dreams, face and pattern recognition, maps and dimensions. It is that of intuition, creative capacity and imagination.

The left is the analytic processes lists and sequences, it is logical, words, reasoning, numbers, linear thinking and analysis.

The three brains

1. Reptile brain Limbic or mammalian brain Cortical brain or neomammal brain

The reptilian brain is responsible for maintaining the security of the person, it is the cause of responses such as information, territoriality, rituals, disappointment.

The limbic brain is responsible for providing daily needs, feelings of joy or sadness, energy and motivation.

It is responsible for social ties, hormones, sexual feelings, emotions, long-term memory.

The neomammal brain is the one that understands, performs long-term planning, thinks, solves problems, language, visualization, reading, composition, translation, creativity in art, music, and theater.

Ned Herrmann's Four Brains

1. THE "A" analyzer (blue).- is in charge of logical and critical thinking, analysis of facts, processing and quantification of numbers. He is rational and realistic, he knows how things work. He does not make decisions if he is not clear on the facts. The organized “B” (green).- This raises forms, organizes facts, carefully reviews. He is the provident, he establishes procedures and sequences, he makes things happen. Does not accept ambiguities. The personalized "C". (red).- It is basically interpersonal, intuitive and expressive. He is sensitive to what happens to others, he likes to teach, he is emotional and kinesthetic. Induces teamwork. The “D” visualizer (yellow).- Performs imaginative processes, thinks globally, conceptualizes, speculates, is impetuous, breaks the rules, likes surprises, is curious and likes to play.It is holistic and inclusive. Experimenter and likes to take risks.

Brain and education

To achieve proper thinking requires that both brains work together. The inclusion of techniques that stimulate the right brain can be the difference between success and failure, some techniques that stimulate teaching throughout the right hemisphere include visual thinking, fantasy, evocative language, metaphors, direct experimentation in laboratories, travel, material handling, simulation, multisensory learning, and music use.

Today they care more about what, more than how.

Review

In this chapter they tell us about the functioning of the brain. I agree more with the explanation of the left and right brain. I think that each one has a function and it is up to us to develop them to the maximum, I think they have educated us in a way in which we develop the brain more. Right that the left we do not like to reason things, and currently everything related to education is more digested since the Internet exists in these times and it is easy to copy and paste and what is being investigated is not reasoned.

To obtain greater results we should apply different techniques that allow us to develop both brains equally to obtain better results.

Chapter III.- Learning Styles

Learning style is a person's preferred way of thinking, processing, and understanding information.

Context.- the circumstances surrounding the person who learns

Entrance.- Every person needs an entrance route to start learning, the route must be external or internal.

Thought.- How information is manipulated. In tables globally or analytically. Concrete or abstract.

Answers.- Once the information has been processed, something has to be done with it. She reasons and gives the answer.

Context

Depending on the area.- They prefer the context. Reinvestigation trips, experiments.

Independent of the area.- They learn from anywhere, computers, books, classes, videos.

Flexible environment.

• They learn from a wide variety of environments such as light, music, temperature, decoration, noise, sitting in a chair or on the floor.

Structured environment.

• Particular needs on how and what to learn. Minimum tolerance to variations, learn according to the rules and regulations.

  Independent. She prefers to learn only she can learn with others but with less effectiveness.

Dependent.- Prefer to study as a couple or in a group. You can work alone but it is less effective.

Works best in a noisy environment, interacting with others.

Relationship.- Preferences of who is the person who trains. You must establish a relationship with credibility and respect before listening or learning.

Content.- Observe the value of the content, regardless of who transmits.

ROUTES OF ENTRY

1. External visual.- Maintains visual contact with people. She is little distracted by the harsh external.Internal visual.- They prefer to see through the eyes of their brain. They tend to sound awake, imagine and make multiple mental photographs before learning formally. External auditory. - They prefer signals that enter through the ear, constantly talk to themselves or other people, are easily distracted. They memorize the procedures in steps, answer questions in rhetorical form. Internal auditory. - Likes to talk to himself before starting learning. Tactile-kinesthetic. - They prefer physical information, they like to learn by doing and constantly testing, they come into contact with feelings, physical relationship, they show little facial expression and they speak little, they pause, they breathe slowly. Internal kinesthetic.- They prefer to infer concepts, they are intuitive, they like to watch television, movies.

They are non-verbal communicators and place great emphasis on how things are said rather than what is said.

Forms of procedure

Contextual global.- They prefer general images, the general vision of things, key concepts, they are holistic.

They learn with the right brain predominantly (images, symbols, icons, themes)

Sequential, detailed, linear.- They prefer things sequentially, little by little, they do one thing and then the next.

They are people of left cerebral dominance, they are little distracted by external stimuli. They are long-term oriented.

Conceptual (abstract).- They like the world of books, words, computers, ideas, conversations. They are people who like to talk and think but do little manually.

Concrete.- They like the concrete, what can be touched, jump on top of, manipulate.

Response forms

The one that takes into account the external point of view.- They respond primarily based on what others think, the expectations that they have of them, are governed by the norms and social rules of family values.

The one that only takes into account their internal references.- They respond by using themselves as judges of the actions they carry out.

They have personal rules.

The one who compares and looks for similarities.

- Respond after analyzing and seeing similarities.

The one who compares and looks for differences.

- Respond by observing the differences and noting them, what is missing, what is wrong, what is inconsistent, exceptions to the rule.

Impulsive experimental.- They respond in immediate actions in talks, errors, experiments, the pattern they manage is to do it now, they are oriented to the present.

Analytical reflexives.

- They respond internally, they take information and processes for them, pragmatic, they are passive and observers from afar.

The human brain learns in different ways, it is ideal to offer the student in the learning process the widest variety of possibilities for learning.

Differences in perception between women and men

The brains of women and men are presumed to have different lines of development from the earliest stages of life.

1. Hearing.- The woman is more sensitive to listen to voices, music and other sounds. They retain the sense of hearing for a longer period of time. They have higher hearing levels and 85 decibels perceive the volume twice as high as men. Women are more vocally clear and six times less likely than men to be monotonous in their entire voice. They learn foreign languages ​​more quickly. View.- Men have greater distance and depth vision than women. Women have greater peripheral vision. Men see better in bright light and women at night. Women are more sensitive to the red shades of the color spectrum and have an easier time remembering faces and names. Women can store more irrelevant visual information than men. Touch.- Women have a greater perception of diffuse and sensitive touch. Reacts faster to pain and can endure it for a longer period of time than men. Men react more to extreme temperature stimuli. The woman has greater sensitivity in the fingers and hands, and has greater ability to develop new combinations or fine motor-type actions. Exercise.- Boys prefer to play with objects more than girls when a boy who carries out his activities with his right hand walks by a table and picks up an object, it is very possible that he returns by turning to the right, instead the girl generally surround the object following the left hand. Smell and Taste.- Women have a better sense of smell than men and are more sensitive to aromas and small changes in smell. They prefer floral smells and sweet flavors. Women are more susceptible to damage from alcohol than men.

In general we can say that women are more interpersonal, intuitive, they do several things at the same time, non-verbally and they attribute their failures to lack of ability. Men are more oriented to developing a single activity at a time, a single aspect or theme, they are kinesthetic, inductive or deductive visuals and they attribute the lack of success to the opportunity or effort rather than to the lack of skill.

Review

Regarding learning styles, the way of thinking, processing and understanding is very varied among people. I do not agree with the way in which processing is classified, contexts and others, at least in my case I find some characteristics that I have within several classifications and I think that depends a lot on the education or training you received since childhood.

If I believe that there are differences between men and women, I believe that we have different abilities, but I believe that this is more because of the way we are educated. There are things that society or your family prevents you from doing as a woman and since childhood they impose a role of life on you. I think it depends on what you want and what you really want in order to achieve your goals.

Chapter IV. The pigmaleon effect and the teacher-student relationship

The idea that what is expected by one person can influence the behavior of another has its roots in Greek mythology.

Pygmaleon, the prince of Greek and Roman mythology, had as his goal to create a statue of the ideal woman.

Pygmeleon was too successful, he fell in love with his creation as if it were a true woman, he left in himself and in his love he brought the goddess Venus, and ivory became flesh, according to mythology.

The prophecy of personal fulfillment involves defined economic and social processes, it has nothing to do with the power of positive thinking. They have developed and a four factor theory.

The four factors of Rosental.

1. Climate.- It is made up of all non-verbal messages from the leader. The climate can communicate negative as well as positive expectations. Feedback.- According to what the leader expects from the employee, respond to a greater or lesser degree. Amount of data or information.- That the leader provides to the junior Performance or lack of performance. - This is achieved by the leader of his subordinate, since expectations can influence behavior.

In this way, our paradigms or beliefs stimulate or discourage results and motivation, productivity and quality.

The leader's expectations will influence the results by the way his subordinates are treated. Your expectations will influence how you treat them and how you treat them will influence the results.

Review

I share this theory since the four factors are important points to obtain an optimization of results, and it is very true that the way in which you try to approach a person, you can get to influence it. And get personal fulfillment.

An example could be that in student life we ​​must work in teams and there is always a person who leads the team in terms of way of working, enthusiasm, commitment, thus achieving better results.

By this I mean that behaviors are imitated and an influence is reflected in all the members and to achieve better results there must be harmony.

Chapter V. Emotional intelligence and learning

In the reptilian brain (brain stem), the reflexes that are essential for vital functions (respiratory, cardiac regulation) are located. In the mammalian brain (limbic system), our emotions, memory and learning are mainly located. The cortical brain (cerebral cortex) is in charge of thinking functions.

When the limbic system detects a situation with an emotional content such that it must be prioritized, this system will take command over cortical thinking through the release of chemicals that create a kind of interference, blocking rational functions and not allowing us to think, neither be creative, nor concentrate, nor respond to anything else other than being alert to that situation.

In this way the situation is justified that the heart dominates reason, if the feeling is strong enough.

Influence of the limbic system on learning

We know that the information we broadcast reaches the cerebral cortex of our listeners, must be classified as interesting, important, applicable, or accompanied by intense emotion.

There are three types of memory: a fleeting one, which lasts only a few moments, another that is the working memory that keeps enough data present to carry out a task, and finally the permanent memory that allows us to remember in the long term.

In large part, our efficiency is influenced by our emotional state; if the mood is contrary, it is anguish or pessimism hinders it. Stress can be negative or positive, from this comes the eustres and distres.

Distres means that the stimulus is negative producing a domain in the reactions of the reptilian and mammalian brain on the cortical

Eustres is when the stimulus is positive and means that having a term, term or goal makes us more efficient.

Emotional intelligence education

It is required to know what we really want, in order to set our goals; These goals guide us to establish priorities, make decisions and know if we make them based on feelings or reason, be constant on the chosen route and keep ourselves motivated.

The first step is to identify and be aware of what we feel, to be able to control emotions, self-motivation and the ability to postpone the reward.

Self-motivation allows us to reach positive states of mind which facilitates broader associations of thought.

Self-motivation is a fundamental basis for tolerance to defeat.

Identifying your own emotions is the basis of identifying those same feelings in other people to facilitate communication, empathy, assertiveness. Or differentiate the feelings and opinions of others, establishing different points of view and the possibility of respect for different opinions.

Poor emotional health leads to academic failure, hinders thinking, concentration, memory, inner peace, interpersonal relationships, comprehensive management of the left-right brain and the harmony of the feeling-reasoning balance.

Emotional intelligence is not innate, but develops throughout the whole life, there is no single test that measures it, and it influences the development of our life to such a degree that a person with a normal IQ and a good development Emotional intelligence can be more successful and outstanding than someone with superior IQ and poor emotional control.

When drugs are consumed, the release of substances already existing in our organisms is stimulated, if we know ourselves well and carry out those activities that stimulate us, we will know an increasing number of situations and activities capable of making us feel good.

Biological rhythms

Sleep-wake cycle.- those who wake up early and have their highest energy peak around 8 in the morning and who usually sleep early at night; and those who wake up later and have their peak of activity towards noon and for whom it is very easy to work until late at night. We found a decrease in activity around 2:00 p.m.

Lateralization.- This cycle is regulated from nasal breathing; We breathe a variable number of hours (three to eight) through one nostril, while the other is blocked, the functioning of the nostrils alternates. According to some studies, it is suggested that the right nasal breathing coincides with the functioning of the left cerebral hemisphere and vice versa.

Brain electrical activity. - It also shows cyclical activity. Neurons in the brain produce electrical discharges at different rates (delta, theta, alpha, and beta) and cycle from one rhythm to another over the course of 24 hours a day).

Theta and delta rhythms are of low frequency and are related to deep sleep. The alpha rhythm is related to deep relaxation, dream state, imagination and is very important in the process of memory and learning integration.

Finally, the beta rhythm is very active and is related to the alert, analysis and logic process.

Attention cycles.- Attention can be fixed or concentrated for periods of approximately 20 minutes, shortening the rest period to refocus on another similar period.

The span is shorter at younger age.

Self-confidence

Self-esteem and self-confidence cannot be built directly, but conditions can be created for it to grow.

Self-esteem is made up of two components: the intellectual and the emotional, this is being capable and friendly.

Self-esteem is actually an attitude about oneself, and attitudes are central to the learning process.

The ten basic points to achieve self-confidence

1.- High personal integrity. Always tell the truth

2.- Responsibility.- Be skillful to make things happen

3.- The support of others. Support the achievements around you

4.- Self-discipline. Do things that others are not willing to do. Set a goal and stick to it.

5.- Build relationships.- Do things for others.

6.- Know yourself. Know your qualities and abilities.

7.- Vision and purpose. Have dreams of what you want to do in life

8.- Environment. Create a living and learning environment that reflects your biggest thoughts about yourself.

9.- Excellence. Give all your best effort

10- Health. Take care of your emotional, physical and mental health.

Making learning an enjoyable experience

There are three learning areas:

1. Cognitive (what we know) Psychomotor (what we do) Affective (what we feel)

By using the accelerated learning methodology with multisensory information, together with the use of positive suggestion, we managed to motivate intrinsically and promote self-confidence in people.

The presence of images, sounds, signs with motivating statements must be considered, and pleasant scents must be used. There are no students without resources, there are only emotional states that do not favor learning.

Review

I agree on what is said about emotional intelligence. I think that many of us allow ourselves to be carried more by feelings than by reason or intelligence. We have not learned to control our shocks. I am of the idea that there must be a harmony between intelligence and feelings to be able to have good mental and emotional health.

There must be a feeling-reasoning balance.

I also believe that self-esteem and self-confidence is more a matter of attitude that no one can impose on you and that cannot be built directly, but if we can and create conditions for them to increase, since they have their intellectual and emotional side, we must feel capable of make and solve any challenge or goal that we face and have a positive attitude towards life

Self-esteem and self-confidence are attitudes about ourselves, and these attitudes are fundamental to the learning process and we can encourage this process with some motivator such as music or positive messages.

Chapter VI. Quantum learning

Quantum learning.- Interactions that transform energy into radiant.

A rule called 80/20 is applied, which means that improving 20% ​​of the study skills leads to an 80% improvement in our results.

AC is considered to organize its methodology into 2 main areas that are setting and resources.

1. Setting

• Personal atmosphere Area around us Physical changes

They talk to us about how to promote an environment of positive thinking, a sense of security, relaxation, as well as encourage exploration and curiosity and enjoy the activities that are carried out.

2. Resources

• Personal skills Learning techniques Methodology

It shows us techniques that we can apply for learning such as:

TH Notes. The t stands for taking notes and writing down the data that the teacher gives as important. The H is for making notes.

The sheet is placed vertically, at the top end the subject and date are written, from the 3 or 4 lines it is divided vertically leaving 2/3 on the left to take notes and 1/3 on the right to make notes. Link systems, acronyms and association systems.

Association system with numbers.-A list is made in which each number is associated with an image or shape that serves as a key to always remember that number

Acronyms.- They are words formed by the first letter of each element of the

Methodology list.

-Use of multiple techniques that make learning a varied and pleasant experience, such as: games (measure to repeat the information without being boring), simulators (that the situation seems very real, can be very intense and leave traces and profound changes, metaphors, visualization, interaction (there is nothing better to learn than to do)

Visualization.- It is performed with the eyes closed and music, guided by a person whose voice must be in accordance with the music, that takes us to any part of the universe, using all our senses.

Review

I think that this theory of quantum learning is very successful since most of us do not have good study habits since in the environment in which we usually learn is surrounded by great distractors

since we have customs such as listening to music that does not stimulate learning at all or turning on the TV in programs that easily attract our attention.

I also believe that these techniques or resources that are mentioned should be implemented from basic levels of education so that from a young age we will have those habits and we will exploit them until the end of our studies.

I think that wanting to impose or teach them at levels such as high schools or universities would not produce the expected or desired results; if an improvement would be found but we already bring customs and it is difficult to change them.

Exploiting learning techniques would be an important factor in achieving better results.

Chapter VII.- Mind maps a tool to learn

The brain being a super computer we do not know how to use it, we need to understand how it works to harness its power. Traditionalist education has accustomed us to working in a linear, logical, sequential and numerical way.

Leaving out programs that would allow us to see comprehensively and systematically

The basis of this tool (mind maps) lies in how the brain processes information both to enter and to use or exit.

It is motivating to see that even the most complicated and long themes and concepts are easier to simplify, retain and capture, understanding their use.

The 5 Purposes of Mind Maps.

1. Development of intelligence through radial thinking How to take better advantage of the way of seeing things and life Intellectual freedom, demonstrating that one can control, develop the thought process Raise the standards of intellectual abilities Passion to discover this new universe

The wonderful brain

It is the only organ capable of studying itself, with good nutrition and care, it can function for more than a hundred years without affecting its potency, its development capacity is still unknown.

What is a mental map?

A mind map is an expression of radial thinking and therefore, according to the natural function of the human mind.

It is a powerful graphic technique that allows freedom of the potential use of the brain.

The method for making these maps is very simple, even if at the end it seems very laborious, the topic to be dealt with in a circle is drawn in the center, around this the secondary topics (such as branches) will be noted and in turn in each one These will be noted subtopics.

Tools to enrich note taking:

• The traditional linear form; words chronology

  symbols; drawings; the personal expression of an idea Colors; encourages comprehensive communication

It serves to develop an efficient memory style, quick reviews, study in depth, take notes efficiently, focused on concepts, which makes the sense of what is learned more valuable and develops the other activities.

Review

If I believe that mental maps are an important part of our university life, it helps to develop intelligence through thought, since constant ideas are required to make learning easier and thus make better use of the way we see things and life.

Through mind maps we can realize how we control and develop the learning process more clearly.

There are also other ways to support us to achieve better academic performance and make memory more efficient.

Chapter VIII..- Multiple Intelligences

The zero project. As technology and science have advanced, information and the growth of knowledge began to gain exponential speed.

This broke with traditional schemes, causing the role of the teacher to be transformed within the classrooms, as it ceases to be the authority, to become the facilitator, accessing them through multiple intelligences causing expectations.

The Left Lobe has a linear, analytical and rational operation.

The Right Lobe processes simultaneously, creatively and integratively and synthesizing

It is said that the conscious part of the mind is only 5 to 10% and that we have in the unconscious part an extraordinary potential for information, memories, emotions, which we have not learned to use.

This is because of each existential experience the brain calcifies the messages and only what it considers important sends it to the passing party.

The mind perceives by context, pictures, scenes in such a way that when we focus our attention on the core issue we are registering all the other data, emotions and sensations to a lesser degree.

The evolution of the nervous system was carried out in layers, forming the brain as its operative central, creating first the reptilian brain, then the mammal (or limbic) and finally the neo-cortex, characteristic of the most evolved beings.

Intelligence can be promoted according to systems and methods that stimulate it, the mind is capable of learning and developing on its own merit, without age limitations, levels or traditional obstacles created by society.

Each one has a specific task but at the same time everything is interrelated allowing a very sophisticated way of managing thought, emotions and instincts.

This is why each data that enters the brain (num.

Codes, colors, sounds, flavors, textures or images) can be represented as a sphere from which several hooks start, each hook represents an association and each association has infinite types of channels or loops.

The number of associations that are used can be through our own data bank.

The 4 Quadrants of the Suggested Methodology To Teach Intelligences

Sensitize.- each intelligence through the 5 senses

Teach.- specifically using each one sensory and emphasizing its relationship with the others.

Resize.- its use, educating, activating, and deepening its potential.

Practice in daily use in solving problems and achieve growth in real life.

The 8 basic intelligences:

1. Visual-spatial intelligence. He works with the visual art part (drawings, paintings). The auditory-musical intelligence: it is the one that has the capacity to recognize rhythms and tonal patterns (it is the one that has the most influence on its alteration of states of consciousness). Body-kinesthetic intelligence.: ability to use the body and express emotions (dance, sports) Intrapersonal intelligence: it refers to the internal aspect of being, such as self-awareness of feelings, stress management and a sense of intuition about spiritual reality. Verbal-linguistic intelligence: the master key for communication, expression, transmission of ideas verbally and graphically Naturalistic intelligence: This has to do with observation, understanding and organization of patterns in the natural environment. Mathematical logical intelligence: it is what we know with scientific thinking or inductive reasoning as well as the deductive process. Interpersonal intelligence: it is the ability to work cooperatively, communicate verbally or non-verbally with other people.

It is the ability to note personal differences among others.

How to use multiple intelligences

Teaching intelligence as such; where each one of them can be considered as such, in a core way (like language, natural sciences).

Intelligences in the sense of acquiring knowledge: each of the intelligences can serve to strengthen the learning of the others beyond their meaning as such (music to teach mathematical concepts).

The meta intelligence: intelligence investigating by itself, awakens the ability to reflect, enrich and understand.

The abilities of multiple intelligences to teach them we can resort to a varied and creative amount of abilities that in themselves exist or that one can invent.

Universal Holographic Concept

Holograms teach us to see how we are center and part at the same time in the macro and the micro (as in the brain, each of the intelligences in the center and part in turn), it is shocking to know that in the interaction of the They produce a synergistic force that allows the development of unlimited potential.

By emphatically teaching some of the intelligences, there is always the interaction of some of the others and this is how we can take advantage of the simultaneity of development in a holographic form.

Review

I do not agree with the classification of intelligences since I believe that intelligence cannot be divided is not something tangible and we cannot fragment it. I think that everything we absorb from the environment is knowledge and these could be classified in the way the book mentions. and intelligence consists more in the way in which you develop this knowledge, the skills and techniques to optimize the knowledge that you have in order to reflect and understand it.

We must sensitize intelligence by solving problems in our daily life and in classrooms, thus promoting intelligence through the 5 senses.

Chapter IX.- Games in teaching

With games knowledge is easier to learn, is better assimilated and remembered, people can repeat the concepts on several occasions without it being a routine activity.

It also allows working groups to be integrated with well-defined purposes or to alternate the members of the groups so that classified games interact. They allow the development of cognitive skills.

This type of games can be used for activities of four types:

1. Make differences between different materials Verify the content of a material considering its characteristics or criteria Review the steps to follow in a process Select the appropriate solution to a specific problem

Games that teach: this type allows to form work and study groups, and also help its members to learn procedures, principles and techniques.

The coordinator shows how things are done and each person works to improve their ability supported by written and video, or instructor.

At some point the coordinator will apply an evaluation test on the knowledge that has been taught. Group games: designed for small groups, achieving better group relationships. Crosswords and Instructional Puzzles: They are used to achieve high motivation and effective instruction.

Interactive Sessions: There are different ways to integrate a session, but the most common is that the participant is invited and required to speak to other people.

The speaker gives a presentation of the material to be pointed out. It requires the participants to process information continuously and the instructor maintains absolute control of the interaction.

Games in the classroom or training room:

The instructor contacts the attendees through an oral presentation, also requiring the active participation of the audience. Any subject can be covered.

Learning groups: It is a type of activity that uses motivational training of cooperation and competition.

At the beginning of the game the participant studies a document in its initial part.

After ten minutes, learning groups are formed where they are induced to ask questions regarding previously read material.

Matrix Games: This type of game uses a board in the form of a matrix or grid pattern and allows activities for small work groups.

Matrix game requires players to compare and contrast different concepts

Taking Five Ideas: This type of game can be taken in any situation where a brainstorm is used.

The game starts when a topic to discuss is announced.

People and groups through ideas express different opinions related to the topic. The instructor draws up a common list with the ideas of all the groups and is asked to choose the five ideas that most clearly identify the topic to be discussed.

Activity is followed by application work

Review

I agree with this chapter since I believe that the implementation of these games in learning could represent an improvement in student performance and would promote the techniques that have been mentioned throughout the book. Skills such as creativity and reasoning would be developed.

And it could also help self-confidence and self-esteem as these activities allow you to interact with other people.

In addition, the implementation of the games in the classrooms would represent a greater understanding of the subject since the students would show greater interest in the subject since it would be a more dynamic and unusual class.

Chapter X.- Drawing and caricature as teaching tools

Drawing is a language older than words, it is a universal language that allows people to experiment and imagine.

Through drawing and caricature combined with word and writing we can make people see what they think, write what they see and remember what they heard.

Observation and imagination and visualization and verbalization go together. One way to train observation as well as visualization is by having people carefully see objects and by describing to others what they can see.

People often feel that what they do has to be a defined and finished product. Sketches or drafts of a drawing are essential to generate an entire thought process.

Creativity can be stimulated from a simple drawing, asking what is seen, what is heard, what could be touched and what texture it has, what smells come off the image, in order to introduce the person into the image so that live it.

When we were little, thinking, feeling, and doing seemed to go together.

When we grow up, we tend to think first, then we do and finally we feel, that is why the drawing associated with speaking and writing is an extraordinary way to open our mental blocks.

Review

One said it more easily reflects what we want to imply and makes us develop our creativity since drawings are essential to generate a whole process.

A very relevant example in terms of drawing as a tool is the infographic that is currently used in all areas since it allows for greater understanding and in a small space with a single drawing you can be suggesting various ideas.

Infographics are currently used more by graphic designers and they do it in a creative way.

Chapter XI.- We can all be geniuses

Through the exploration of the conscious and subconscious of our minds we can realize the abilities that we possess or that other people have.

The conscious mind is the one that allows us to realize our existence, thought and those around us. It performs functions such as perception, evaluation and decision making, this happening in a matter of a few seconds.

The mind is a true filter system since it was based all the time on identifying what interests us.

This system can be good or bad. Sometimes it protects us from capturing too much unimportant information.

On many occasions we consciously block situations that cause us pain as a self-protection mechanism, some of these situations can even be horrible to remember.

Some of the mergers of the subconscious are: creativity, automatic functions, storage and memory of what is stored, it solves problems, self-esteem, associations and filters.

We have to tell our subconscious how brilliant we are, that we are going to get an excellent exam score, The result will be surprising, because our mind does not know the difference and will make our work be done with all our capacities and abilities.

The same thing happens, but in a negative sense when for years we have sent information to our subconscious like "I hate mathematics, I cannot remember names, I cannot speak in public, I am a loser."

According to Tony Buzan there are 20 essential characteristics for a genius to emerge. These form the fundamental basis of their triumph and leadership as geniuses:

1. View; It is the degree to which the desire for success in life is good. degree of passion or enthusiasm with which you seek to achieve the vision, the goal and the mission Faith; believe in themselves and the development groups to which they belong Dedication; This feature combines a desire to win and self-confidence that the goal will be achieved. Planning; it is related to the clarity of definition and precision of the plans in the short, medium or long term Persistence; Most geniuses are able to continue pursuing their goals despite adverse situations without giving up. Learning from mistakes; the geniuses consider each of their mistakes, no matter how unpleasant they were, as a useful experience. Knowledge of the subject;geniuses are recognized for their voracious thirst and knowledge of the area where they developedDeep knowledge of the mind; Imagination; the ability to create internal images, to see and preview the results of plans and goals Positive attitude; The feeling of I can, opens the opportunity to get the best of each situation. It is a way of seeking that every moment of our life the maximum of opportunities. It all lies in how much we believe in ourselves. how much we speak to ourselves actively and positively to achieve our goals Intuition; ability to accurately feel or perceive the chances and probabilities of achieving goals.It can be described as a super-logic in which the brain compares the historical data matrix with the new experience matrix. Group management, counseling; Refers to individuals who immediately build circles of personal and professional influence or accessory Internal group leadership, internal role models, or hero influence Truthfulness and honesty; they are honest in the concepts that they emit Courage and confrontation to fear; Large brains are considered less fearful than the people around them. Creativity and flexibility; personal ability to generate new ideas, keep an open mind Love for what they do; passion and enthusiasm that consumes the genius. Physical, sensual and sexual energy; the great geniuses were and are known for their unusual physical, sensual and sexual abilitiesRefers to individuals who immediately build circles of personal and professional influence or accessory Internal group leadership, internal role models, or hero influence Truthfulness and honesty; they are honest in the concepts that they emit Courage and confrontation to fear; Large brains are considered less fearful than the people around them. Creativity and flexibility; personal ability to generate new ideas, keep an open mind Love for what they do; passion and enthusiasm that consumes the genius. Physical, sensual and sexual energy; the great geniuses were and are known for their unusual physical, sensual and sexual abilitiesRefers to individuals who immediately build circles of personal and professional influence or accessory Internal group leadership, internal role models, or hero influence Truthfulness and honesty; they are honest in the concepts that they emit Courage and confrontation to fear; Large brains are considered less fearful than the people around them. Creativity and flexibility; personal ability to generate new ideas, keep an open mind Love for what they do; passion and enthusiasm that consumes the genius. Physical, sensual and sexual energy; the great geniuses were and are known for their unusual physical, sensual and sexual abilitiesinternal models or influence of heroes Truthfulness and honesty; they are honest in the concepts that they emit Courage and confrontation to fear; Large brains are considered less fearful than the people around them. Creativity and flexibility; personal ability to generate new ideas, keep an open mind Love for what they do; passion and enthusiasm that consumes the genius. Physical, sensual and sexual energy; the great geniuses were and are known for their unusual physical, sensual and sexual abilitiesinternal models or influence of heroes Truthfulness and honesty; they are honest in the concepts that they emit Courage and confrontation to fear; Large brains are considered less fearful than the people around them. Creativity and flexibility; personal ability to generate new ideas, keep an open mind Love for what they do; passion and enthusiasm that consumes the genius. Physical, sensual and sexual energy; the great geniuses were and are known for their unusual physical, sensual and sexual abilitiespassion and enthusiasm that consumes the genius. Physical, sensual and sexual energy; the great geniuses were and are known for their unusual physical, sensual and sexual abilitiespassion and enthusiasm that consumes the genius. Physical, sensual and sexual energy; the great geniuses were and are known for their unusual physical, sensual and sexual abilities

Brain principles formula for geniuses

Synergistic; It is based on the fact that each one of us has the capacity to be "self-creative" in two great spheres, the mental and the physical.

When this principle is combined with radial thinking and mental maps, our brain can associate in an unlimited way.

Success; we can affirm that the brain has a mechanism for testing and seeking success and not fear

Brain persistence; the brain develops the ability to persist continuously trying to achieve success no matter how many times it has to be done or how long it takes to achieve it

Goethendipity principle: when two people have similar tastes and have developed similar intelligences and tastes, similar visions, they are both tuned to the same frequency and have capacities to identify each other

Amadeus' principle: Mozart, like other great geniuses, considers that it was more productive for his creative and compositional process, to take excellence into account more than to observe the negative aspects of a situation. Mozart was an appropriately positive person ”.

Cerebral competence: it is a synonym of veneration, inspiration and emulation. It refers to the consistent observation that all geniuses formed groups, had a role as a hero model, acted as advisors, and received ideas that allowed them to inspire and emulate to achieve their goals.

Review

I think that it consists more of self-motivation and the pleasure that what you do causes you. I think that if you have some motivators this makes you have a better performance in the area in which you operate.

Through the conscious and subconscious mind we realize the abilities that other people possess or have.

The mind is a filter since it is based on identifying what suits us, an important point is to be persistent in what we do, it is difficult to obtain success the first time and in turn we must learn from the mistakes we make and always trust what we do we must also have a positive attitude always.

Chapter XII.- Creating accelerated learning cells

It is essential that teaching in planning a session is not only carried out, but even better, designing the learning so that it is captured, the necessary changes are made and material is removed or added.

The strategic planning of a lesson dramatically increases the possibilities of coherence, greater satisfaction in living the experience and allows the permanent recording of what is presented.

Environment for learning

The environment alone can help.

With all the hours you spend in the classroom, the effects of the environment around you can have a tremendous impact, with several researchers considering the traditional classroom to be the first obstacle to learning.

A planned and positively inducing environment can give us the learning of approximately 25% of the content taught.

Frequent changes should be made.

The temperature must be pleasant with adequate air circulation.

The classroom will include chairs that are not fixed and desks that must be moved to increase the flexibility of the area, since the room will have to adapt to the needs of the subject to be discussed.

Successful interaction must have the following qualities:

First, each person should feel respected and treated appropriately.

Second, people must get what they expect from both parties from that interaction. Third, each experience should give the feeling of complement and achievement.

Questions.

When questions or comments are made, the person making them must be observed and their participation must be recognized every time they do so.

The instructor when asking questions should be careful and compassionate with the questions that are asked should not seek the intention of winning or losing the other.

According to the educator Arthur Costa, three types of questions can be elaborated:

1. - Questions to remember: those that seek to bring to mind previous knowledge or experiences.

2. - Questions that require processing: they are designed to search through the information processes for a cause and effect.

3. - Application questions: they are asked about the information they have recently received, creating in them a state of construction, fantasy, invention and belief.

Learning strategies

Before providing information to the students, it is convenient to expose them to preliminary information since in this way the brain puts the information and ideas in a waiting area for knowledge.

Some examples of visualization and relaxation are:

1. Identify your audience. Prepare well. Know what you mean. Know your goal. Get a clear idea of ​​what you want to wear. Keep the pressure low. Use multisensory terminology. Countless words (hear, listen, draw, feel drive) Keep watching the answers. Observe people, positions, movement, what their eyes say. Return to the audience from the state of relaxation slowly.

Much research has revealed that the importance of discovering something that has been learned is that we can relate or apply it in a better way than when it was learned the first time.

Unless connections are made with prior knowledge, understood, and given meaning, this knowledge will not matter.

The next step is the most critical, is the state of self-belief, which allows you to feel the feelings. It is the fundamental piece that creates the motivation to return to the original motivating state that we want to learn.

This state is made up of three variables; modality and duration frequency. Modality means either visual, auditory or kinesthetic, frequency means in number of times that it has been experienced before initial learning.

Duration means the amount of time of the reinforcement.

Recognition and approval can cause addiction to learning but in a positive sense.

We can say that the geniuses were only learners who were motivated, tested and curious about their failures, as they try to find a reason for everything.

The old teaching scheme, in which the student learns and memorizes for an exam is a waste of time.

This ancient method considers learning purely mental and separates the body; if you want to teach5 and learn more, a closer relationship between body and mind must be used, so the teacher must currently teach his students to successfully manage their emotions, postures, stress and breathing.

Using all resources in learning

The most important aspects are:

1. Relaxation is important to achieve a stress-free environment. All new information enters the short-term memory, but only goes to the long-term if repetitions are made. The recording of new events depends on the coding that is time depends on the associations that are made. The words associated with images are easier to remember because the coding was done in two channels. The visual memory is essentially perfect; interactive visual images are more powerful. The more time is spent learning, there is better learning, but it depends on how time is used to learn. Teach specific aspects first The meaning of things is vital to memory The context is important because it allows have a global vision. Learning from the example is better.Fractionation is important to aid memory Rhythm and rhyme also aid memory Memory works by creating a network of associated ideas Individual words are more difficult to remember than ideas or phrases Positive feedback can increase people's performance Imagination and articulation of the new material is a powerful instrument to achieve memorization. Presenting each lesson to the students, in the three sensory channels, guarantees that the presentation takes place in one of the channels. Learning cannot be achieved without memorization and memory. relies heavily on building strong partnerships.Positive suggestion can increase people's performance. The imagination and articulation of the new material is a powerful instrument to achieve memorization. Presenting each lesson to the students, in the three sensory channels, guarantees that the presentation is made in one of the channels. You can achieve learning without memorization and memory is highly dependent on creating strong associations.Positive suggestion can increase people's performance. The imagination and articulation of the new material is a powerful instrument to achieve memorization. Presenting each lesson to the students, in the three sensory channels, guarantees that the presentation is made in one of the channels. You can achieve learning without memorization and memory is highly dependent on creating strong associations.

You have to relax first

It is recommended to do a few minutes of light exercise and breathing to decrease tension, headache, neck pain.

Correct breathing is the first step of relaxation-attention

Exercises that produce light movements and stretching will also help muscles relax and release tension.

When you have the ability to relax and visualize objects in the mind, accelerated learning is easily accomplished and Alpha-type brain waves are induced.

Important points of a class using accelerated learning

1. - Relaxation. At the beginning of each class there should be a short relaxation period and repair exercises.

2. - Context. Each class is taught in the form of a short story, which takes place in real life, in credible and practical situations.

3. - Peripheral Text. When a text is presented, it must contain a maximum of seven words per line.

4. - Making a mental film of the text. The voices and sound effects create an easily remembered impression and make it easy to visualize what is happening in the mind.

5. - Security. A second reading of the material studied feeds the mind and maximizes safety.

6. - Visual Associations. To stimulate the right brain. The use of mind maps allows you to take the main words or ideas and concepts to remember.

7. - Sound association to stimulate the right brain. At this stage, the text or class material is listened to again.

8. - Relax again. It is important to take rest breaks of 2 to 5 minutes from time to time to repeat the relaxation and breathing exercises.

9. - Let the subconscious do the work. Allowing now for music to be the dominant sound and the voice is only heard in the background.

10.- Relaxation. Breathing and relaxation exercises continue for a period of two minutes. An appropriate calm and mental state is induced to learn.

11. - Warming up. A soft tone reading is repeated again.

12. - Involvement. You must use colored pencils or markers to mark any word that is important.

13. - Jingles. Using theme melodies, absorb the lesson itself into the subconscious.

14. - Becoming a Child. Lessons must end with a game.

The brain the more information it receives the more it will store. Every time the brain is used, greater capacity will develop to perform other functions in the future.

Review

I agree with this chapter since it is evident that when a teacher plans his session it improves learning and it is easier to capture what is meant, and it is better that it is explained to us with true examples and that they can be compared with another.

The environment must be conducive to the session, there must be harmony and if some technique such as music can be used; An important part is relaxation to be better concentrated.

Chapter XIII.- Education XXI century

The results of education worldwide, added and interpreted, have not been sufficient or satisfactory. In times of changes as profound as those we are experiencing, it is important to rethink the background and the way of how we educate.

We have seriously neglected education in values ​​by focusing on education, technology and material.

It is urgent to balance mental development with spiritual development, otherwise knowledge in the hands of other people without values ​​will destroy society. The new face with which we have to teach values ​​is in bipolarity, in their complementarity.

For example; teaching the value of freedom must be complemented by the value of responsibility since it is the other side that makes freedom valuable, in the same way they are; love and discipline, joy and good sense, excellence with humility, because otherwise we have seen how freedom alone led to extreme debauchery, knowledge without values ​​led to a corrupt society, productivity without warm I create the pollution and ecological deterioration.

The six steps of the Master Plan of learning are an easy formula to remember how to handle the new method.

• Mind, decision and flexibility. Be aware of the enormous potential of the mind that we have to explore, in order to discover its unlimited horizons and capacity. Acquire knowledge. Open the mind and access in it all kinds of new knowledge that allows creating databases, with new forms of interconnection of knowledge in which new ones are retained and those that are no longer required are released, to avoid the mental greed syndrome. Know how to make sense of information. In order for information to become knowledge and it will serve us in practical life, we need to give them a mental process so that the brain works by creating the appropriate frames of reference to retain and store it. Work by stimulating memories. Exposure of what you know.It is having the opportunity in class to expose knowledge, whether I know it individually or in a team, so that it serves as feedback and reinforcement.Reflect on what you learned and its application. It is very important to make a brief space for reflection where mentally we give a review of what has been learned and the meaning that this entails. The sense of educating. Without a doubt we are as a society facing a new scenario where the way of organizing is changing so drastically that it is urgent to rethink the way we educate. We are the architects of society; of human quality in our classrooms, that is why we must be able to see far. The redesign of schools; where instead of people going to be taught, they go to learn, because this changes the meaning of it. The role of parents in education.

Calculation. There are certain concepts that disagree with the globalized mega trends of world advance should be considered as valuable and taken into account for the orientation of education, such as taking into account the importance of electronic communication and the flow of information without limits. and with relative obstacles, as this makes it clear to us that more and more, the learning vehicle is called a computer and that without it, it will be little less than impossible to be functional in the 21st century.

Directive vision towards the XXI century

In the world in which we live, the key factor for the competitiveness of citizens is the ability to assimilate knowledge and apply it.

Schools are very likely to change from the depths of their structure to become providers of knowledge for society.

Considering that we live more and more in an innovative and changing world of great challenges and opportunities, creativity and talent become the factor that determines the great difference between those who react to change and those who invent it, the former are victims of the circumstances and the seconds are protagonists.

For this reason, just as each individual must develop their potential creatively, the same will happen with companies, but mostly with communities.

It is important to start from its reality, from its advantages and disadvantages, from its challenges and opportunities, to have a comprehensive vision of the current situation and thus be able to design educational systems that open the way to better routes of progress in a real sense.

Review

I think that the backwardness in which we are currently in education is very evident, our schools are far below the expectations that we young people have, I think that in terms of technology, we should not even speak, we do not have enough equipment to exploit our creativity and skills.

However I believe that the teaching method can change we can apply many techniques that allow us to more easily develop all those advantages that we have naturally.

It also depends a lot on the people we are conformist and we like to stay with what we are taught in a few words with the traditionalist method.

I think that this type of techniques should be implanted in the curricula in schools from very basic levels, perhaps technology is only a pretext to justify our lack of interest in knowledge.

Both the student and the teacher.

It is important to know what we have to know how high we can go.