How to advance learning potential

When a learner is presented with information that is broad, and in terms of time, extended to many minutes of explanations, this leads to the situation where the learner will be generally required to integrate and think about contrasting sources of information which could include associated text, diagrams and perhaps, unnecessary parallel information.

Surprisingly

The teacher, no doubt, in their desire to advance learning, knowledge and understanding, will be of the opinion that their extended presentation, with its additional information will, of course, be advancing learning, knowledge and potential. However, and perhaps surprisingly, this process will, in fact, in terms of learning potential, be having the opposite effect, i.e. advancing learning potential and knowledge will be reduced.

Split-source information

That is because this type of split-source information will tend to generate, what the literature refers to as a heavy cognitive load; which means learning potential and knowledge integration and understanding will not be taking place as efficiently as hoped.

Cognitive integration

That is because whatever information is being presented, if learning is to take place, must be cognitively integrated, with a sense of understanding, before any learning can take place.

Be explicit

To ensure this does not happen, the teacher needs to be focussed on the presentation of explicit micro-step-by-step information methodology.

Short bursts

Further to this, Christine Edwards-Groves is of the opinion that explicit teaching helps students to be able to better monitor and, importantly, to also control, self-direct, self-regulate and self-manage their learning, when they are dealing with ‘short bursts’ of specifically presented information.

About

I have a PhD in cognitive neuroscience, which was undertaken at Central Queensland University Australia, under the supervision of Professor Ken Purnell. My thesis focussed on the success of my pioneering complex neuroplasticity focussed acquired brain injury rehabilitation therapy.

The therapy is now referred to as CBBMMT (Complex Brain-Based Multi-Movement Therapy). My thesis has also added two new descriptors into the lexicon of human biology; these are neurofluidityand hólos.

Neurofluidity are the neurological processes that lead to the condition of brain plasticity. Hólos is a descriptor which, perhaps for the first time (to the best of my research and understanding), provides a category which unifies the brain andthe body with a single word. Hólos derives from the Greek: ?λο? ? ? ólos. The English word holistic is derived from hólos. Holistic and hólos offer the same classification. Holistic and hólos incorporate the concept of holism.

I am the developer and author of Responsibility Theory?, which is an applied immersive brain-based systematic self-talk sequence learning neuroeducation program.

The program utilises the brain’s neuroplasticity potential that empowers and transforms the lives of individuals as they learn how to cognitively and intellectually enhance their potential by and through the process and the application of the ten powerful brain-base precepts of Responsibility Theory which helps the individual to reflectively pause and purposefully focus, which helps the individual to advance their conscious intellectual potential.

The aim of this process is, with self-directed conscious determination to intrinsically action positive constructive choices, endeavours and behaviors which leads to personal and associated affirmative social outcomes

The literature and research in neuroscience and brain plasticity informs: “Everyday thought, especially when used in a deliberate and determined, consciously focussed, self-motivating immersive systematic self-talk sequence learning process, that this immersive methodical conscious sequence learning action, will, fire and rewire neurological connections.

Responsibility Theory? is suitable as a presentation for primary and secondary schools, as well as for colleges, corporations, organisation or any community or social collective that is genuinely interested in advancing personal and social wellbeing; by constructively and systematically teaching and assisting individuals, groups, or larger social collectives how to constructively deal with risky and negative personal lifestyle choices, and also knowing how to successfully and assertively deal with all forms of negative third-party or even negative peer group influences.

I am the initiator of NeuroNumeracy?, an intensive self-motivating and transformative neuroscience brain-based numeracy learning program for children, the purpose of which is to enhance their self-belief and their skills, knowledge and understanding of the four operations in mathematics.

In addition to my PhD I have completed three Master of Education degrees (one in Education; one in Guidance and Counselling; and one in Leadership and Management). I have also completed two Bachelor degrees (Physical Education and Psychology) and five Post-Graduate awards (Education; Sports Science; Exercise and the Sports Sciences; Health Counselling; and Communication Studies).

I have presented Responsibility Theory? at international and national Australian Conferences. The HICE (Hawaiian International Conference on Education) 2018. Edu-TECH 2018 FutureSchools Conference (Melbourne) and the Edu-TECH 2018 Sydney Conference. I presented at the 2019 IAFOR International Conference on Education – Hawaii (IICE Hawaii); the 2019 HICE Conference in Hawaii; the 2019 FutureSchools Conference in Melbourne.

I hold the position of Adjunct Lecturer School of Education and the Arts at Central Queensland University Australia. I am a Queensland College of Teachers Teacher of Excellence Nominee.

I am a daily traditional Goju Karate martial arts practitioner, of many decades, and a former sports karate Australian champion. “Every day one kata.”

Keynote Entertainment and Speakers. Phone: Melbourne Australia +61 3 9890 2929 Email: [email protected]  Webpage: https://www.keynoteentertainment.com.au