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Nlp For Learning 

 

 
 
Tags:  e-learning  programming  learning.neuro  nlp  neuro-linguistic  ldu  linguistic 
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Published:  June 08, 2010
 
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Slide 1: Neuro-Linguistic Programming for Learning. Materials developed by the Learner Development Unit at the University of Bradford Learner Development Unit www.brad.ac.uk/developme
Slide 2: What you will learn: • What NLP is. • How it can be used when working with fellow students and your lecturers to improve relationships. • How it can be applied to your learning experience to make it more effective.
Slide 3: The Plan… 1. 2. 3. 4. What is NLP? Representational Systems Using Anchors Framing
Slide 4: 1. What is NLP? • 1. 2. 3. 4. 5. 6. The 6 Basic Principles: You The presuppositions Rapport Outcome Feedback Flexibility
Slide 5: Activity: Levels of learning • Generate an example of each of the following levels of learning which NLP aims to ‘shift’. For example, having never learnt a foreign language you only speak English…     Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence
Slide 6: 2. Representational Systems • What is a Representational System? • Information retrieval • Quintuples (VAKOGs) • Predicates are indicators of preferred learning capacities/retrieval. • A Predicate Tale…
Slide 7: 2. Predicates I don’t understand I don’t know I’m in the dark That’s all Greek to me It sounds crazy I can’t tell if that’s right That rings a bell I can’t make head nor tail of it I don’t have a handle on this That feels right I catch your drift I hold these views… It’s not clear yet I understand I see what you mean I get the picture My view is… This is a mess It’s too obscure I think I’m confused Something tells me… There’s no I need to get a rhyme or reason grip of this to this None of this fits
Slide 8: 2. Eye-accessing cues • http://www.mindworks.uk.com/website/eyecues • http://www.nlp-practitioners.com/
Slide 9: Activity: Accessing cues when working with people • Work in a pair to complete the activity. Observe your partner closely, jot down anything you wish to note and change roles.
Slide 10: 3. Using Anchors • What is an anchor? • How do you use them and what difference do they make? Emotional freedom comes from being aware of the anchors you have and choosing to respond only to the ones you want. (O’Connor 2001:77)
Slide 11: Activity: Setting an anchor • Listen to the facilitator and follow the instructions carefully.
Slide 12: 4. Framing • Frames cover many important aspects of successful use of NLP. • REFRAMING
Slide 13: Activity: Reframe-athon • Come to a decision with your group about what you think reframing means. • Once you’ve made this decision come up with a short list of example reframes.
Slide 14: 4. Framing • Frames cover many important aspects of successful use of NLP. • REFRAMING • Importance in successful learning. • Mental Rehearsal technique.
Slide 15: What next? • Contact us for 1-2-1 advice and support:  Ring the Careers/LDU reception for an appointment on (01274 23) 6849.  Email learner-development@bradford.ac.uk • Check out our website for more learning materials: www.brad.ac.uk/developme • Come along to another workshop: http://www.brad.ac.uk/lss/lssworkshops/

   
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