Acknowgn
Th book b on ch conc ov
h , f choo whn I wok
ch, n now h I n.
I gf fo ho h n
conb o h wok.
F on: Dcb 03
Your personal coach for
overcoming
learning blocks
A holisc approach to help you understand
how your mind works and acquire
the necessary skills to progress
Tb C
I
ntroduction
PART ONE: oc bckgon
eoretical background on Coaching and the working of the learning mind
Why a coach and not a teacher?
How do we memorize new information in the best way?
What a coach could do to prepare a learner before a session
How to support the learning process?
What is the role of error and feedback in the learning process?
Overview of the whole learning process
Phase 1: Preparation
Phase 2: Presentation
Phase 3: Practice
Phase 4: Performance
E - Sk o vop
Empathy
Techniques for improving your attention-to-detail skills
Active listening techniques
How Writing strategies might be used to overcome some limitations
Neuro Linguistic Programming
Results of a previous investigation on learning styles, multiple
intelligences and school achievement
PART TWO : C S
Case study 1: Alice - An example of understanding and overcoming a
block in expressing oneself
Report about the session aer three weeks she has been postponing
the written tasks
e simulation
Simulation before the exam
Results
Case study 2: Ariana, putting aside for a moment external and internal
conicts
Initial exercises
About one session
Training her so skills
Results
Case Study 3: Stella, training for speaking in public
Introduction
First meetings
Initial activities
Training for a public presentation
Changing the mood with playful interactions
Feedback on nal questionnaire
Results
Case Study 4: Beatrice, improving through Art and personal interests
Early feedback
Plan of action
Final questionnaire
Results
Case study 5: Mila, nding condence in herself and her skills
Introduction
Initial analysis of her personality and way of learning
Her major obstacles
Results
Conclusions at the end of this research
Appn
•
Q Py y. Hw w h
w
•
y – Hw w h w - (Hw w
y)
I
W hv h wh .
W kw h h v h y
h hz h wy h h w h.
Cqy, y h b h , h h
vy h y, h vy wy.
Wh w wh h wk h .
bw , h. A w ,
h hw h v wk, h h
v, h wy hy , h b hy
wy v w bv .
A ky h h h h h h
y h h b v. I
O- b P, h b C A.
T b b v h wy, y hv
h kw hw h wk , hw
h h wy w z
. I h h vv y h , b h
h by.
I b h y S Sk h
v v
-, b v b, bh
h v h v.
Ah h v h Av L k, wh
h h k .
A h h h h, v h b b y
v h b , b , q w
hw hw y y hy
h/h wk v.
I h h wk, h w hw hw
b h w h v v
b vy wy, h y
.
wk h v h h
bw hw y y h bj y v y h
bj. I w hw hw wy y v
h wy y wk.
Roberto Cuccu has been a teacher of English Literature, teachers ‘trainer,
multimedia educational consultant for online museums, and trainer for
Cambridge English certicates courses.
He has created a portal called learnholistically.it, that has hosted over time his
realizations in Educational 3D worlds, educational games, training and his
publications. All his published articles and books are based on working with
students on specic projects.
His last three works have been:
Egsh r Crevy d E-Desg
A praccal visual course to make our planet a beer place
Oe Pg s wrh e husd Shr sres.
A pedagogical approach to creave wring and a collecon of short stories
inspired by painngs
Hkg he Humes: A mumd pedggy r revy d ve
zeshp.
The results of an Outside-the-box Learning Experience
PART ONE
Th bk Ch
h wk h
Why h h?
wk h b v v wh , b
b v, h h/h , , v
b b wh wh b, , ,
h , b h
, wh j, h h v
hv w hh, b, , , h
h h by k hv wh h
h.
Ch v h whh h h h
v w h hv . B h y
k -- , q hhy vz
v .
1
h v kw, h, v, bk h
wh h h . v
bvy bw h h .
coching mhoolog i ilor o h lrnr’ n.
Ahh h, , h y h h
, h h .
F , y h h wk y
y b h h v.
2
Conncion
h . I , h ky h
h
chmir
. G kw h h h’ v
h h h
cr bon
. G y,
, b h y wk h
k h k w wk wh y.
Emph
h h w wh h h k
h b. Ehy w h bh
’ h hw hy w.
1
Ginger Lapid-Bodga (2009) Bringing Out the Best in Everyone You Coach
2
Ginger Lapid-Bogda (2009) Bringing Out the Best in Everyone You Coach
Why y kw hw h b wk
?
h h b Dw , h b
, y, h v .
Gv hh, v h v, v
, w . w h
wy h b w w k
w b b h w .
A w w hv
irn pronl prfrnc for h rgi w
.
y vy by k b hy w hw y v .
Eh b h hh y, v wh.
Eh b wh q b . B h
, w hv h h w v y, h
hy .
T y v h b h h h
v wh z v h .
If o kp oing wh o hv lw on, o will lw g wh o hv
lw go.
w hv, h h .
L v. I’ v- vy y
w . A y vv h by y
y v h wy whh y . L b h
h h h’ y h w .
W v — wh w .
3
3
Colin Rose & Malcom J. Nicholl (1997) Accelerated learning for the 21st century
Hw w z w
h b wy?
W y h hw . W b, b hw
b. h b b vv 4 v
:
kw
nconcio incompnc
. N y y kw
wh , y hv h.
concio incompnc.
Y
h b.
N y h h
concio compnc.
Fy, h
nconcio compnc
. k b h
hb h , k h y hv
v wh y v.
j k y:
4
Immi mmor
wh h
b h w . H w h h h
h . Wh
h wh h ,
b h- y.
O h h h,
Long-rm mmor
vv h
h b. S k
y v. LTM h L-T My 2 y; h
xplici n implici mmori
.
4
Stephen Bryant (2014) Limitless Memory Brain Training Tricks and Techniques for Memory Improvement and
Accelerated Learning
Explici or Dclriv Mmori rfr o h informion h or brin
look ino for concio cion n ciion
. Sh
h v y kw h y
y.
Procrl or implici mmor on h ohr hn rfr o h
informion h or brin for nconcio civii
, by
v h y bj.
Ah y v
h . I h bh , h y hv b
, b hy w y v v
y .
Hw mprve ur memry
A h Ky Rb. H w wy
z .
5
Conncon Mnonc
– C h y
wh v
y b. F , Nh bv wh Sh bw.
Cng
– C h
z y.
N Mnonc
– N M h h y.
I h, y h h w h y
yh h w b y b.
Ig Mnonc
– I y y y,
y y hh y. I h w
wh h h y
b . I y hv b , wh
h y w b b b h .
5
A Sh (1998) A - B-b h v
hv
Wh y b /
w y
wh w ?
Rprnionl m
hv wh whh h v
h h y: V (h), Ay
(), Kh (), Oy (), Gy ().
6
Vill-orin
. y
- y h z . y k
h k h hy h . y y,
hwv, hv b b .
V b wh hy -w , ,
, , , k wh hy .
H w h y k
MORE VISUAL:
•
Pq (h, )
•
Vv h
•
D by
•
Vv
•
M y .
Aior
, h h h, by
h v y h k. y v
b wh w .
Kinhicll-orin
hh h
. y y h hv, jy
h- j k. y v wh
k y hv b .
6
Revell Jane & Norman Susan (1997) In Your Hands - NLP in ELT
Mlinoril mnl imgr
M y y wh y , b wh y
h, h, , , , w.
7
nm of lrning i r.
8
v wh h hh y
-b w. Wh h b b ,
v. Svv bhv y v v hk,
- by. W h h h h
, y wh h , y v
b .
T v h,
•
v, v v;
•
b v -;
•
h ;
•
v v -v hk vw
vy.
hb hh whh q b h
h y b h y h
v. q whh h y
h k whh h h .
O y hv z wh wy , h y b
h h by .
T v h . v h
v h y-b h . O h
hv h h , h hy hv h k b.
T v h .
I b by k h h h
wk. , hwv, h wbk
k hk.
9
7
Jane Revell ^ Susan Norman (1997) In Your Hands - NLP in ELT
8
AlistairSmith(1998)Acceleratedlearninginpracce-Brain-basedmethodsforaccelerangmovaonand
achievement
9
Tony Stoltzfus (2008) A Coach’s Guide to Powerful Asking Skills
F, k h v y h b
h.
h y y v h
whh y v w
.
h h h b v v wh h
. h vv h wh , h
v h .
I h A h w q h w h y h
h .
