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Study Skills Using The Butterfly Model/PUPAE process
Transcript of Study Skills Using The Butterfly Model/PUPAE process
Mrs Melia's Desk
Sixth form centre
1. I'm in a dream. I'm15 years old and it's 8 minutes to 9 (1589) and I've rushed my home work about the life of Henry Vlll and it's a mess. In fact it's a joke. It's a COMEDY OF ERRORS.
2. Still 15 and as I arrive at the school entrance it's exactly 9. (1590) standing at the entrance there are 6 teachers all called Henry. They're sharing a cake and have cut it into 2. HENRY Vl PART 2 and then...
3. ...into three. HENRY Vl part 3
4. They offer me some and I take 1 piece HENRY Vl PART 1 and I thank them. The time is now one minute past 9. (1591).
5. I'm still 15 and as I go past the lawn the time is now 2 minutes past 9 (1592) and I see my friend Richard who's a bit upset because his trodden in a dog turd on the grassy area. RICHARD THE THIRD
6. It's 3 minutes past 9 (1593) and I go over to him to look and notice the poo is not of a dog but that of a Shrew and we try and catch it for a pet. THE TAMING OF THE SHREW.
7. Suddenly the Head Teacher comes out dressed as a Roman tells US off and demands that we get into school AND we'd better RUN. TITUS ANDRONICUS
8. I walk towards the cash cafe and check my watch. It's four minutes past 9. I'm still 15. 1594.
An old girlfriend called Juliet is calling to me out of the window. ROMEO AND JULIET.
9. Two teachers from the language department walk past dressed in Italian designer suit. They look like real gentlemen. THE TWO GENTLEMEN OF VERONA.
10. I look back at the window but Juliet has gone. I remember how hard I worked at that relationship but it ended. I feel sad and lost. LOVE'S LABOUR'S LOST
By the time I get to the hall way the time is now 5 past 9 (1595).
11. I see another Richard coming towards me and think that's weird as he was behind me. There must be two of him. RICHARD ll.
12. As he get's closer his head changes to that of a donkey. I remember now that I'm in a dream. A MIDSUMMER NIGHTS DREAM.
13. 6 minutes after 9 now. (1596) and as I come to the toilet I pop in. The American slang to toilet is 'John'. On the toilet door is a crown for the boys (tiara for the girls). KING JOHN.
14. As I go into to the toilets Ben Kinglesy comes out dressed as Shylock from THE MERCHANT OF VENICE.
15. At 7 minutes past 9 (1597) I get past Shylock and into the toilets.
There are four boys looking a bit shifty in the loos. They look familiar and I realise they are the younger selves of the Henry's by the school entrance.
They have not flushed the toilet and in the first toilet there is a number 1 HENRY lV PART 1 and in the second cubicle there is a number 2...
16. ...HENRY lV PART 2.
17. At 8 minutes past 9 (1598) I get to my first lesson which is in the art room. There are 5 Henrys ranting at the class about being late. HENRY V
These Henrys are in full armour and shouting and threatening us to be on time, work harder etc.
18. I think this is all a bit too much and the Henrys are make a fuss over nothing. MUCH ADO ABOUT NOTHING
I realise that I'm in the wrong class and go to the design room. I arrive at 9 minutes past 9 (1599).
19. I hear the voice of the teacher behind me saying that I'm late and will be in detention tonight for the 12th time. 12th NIGHT
20. I make my way to my desk with all the arrogant, adolescent indifference that I can summon up. "Whatever!!" or AS YOU LIKE IT.
21. 'Don't take that tone and turn your back on me' say's the teacher. I turn around and the teacher is in fact JULIUS CEASER. I make a note that the moment he turns his back on me then the daggers will be out.
The day seems to drag on for a century and I find myself in IT4 at 4 pm (1600)
22. Things are getting a bit strange and to one side of me is a depressed looking pig. HAMLET
23. On the other side of me there are a couple of the married female teachers that both used to live in Windsor having a catch up over a bottle of wine. THE MERRY WIVES OF WINDSOR.
24. I check the clock on wall and it's 1 minute passed 4 (1601) and there's a loved up couple of posh sixthformers having a cuddle on a watercress bed at the back of the class.
TROILUS AND CRESSIDA
25. At 16.02 (1602) we're all let go and I think that the day ended better than I thought it would. ALL'S WELL THAT ENDS WELL.
26. At 16:04 (1604) I arrive at the reception desk in the 6th form centre to do my homework and I hear some really horrible and offensive racial abuse being directed at a black guy who's working there. OTHELLO
27. The black guy is just ignoring the abuse and getting on with his work. He is measuring the area around the desk in preparation for doing something. MEASURE FOR MEASURE.
28. At 16:05 (1605) I sit at the desk and notice that at one of the tables is a King learning at me and he has three daughters sitting behind him. KING LEAR.
29. At the next table is a King dressed in a kilt and covered in blood. MACBETH
I know this is a dream but want to get out. I want to wake up.
30. 16:06 I come into the sixth form centre and there is a play rehearsal going on. Richard Burton and Elizabeth Taylor and dressed as ANTHONY AND CLEOPATRA.
31. At 16:07 Mr H. my old English teacher turns up, carrying some coral. He was always a bit of an arse and is dressed as CORIALANUS.
32. He's joined by the Head of P.E. (TIM) who is going ON and on and on about the Olympics and they've still going since they began in ATHENS.
TIMON OF ATHENS
33. 16:08 I decide to leave but trip on a periscope that is stuck in the floor. PERICLES
34. As I go out the door there is a crashing of cymbals form the students rehearsing. CYMBELINE. It's 16:09 and far too noisey.
35. At 16:10 I go outside there is a sudden blizzard with driving snow. A WINTERS TALE.
36. AT 16.11. This turns into a TEMPEST
37. Suddenly the storm ends and there, in front of me is HENRY Vlll. "Would you like some help with your homework?" he asks. It's 16:12.
Henry asks have you lost these? He's got Shakespeares 2 lost plays. In his left hand he's holding 'Cardineo' and in his right hand, 'Loves Labour's Won.'
Resilience (managing change):
Results - brain based learning and memory skills
The block to change is F.E.A.R.:
The loci memory system
A challenge from the 6th Form students in Wollaston School, to use the system to remember all the plays of William Shakespeare and the dates they were written in the correct order.
Total time invested in the learning process 2 hours 47 minutes.
Below shows the process.
It's around 13 or 14 minutes past 16:00 and I notice William Shakespeare sitting on the bank with his friend John talking two posh looking brothers. They have finished something together are are all shouting 'job done'.
Shaekespeare wrote THE TWO NOBEL KINSMEN with his friend John Donne around 1613 or 14.
How to improve your memory by 400%
Four keys to a great memory:
What are the six skills you need to develop in order to master the three R's?
What do you need to BECOME?
Resilience (managing change):
steem (self confidence)
Remember to R.I.N.G.
The Butterfly Model
St Thomas Aquinas
1225 - 1274 A.D.
Those lost on a mountain walk faster; those lost in a failing project work faster and harder. Yet in spite of these urgent actions, doubt and uncertainty creep in.
People become angry and impatient, pushing aside any information that doesn't confirm their map.
They're desperate to find any scrap of information that proves that they know where they are.
They reject other information, even that which would help them get unlost.
What are the four 'needs' that every person is born with and spend their life seeking to satisfy?
The need to question:
curiosity, discovery and the need to know 'why?'
The need to connect with others.
Love, friendships, productive and inspiring relationships.
The need to change, deal with challenges and manage independence, problem solving skills and develop personal confidence (not arrogance).
The need for validation of our efforts in the form of recognition, practical, tangible outcomes and gains.
Are you 'open' or 'closed'?
There are four human needs that form the basis for happiness and fulfillment in learning and life.
Link to learning:
unless people can see the relevance, interest or practical benefit or gain to them in what they are being asked to study then their brain will struggle to engage and recall.
The brain is not designed to 'learn' it's designed to 'survive'.
So all new learning must begin with a passion to want to learn it or, at the very least, generate a sufficient level of curiosity to take a further look.
Link to learning:
the emotional connection to learning is too often overlooked, misunderstood or even ignored.
Unless the a person has a sense of emotional engagement with the learning experience then there will be limited recall in the short-term memory and no recall over time.
Therefore the importance of building 'relationships' is vital to provide a healthy environment for effective study.
Link to learning:
focusing more on a 'challenge' or 'project' based approach to learning and teaching rather than more traditional didactic model
will provide students with the means to manage challenge, failure and independent thinking.
It also allows teachers to plan less so that the students learn more. A win win situation.
Link to learning:
from the onset of puberty young people are driven by a desire to break away from the command and control systems of family and school and find their own identity.
This is a necessary evolutionary stage and needs to be reflected in the teaching of children if they are to become independent both in learning and life.
Too often this stage is ignored and the damage done to the natural stages of maturity can last a lifetime.
See the work of Dr Clare W Graves and his levels of human existence theory (Spiral Dynamics) later in this presentation.
what's the future of education going to look like?
Revealing these four needs and how they can be used to develop personal happiness and success in learning and life is the focus of this presentation.
The Art of Learning - The Science of Change
“The best thing for being sad," replied Merlin, beginning to puff and blow, "is to learn something. That's the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then — to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you. Look what a lot of things there are to learn.”
T.H. White, The Once and Future King
The Hero's Journey as a Model for Learning and Change
Mastery - Autonomy - Purpose
Can you play by the rules or do you have to have everything your way?
To survive get the baiscs right
Team, family or gang?
Confident self or arrogant self?
Can you put the work in?
Are able to give to your community?
(or are you still a tribe?)
Everything is interconnected - actions have consequences
Can you save the world?
(or just yourself?)
There is an Indian proverb or axiom that says that everyone is a house with four rooms, a physical, a mental, an emotional, and a spiritual. Most of us tend to live in one room most of the time but, unless we go into every room every day, even if only to keep it aired, we are not a complete person.
Rumer Godden - A House with Four Rooms
the work of Dr. Clare W. Graves
You're only as old as you act
created by KS3/4/5 students based on
Eat, sleep, rave, repeat - Fatboy Slim & Riva Starr
Do you want to build a snowman -
Frozen - Kristen Bell
Let me take a selfie - chain smokers
The Wall by Pink Floyd
Work hard, play hard - David Guetta
Happy by Pharrell Williams
Gangam Style by PSY
Save The World (Tonight) by Swedish House Mafia
When you are inspired by some great purpose, some extraordinary project, all your thoughts break their bonds: Your mind transcends limitations, your consciousness expands in every direction, and you find yourself in a new, great and wonderful world. Dormant forces, faculties and talents become alive, and you discover yourself to be a greater person by far than you ever dreamed yourself to be.
Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mineworker can become the head of the mine, that a child of farm workers can become the president of a great nation.
It is what we make out of what we have, not what we are given, that separates one person from another."
“To Be Or Not To Be”: Spoken by Hamlet, Act 3 Scene 1
To be, or not to be: that is the question:
The slings and arrows of outrageous fortune,
Whether ’tis nobler in the mind to suffer
Or to take arms against a sea of troubles,
And by opposing end them?
To die: to sleep;
and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, ’tis a consummation devoutly to be wished.
Devoutly to be wish’d.
To die, to sleep;
To sleep: perchance to dream: ay, there’s the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there’s the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor’s wrong, the proud man’s contumely,
The pangs of despised love, the law’s delay,
The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin?
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover’d country from whose bourn
No traveller returns, puzzles the will
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o’er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action.
The P.U.P.A.E. Process
Who would these fardels bear,
THIS IS A TEST
THIS IS A QUIZ
Abu Yasuf Al-Kindi
801 - 873 A.D.
384 - 322 B.C
We are what we repeatedly do.
Excellence then is not an act but a habit.