NLC Learning Specialist Certification Training Part One _____________ Gerald Hughes, Director Neuro-Linguistic Center NLC Learning Specialist Certification Training Part One _____________ Gerald Hughes, Director Neuro-Linguistic Learning Center Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. 1 NLC Learning Specialist Certification Training Part One Section A: Introductions NLC Learning Specialist Certification Training Part One Section A: Introductions Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. 2 The Neuro-Linguistic Learning Center was established to help children and adults overcome the effects of various learning challenges. In addition to specialized programs, we offer support to parents and teachers who are working to help others in their struggles to learn and grow. At the Neuro-Linguistic Learning Center children and adults are given the skills to effectively store, process and recall information to enhance learning. In addition to teaching general learning strategies, our specially trained practitioners utilize patented instruction techniques to help children and adults overcome their limitations and achieve higher performance in education and in life. These Fundamental skills include: · Reading and Writing; · Effective Note-Taking; · Advanced Memory Strategies; · Stress reduction, Focus and Organization; · Self-Motivation and Self-Esteem; These important skills, when tailored to a person's natural learning style, allow that person to store and recall information easier, faster and more effectively. Learning becomes a natural successful activity and confidence returns. The Neuro-Linguistic Learning Center specializes in teaching these fundamental learning skills to children, teens and adults, including those with various learning challenges. Neuro-Linguistic Learning Center Page 3 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. "The NLC Scholar's Program helped take the struggle out of learning and gave my child a fighting chance." --Kathleen T., Bend, OR “Adam showed dramatic improvement after completing his Learning Program at the Neuro-Linguistic Learning Center. I, for one, will be eternally grateful to Mr. Hughes and for the help my son received.” – Jennifer Means, El Dorado Hills "The NLC Program helped my child go from excellent to OUTSTANDING!" --Melissa S., Folsom, CA "Before I came to the Learning Center I was hopeless. I'd given up on reaching my goals. I was almost suicidal. Now, I have the confidence and strength to go after what I want. I accept who I am and I know I have something to offer. " -Jared A., Folsom, CA “G R E A T news!!! Sarah got 20 out of 20 of her spelling words CORRECT today – isn’t that awesome? I knew she’d do well, but 100%? W O W ! ! ! ! ! ! ! ! I feel so blessed to have found you, Gerry. I swear it was a divine intervention… If what you’ve done for Sarah in this short a period of time is something you can offer to other children then, my God, what a legacy you have the opportunity to leave on this earth! I thank God for you. Have a blessed weekend” -Patricia "Before my training at the Learning Center I was afraid of groups and I was always nervous when I talked on the phone. Now I'm comfortable, focused and relaxed. I can relate to people in a whole new way." -Dianne F., Cameron Park, CA Thank you NLC Page 4 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Gerald Hughes spent most of his scholastic life struggling with the effects of Dyslexia and ADD. While he excelled in both Math and science, his reading, writing and other studies suffered terribly due to his ongoing struggle with written and verbal information. By his Junior year, he had virtually given up on academics. A decade passed before Gerald decided to tackle college. Gerald majored in both communications and computer science. Gerald created his first coaching program in 1994. He later studied Neuro-Linguistic Programming (NLP) under Dr. Tad James and in 2006 Gerald was certified as an NLP Master Practitioner. In 2006, Gerald founded the Neuro-Linguistic Learning Center in El Dorado Hills, California. Since then, Gerald has been assisting both children and adults in overcoming a variety of learning challenges, including Dyslexia and ADHD. Gerald has lived in El Dorado County for the past 12 years and is father to six children, several of whom have had their own struggles with Dyslexia, ADHD and other learning challenges. Gerald Hughes, CHt, Director, Neuro-Linguistic Learning Center Page 5 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. NLC Learning Specialist Certification Training The NLC Learning Specialist Certification Program is for parents, teachers, and other care providers who are specifically interested in helping students overcome both learning and behavior challenges. This comprehensive training includes: -The NLC model for overcoming sensory-based learning challenges, including ADD/ADHD, Dyslexia, Autism, Sensory Integration Disorder, Auditory Processing Disorder, and, Non-Verbal Learning Disorders; -Understanding and Installing the 24 Essential Sensory-Based Learning Skills that all children need to succeed in school, from reading and writing to focus and attention, organization, self-esteem and self-motivation; -10 Step Program to overcome the effects of Dyslexia, Dysgraphia, and other sensory-based challenges to reading and writing; -6 Step Program to overcome the struggles with Mathematics; -12 Step Program to overcome the effects of ADD/ADHD; -10 Step Program to overcome the effects of Sensory Integration Disorder, Auditory Processing Disorder, and other sensory-based learning challenges; -16 Step Program for children, teens and adults struggling with effects of Autism; As a Certified NLC Learning Specialist you will work with children, teens and adults to effectively uncover and develop their hidden talents and natural learning gifts to help them overcome the effects of Dyslexia, ADHD, Autism, and other learning challenges. Page 6 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Page 7 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. NLC Learning Specialist Certification Training, continued… What the NLC Learning Specialist Training is not: The NLC Learning Specialist Training is not an exhaustive list of techniques. It is a concise list of specific techniques and step-by-step programs to bring about specific results in children, teens and adults struggling with the effects of specific sensory-based learning challenges. The NLC Learning Specialist Training is not a cure for any disorder, pathology or medically diagnosable condition and the NLC Learning Specialist Training is not a replacement for medical training or training in Psychology, Psychiatry or Speech and Language Pathology. Any counseling, therapies, interventions, treatments, trainings or coaching taught as part of the NLC Learning Specialist Training should not and must not be construed as a substitute or replacement for sound medical advise. There are no medically recognized studies which advocate for the efficacy of Neuro Linguistic Programming (NLP), Kinesiology or any of the other learning and behavior strategies presented in this training as an intervention for Dyslexia, Attention Deficit Disorder (ADHD), Autism or any other disorder discussed in this training. The training and coaching techniques as specified in the NLC Learning Specialist Certification Training are to assist children, teens and parents in understanding and applying some alternative approaches to learning and behavior modification. Nothing presented herein shall be construed as medical knowledge or medical advise. At no time will any NLC Learning Specialist work with any client who is currently or has been under the care of a licensed medical practitioner or who is suspected of suffering from any diagnosable medical condition or pathology without the consent and authorization of the medical practitioner. Page 8 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. How Can I Get the Most Out of This Training? •The NLC approach to learning takes a fresh look at education and learning. Being by letting go of old, preconceived notions of education and learning. •Open yourself up to a new perspective and stand in the paradigm of ―Gifted—Not Broken‖. Look from there and see new possibilities and new opportunities. •Powerful results are the result of being with ‗what is‘ rather than ‗what should be‘ or ‗what shouldn‘t be‘. This applies to your clients as well. Let go of all ideas and false expectations about what they should be able to do. •Be a powerful ‗listening‘ for your clients. Practice ‗multi-sensory listening‘. See, hear, taste and smell what your clients are saying. My NLC Workbook Three things I want most in life are: 1) _________________________________________________________________ 2) _________________________________________________________________ 3) _________________________________________________________________ My top three Reasons for taking this training are: 1) _________________________________________________________________ 2) _________________________________________________________________ 3) _________________________________________________________________ My Name is: _______________________________ Date: _______ ―Begin with the end in mind.‖ – Dr. Steven Covey Page 9 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. ―When you’re up to your neck in alligators, it’s hard to remember you came there to drain the swamp.‖ –Anonymous Page 10 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. NLC Learning Specialist Certification Training Part One Section B: Background on Education and NLC Learning Specialist Certification Training Part One Section B: Background on Education and Learning Page 11 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. •Why is my child different? •Why is my intelligent child struggling in school? •Why are almost 25% (one out of four) school-age children experiencing a significant struggle in one or more areas of learning? •Why do ADHD, Autism and other sensory-based learning challenges seem to be more common today than ever before? •What do many of these struggling children have in common? •What can I expect from the school system? •What can we, as parents, do to help our children succeed now? Page 12 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Common Questions from Parents •Less than 100 years ago, 90% of Americans lived on Farms and Ranches •Less than 30 years ago, there were still plenty of opportunities for people with different abilities and different learning styles. •Children today are exposed to more media than ever before: TV, Video Games, Computers, ipods, etc. •The typical American diet has less nutrients and more carbohydrates than it did only 20 years ago. •The “No Child Left Behind” act. •Environmental Toxins. •Allergies. •Disease. •Increased Stress. Page 13 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Times Have Changes •The public education system is tantamount to institutionalizing our children. A one-size-fits-all model is a virtual prerequisite of placing 20, 25 and even 32 children in a classroom. •Children are grouped together and taught using a common model regardless of individual differences in ability, temperament, learning style, etc. In order for the individual to succeed, he or she is required to learn at the same pace and with the same learning style as everyone else in his or her class. •Teachers are required to teach to all children using the same time frame, the same basic standards, using the same books and materials and the same paradigm (multi-model teaching). •Cognitive skills, memorization and processing conceptual information (rather than imagination), are being required of children at earlier and earlier ages. •Important developmental stages are being ignored in favor of the “earlier is better” model. •Struggling students face the “detention, suspension, expulsion” track. Page 14 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. The State of Public Education •Difficulty with Reading and/or Writing: child not responding to phonics program; can‟t memorize spelling/vocabulary words; writing is a struggle •Difficulty with Mathematics: child unable to memorize basic math facts [addition/subtraction, multiplication/division]; unable to grasp concepts as taught in the classroom; unable to follow order and sequence on multiple step problems •Difficulty Focusing or Paying Attention: child daydreams in class; mind wanders; child fidgets or needs something to play with. •Lack of Organization: child fails to keep track of assignments •Procrastination: child avoids assignments •Impulsivity: child talks out of turn; often off-topic; acts without thinking through the consequences •Hyperactivity: child has difficulty sitting still; moves around; rocks or balances on chair •Difficulty recognizing Social Cues: child struggles with relationships •Stress, Anxiety: I‟m continually amazed at how early children begin to recognize that something is wrong, un fortunately, their perceptions are often misunderstood or taken for laziness •Frustration, Anger: ongoing stress and struggle over something as important as school must lead to frustration, anger and ultimately resignation. It is amazing what some children must do to get someone‟s attention. Common Struggles with Learning Page 15 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. •Brain Dysfunction •Lack of intelligence •Behavior Issues •Bad Parenting •Treating child as dis-abled •Life-long Medication •Extensive (often on-going) Tutoring •―Dumbing-down‖ the Curriculum •Phonics Programs, flash cards and other approaches to learning more suitable to a ‗left-brain‘ or auditory learning style •Psychotherapy (often the response to child acting out their frustration) •Occupational Therapy (OT), Speech Therapy, etc., often the response to simple developmental delays Old View of Learning Challenges Old Solutions Page 16 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. NLC Learning Specialist Certification Training Part One Section C: Education in the 21st Century, A New Paradigm NLC Learning Specialist Certification Training Part One Section C: Education in the 21st Century, A New Paradigm Page 17 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. •Learning & Behavior are Determined by Distinct Strategies for Processing Information •Two Hemispheres of the Brain -Different people have different Learning Styles •Your Focus Determines Your Reality •Nervous System -Learning Mode vs. Fight-or-Flight •What Should Learning Look Like? •Essential Components of Effective Learning •Specific Learning Strategies for specific occasions •Schools, both public and private, are institutions. They are not designed to accommodate the needs of the individual. •We, as parents are responsible to give our children the tools to survive and thrive. •The Neuro-Linguistic Learning Center Approach to Learning, ―Gifted—Not Broken‖, honors the gifts of the individual. •NLC Programs & Services tailored to the specific needs of the individual •If your child needs help, take action. Page 18 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Education in the 21st Century: A New Paradigm 1)Learning is a natural process of storing (adding) new, useful information in a way that allows us to recall it later when needed. 2)Children are natural born learners. 3)Each Child has their own unique learning style which utilizes their natural abilities. 4)Different types of information require different strategies. 5)Powerful learning occurs when the strategy used to process the information is appropriate to both the type of information processed and the learning style of the child. 6)When a child learns using his or her natural abilities, LEARNING IS EASY, FAST and FUN! 7)When a child is successful, resistance and frustration diminish, self-esteem and self-motivation increase, naturally. Learning in the NLC Paradigm Page 19 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. NLC Learning Specialist Certification Training Part One Section D: Understanding Styles and Strategies NLC Learning Specialist Certification Training Part One Section D: Understanding Learning Styles and Learning Strategies Page 20 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Your Focus Determines Your Reality. Page 21 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Event (Total Experience) Perceived through our senses: See, Hear, Touch, Taste, Smell (2,000,000 bits per second) Information Processed: Delete, Distort, Generalize History, Values, Meta-programs Subjective Experience: (135 +/-5 Bits per Second) Thoughts, Feelings & Behaviors (All Behavior has a positive intent.) Results Page 22 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Flow of Information Feedback Our Subjective Experience is determined by the way information is processed. Our thoughts, feelings and behaviors are the result of our Subjective Experience. Changing the Thoughts, Feelings and Behavior without changing the way information is processed will create a conflict between the conscious and unconscious minds. When change occurs where and how information is processed changes are typically powerful and lasting. Results now occur in the context of a new Subjective Experience. Left Hemisphere (Auditory Learning Style) •Interested in the component parts •Detects features •Sequential Processing •Verbal thought process •Experiences the world auditorally (average 3-4 words/sec) •Information stored as perceived •Experiences time as a flow of discrete (separate) moments •Analytical •Responsive •Self-control •Parasympathetic Dominant •Relaxed with selective Focus Right Hemisphere (Visual Learning Style) •Interested in the whole (big picture) •Detects patterns •Holistic processing •Visual thought process •Experiences the world visually (average 32 Images/sec) •Information processed in real-time •Experiences the past, present and future as happening all at once •Intuitive •Reactive •Impulsive •Sympathetic N.S. Dominant •Hyper-alert or shuts out (filters) sensory input Page 23 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Characteristics of Basic Learning Styles Autonomic Nervous System Parasympathetic Nervous System Sympathetic Nervous System Fear, Anger, Anxiety, Stress Sleep/Rest Digestion/Growth High Alert “Fight or Flight” Focused Attention Safe, Relaxed Puzzle-Solving Mode Random Access Learning Mode Record/Playback The Autonomic Nervous System Page 24 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Page 25 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Stress Reduction Focused Attention Increased Organization Understand Your Learning Style Utilize Effective Learning Strategies Speed Reading (>400 wpm) Advanced Memorization Effective Note-taking Writing Composition Mental Math (for speed and accuracy) Effective Test Preparation Test-taking Strategies Confidence Self-Esteem Self-Motivation These skills are some of the basic elements that make up effective learning. Each skill is actually composed of specific mental strategies for processing, storing and recalling a specific type of information. When the strategies match both the type of information and the learning style of the individual, learning becomes easy, fast and fun. During the training, we will discuss other learning skills in addition to these, however, this group of skills make up the core curriculum for many of our learning Programs. The primary goal of the NLC Learning Specialist is to match the learning style of the child with the appropriate strategies. Basic Learning Skills Page 26 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Visual Construct Vc Auditory Construct Ac Kinesthetic (emotions and feelings) K Auditory Digital (Inner Voice) Ad Auditory Recall Ar Visual Recall Vr Eye cues, are one of the tools we use to identify basic learning styles and unique learning strategies. Body language, and linguistic patterns also help identify critical aspects of an individual‟s learning style as well as potential sources of struggle. Understanding the strategies by which a person processes information is key to improving their ability to learn effectively. Eye Cues and Learning Strategies Page 27 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. •Begin by sounding the word out, piece by piece. •Visually construct the word, piece by piece. •Kinesthetic check for feeling of familiarity. •Repeat, Repeat, Repeat… Auditory Visual Construct Feeling Phonetic Spelling Strategy Note that for this strategy to be effective, the student must have an acute phonetic awareness as well as a strong linear thought process. If either of these abilities is weak (as is often the case for those with a visual learning style), the student may exhibit difficulty with reading and/or spelling WHEN IT IS PRESENTED AS A PHONETIC PROCESS. If the individual is presented with another, more appropriate strategy for reading and spelling, those struggles may simply disappear. Page 28 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. ―Visual‖ Spelling Strategy 1)Divide the word into syllables and write the word 1” – 1 /2” high in two bright colors, i.e., Red and Blue. (Chunk the information into a size appropriate to the student. 2)Hold the card slightly up and to the left. 3)With eyes open, look directly at the card and Spell the Red, spell the Blue. Repeat 2x. 4)With eyes closed, looking up and to the left, spell the red, spell the blue. Repeat 2x. 5)Spell the entire word. Repeat 2x. 6)Spell the word backwards. suc cess Visual Recall Vr Visual/Kinesthetic Synesthesia Page 29 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Note: This strategy is only an example of the basic visual spelling strategy and may not, in itself, represent the specific strategy required to enable an individual to be successful. Visual Recall Vr Visual/Kinesthetic Synesthesia Page 30 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. Synesthesia is generally defined as “a union of senses”, that being, an individual experiencing a two senses simultaneously. At the NLC, we consider synesthesia a critical element to effective learning. Synesthesia can create a sense of „knowing‟ whether a piece of information is correct or incorrect. As in both of our spelling strategies, there is ultimately an internal check to ascertain whether our word is spelled correctly or incorrectly. Without a reliable internal check, our speller is just guessing. Synesthesia and Learning The two forms of synesthesia that seem to be most relevant to effective learning are, Auditory/Kinesthetic (A/K) Synesthesia, and Visual/kinesthetic (V/K) Synesthesia. Most children seem to naturally develop an A/K Synesthesia when learning to read and write, hence the success of phonics-based programs. However, many children with a more visual learning style seem to not develop a powerful A/K synesthesia. This lack of synesthesia leaves these children at a tremendous disadvantage. Therefore, when developing an appropriate learning strategy for any child, the NLC Learning Specialist must understand and be aware of the incidence or lack thereof of the phenomenon of synesthesia. Effective Learning (information processing) is comprised of specific mental strategies. Every person has a both general learning style and specific learning strategies for different types of information. Effective learning strategies match the learning style of the individual with the appropriate type of information. Education cannot be a one-size-fits-all approach. Effective learning strategies must include an internal check, or synesthesia, so that there is a clear and powerful sense of knowing if the information is correct. Many of the symptoms of ADHD seem to be the result of an unconscious (and highly evolved) Stress Response. At least some symptoms of Dyslexia seem to be the (unconscious) mis-use of a natural and useful mental strategy for processing three-dimensional visual and spatial information! If you change a person‘s strategy for processing information, you change the way they learn. Summary of Learning Styles and Strategies Page 31 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. 1)Understand that your child has his or her own unique learning style and learning strategies. 2)Get to know your child‘s personal learning style and learning strategies. 3)Utilize Professional Coaching to unleash your child‘s full potential and make learning easier, faster and more fun! 4)If your child is struggling, Get HELP! What can Every Parent Do to Help Their Child Succeed? Page 32 Copyright 2008. Gerald Hughes and the Neuro-Linguistic Learning Center. The Animal School Once upon a time, all the animals got together and decided that they must do something to prepare their young to face the challenges of the world, and so they organized a school. They adopted a curriculum of running, climbing, swimming and flying. And to make sure all animals were competent in all of the important skills, all the animal children had to take all of the subjects. Duck was an excellent swimmer, better in fact than his instructor, and made passing grades in flying, but he was very poor in running. Because he was slow in running, he had to stay after school and also spend less time swimming, in order to spend more time practicing his running. This was continued until his webbed feet were badly worn and he was only average in swimming. But, average was acceptable in the new animal school, so nobody worried about that except the Duck. Rabbit started at the top of her class in running, but later she had a nervous breakdown because of so much make-up work in swimming. Squirrel was excellent in climbing until he developed frustration in flying class, where his teacher made him start from down on the ground instead of from up in the treetops. His feelings of frustration spilled over into all his other classes and he ended up with a C in climbing and a D in running. The newest student in the school was a strange animal called the Snakehead fish. He was very different from the other animals and often felt out of place. At first he struggled and was behind in almost every subject. But by the end of the year the Snakehead fish, which could swim well and climb trees and also walk on land, got straight A‟s and was voted the number one student in the entire school.