baPning’ HAR US Jon AY EASte‘exercises and step-by-step procedures that help you to make better use of the most valuable resource you have—your brain. ‘The authors describe a muliitude of ways to make learning. fun, public seminars, and consulting and training in the public ‘school system. Dynamic Learning apples the process of learning though adults and have been especially effective for people who have ‘experienced dificulties in learning. ‘This book provides effective stratogice and methods to: ‘Dynamic Learning provides a wealth of information and activities ‘that can be used by anyone who wants to improve his or her abilities to learn, Discover the methods that transformed an entire school district and have changed the lives of many people Who thought they were “slow,” *stupid;" oF incapable ofleaming,Dynamic Learning by Robert B. Dilts and Todd A. EpsteinMeta Publications P.O, Box 1910 Capitola, California 95010 (831) 464-0254 FAX (831) 464-0517 © Copyright 1995 by Meta Publications. Printed in the United States of America. All rights reserved. This book or parts thereof may not be reproduced in any form without written permission of the Publisher. Library of Congress Card Number 95-078653 IS.BN. 0-916990-37-X.Contents Dedication Acknowledgments Preface Introduction Cuapren 1 Foypamentats o Dynamic L2annine Levels of Learning ‘The Influence of Relationships on Learning Cooperative Learning Neuro-Linguistic Programming Balancing Task and Relationship The R.O.L.E. Model ‘The B. A. G. ELL, Model Identifying an Effective Learning State Cuapter 2 REMEMBERING NAMES Name Tag Exercise Eliciting Name Remembering Strategies Summary of Effective Strategies for Remembering Names Cuapren 3 Memory Strarecies Memory Strategy Worksheet ‘Memory Strategy Progress Report Visual Memory Exercise Auditory Memory Exercise Kinesthetic Memory Exercise Long Term and Short Term Memory Strategies iti vii xiii 10 13 16 18 22 27 33 37 38 40 52 87 59 61 62 81 89 93(Cuaprer 4 STRENGTHENING THE SENSES Developing Visual Skill Developing Auditory Skill Developing Kinesthetic Skill ‘Summary: Strategies for Developing the Senses Exploring Perceptual Filters (Cuaprer § Cooperative Learninc an THE T.O.T-E. ‘Telephone’ Strategy Game Self Organization and ‘Attractors’ The T.O.T.E. Model Exploring the Structure of a Learning Strategy Feedback and Cooperative Learning Cooperative Learning Exercise Cuaprer 6 SPELLING ‘Modeling Spelling Strategies Patterns of Effective Spelling Stratogies for Learning New Words ‘The Spelling Strategy Applying The Spelling Strategy Using The Spelling Strategy with Children Who Have Learning Problems Practicing The Spelling Strategy ‘Teaching The Spelling Strategy in the Classroom Cuaprer 7 Lanauace Leannine Learning Language Modeling Effective Language Learning ‘Second Position’ Modeling Developing Vocabulary Objects and Actions Adverbs and Adjectives Obstacle Course ‘Nominalizations, Abstractions and Unspecified Verbs Idioms Simple Syntax Role Playing 97 102 107 118 123 130 195 136 141 142 145 148 155 157 160 170 174 184 189 195 204 210 213 212 220 225 231 237 243 248 250 252 254 258(Cuarren 8 Reapixa Reading Comprehension Speed Reading Strategies Reading and the T.0.1.E. Accelerated Reading Calibrating Your Natural Reading Speed Expanding Your Vision to See Word Clusters Choosing an Appropriate Eye Scanning Pattern Reducing Sub-Vocalization and Internal Pronunciation Developing a Visual Comprehension Strategy Going Through a Preorganization Strategy Finding Your Optimal Physiological State for Reading Recalibrating Your New Natural Reading Speed Cuaprer 9 Creative Warrinc Connectives Preparing to Write Determining Your Audience Creating Prompts Interactive Writing Cuarrer 10. Drnamic Assessoent The Dynamic Assessment Process Dealing with Resistances and Interferences to Learning Conclusion Cuaprer 11 Qpncusion AFTERWORD Appenprc A Leveis oF LeaRNinc Aprenpix B Summary or Learnina Sratectes Identifying an Effective Learning State Remembering Names Memory Strategy Exercises Devloping Visual Skill Developing Auditory Skill 257 258 265 270 217 278 280 283 284 287 288 291 203 296 300 305 308 312 325 328 337 344 345 349 351 355 355 358 360 366 367Developing Kinesthetic Skill Exploring Perceptual Filters ‘Telephone’ Strategy Game Exploring the Structure of a Learning Strategy Cooperative Learning Exercise Spelling Strategy Basic Spelling Strategy (Short Version) Basic Language Learning Strategies Accelerated Reading Strategy Speed Scanning Strategy Creative Writing Strategy Appenpix C RESEARCH ON THE SPELLING STRATEGY Appenpmx D Maru Strarecy Appenpix E Tur WRITING Cuses PRocRam Appenpix F Typine SrraTEcy Appenpnx G Tar NevRoLinx ‘BrsiocRaPHY 368 370 a7 376 379 380 383 385 390 396 399 409 415 417 419 423 425Dedication ‘This book is dedicated with deepest love and respect to Todd Epstein the embodiment of Dynamic Learning. viiAcknowledgments ‘We would like to acknowledge: Teresa Epstein, Todd's wife and our colleague in the develop- ‘ment and evolution of the Dynamic Learning Center. She has been and continues to be an invaluable part of carrying out the mission of Dynamic Learning. Christine Amato, who has shared our vision and mission in the area of education and learning, and who opened the doors for Dynamic Learning in the school system. ‘The Pajaro Valley School District, for sponsoring the Dynamic Assessment project. And Richard Figuroa the State of California, for providing the impetus and the backing for the project. Jeannie Higano, who sponsored the first Dynamic Learning seminar and coined the term. John Grinder and Richard Bandler, who founded the technology upon which Dynamic Learning is based and taught us the true meaning of ‘dynamic learning’. ‘Ami Sattinger, for her help with the editing and proof reading of the manuscripts for this book and for her enthusiasm and support for this project. The students and teachers who participated in our Dynamic Learning seminars and the Dynamic Assessment project. ‘And many thanks to the exceptional individuals who served as the models for the learning strategies presented in this book. ixPreface In June of 1982 I conducted the first Dynamic Learning seminar in Vancouver, British Columbia. It was a five-day program made up of learning strategies that I had modeled from my studies of people who had demonstrated academic excellence in subjects such as memory, spelling, math, reading, language learning and cre- ative writing. Over half of the participants of the sominar wero school aged children. I had put together the program because I had received so many requests to work with people of various ages in that area who were having learning problems. The seminar also included tho uso of interactive computer programs that I had designed to teach spelling, math, typing, composition, and the development of certain perceptual skills. ‘The purpose of the Dynamic Learning seminar was to provide a set of basic learning skills in an experiential, interactive environ- ment that would help people improve in all areas of academic performance. In other words, it was a seminar about ‘learning to learn’. The mornings were for explanations and demonstrations of the various learning strategies and exercises. In the afternoons, the participants practiced these activities while I worked one-on- one with students who were having specific learning problems. The program was quite successful and seemed to me to be an innova- tive form of teaching and learning. I repeated the program several more times in British Columbia, tightening up the strategies and the structure. In October of 1982, I co-presented a Dynamic Learning seminar in Palo Alto, California with Todd Epstein—it was the beginning of a partnership that was to last for the next thirteen years. Todd had been a colleague of mine for several years prior to this and we had conducted a number of NLP trainings together. Todd had been a professional guitar player, composer and band leader before get- ting involved in the field of NLP, so he had a natural zeal for creativity and performance; but he also had an intense passion for learning. When I had explained to him what I was doing in ‘Vancouver, he had become very excited about the Dynamic Learn- ing concept. It appealed to his innate curiosity, love for experi xi