Contact form
Contact form
Contact person
- Akce
We find out what defines our inner attitude towards learning and try to uncover if and why we actually want to learn new things or not. We take a look at common motivation to learn foreign languages and learn about auto-concepts and why they are so important for our education.
How to recognise an effective target for your learning and why ‘I want to speak English’ isn’t one of them. We learn the aspects of a good education target and why it is so important to think more about our learning.
We will tell ourselves how often and how long to learn for in order to be able to perceive advancement. We will analyse what science states about method of learning and why memorising is not our best friend. We will also tackle less obvious but more substantial factors affecting our learning.
Of course, those who are looking forward to various tips and tricks for learning will also get what they want – we will take a look at different approaches to vocabulary, grammar, written material and spoken material. One of the methods we investigate is the use of micro-events.
Language trick II: How to utilise tech
We take a look at everything cloud solutions are useful for, how difficult it is to lose a task that we recorded earlier online and how your calendar can help you learn more frequently and better.
We choose the best from the huge number of applications available online! We discuss their strengths and weaknesses, and we try some of them out. As a bonus, you will become familiar with a couple more apps that help you with things such as checking grammar, taking photos, and transforming piles of papers into a simpler and lighter format.
You surely know this – you’re watching your favourite series and you have a feeling that you’ve connected something enjoyable with something useful. You will learn something new to a certain extent, but it can be done much better and more effectively. The secret is active learning – and it really doesn’t mean “watching”.
Are you missing a sparring partner for communication in a foreign language? Are you unsure about your pronunciation? Your own smartphone and automated questioning and dialogue can help you. We can also take a closer look at Google Translate, and see that it’s useful for more than just translating.
Well-known and well-worn arguments from students that they aren’t doing well because they don’t have a ‘talent for languages’ are now passé. Together we learn that while talent can help a lot, there are several much more substantial criteria for success.
We learn why blocks occur and what is actually hidden behind them, what will help us eliminate them, what we can manage on our own and when it’s better to consult a specialist. We also investigate in greater detail the most frequent blocks that we bring with us from school.
We discover why learning based on learning styles doesn’t work, and how the right and left hemispheres of the brain function in learning. We see why studying for many hours in a row produces poorer results than if we spread the learning out into shorter, more frequent sections. We will also look at why people think that intelligence cannot be influenced.
Finally, we learn various effective methods that help make us better and more satisfied students – we employ, for example, ‘interleaving’, self-testing, auto-dialogues and more.
Well-known and well-worn arguments from students that they aren’t doing well because they don’t have a ‘talent for languages’ are now passé. Together we learn that while talent can help a lot, there are several much more substantial criteria for success.
We learn why blocks occur and what is actually hidden behind them, what will help us eliminate them, what we can manage on our own and when it’s better to consult a specialist. We also investigate in greater detail the most frequent blocks that we bring with us from school.
We discover why learning based on learning styles doesn’t work, and how the right and left hemispheres of the brain function in learning. We see why studying for many hours in a row produces poorer results than if we spread the learning out into shorter, more frequent sections. We will also look at why people think that intelligence cannot be influenced.
Finally, we learn various effective methods that help make us better and more satisfied students – we employ, for example, ‘interleaving’, self-testing, auto-dialogues and more.
© 2016–2025 EDUA Group, s.r.o. All rights reserved.
