Fast Reading and Super Memory – Notes for Managers, Coaches and Mentors of Participants

Illumine Training - Parts of the brain

To get the most out of the course, delegates will need to be supported as they start to think and work differently. This page will help managers, coaches and mentors to provide that support.

Here you will find:

  • Information about the course
  • What to expect after someone has attended the course
  • Suggestions to help you perform a useful review with the course participant

The Course

People will learn how to:

  • Use and benefit from Mind Maps®.
  • Read more quickly (including adopting a different approach to reading that ensures that reading is more effective as well as quicker).
  • Remember more effectively.

We run both a one day and a two day version of the course. On the two day course there is more time to practice the techniques. There is also time to introduce memory techniques that are not normally included on the one day programme. Here are the key aspects covered:

The brain, thinking and learning
We introduce information about how the brain is structured and how it works, and consider the implications of this information for learning and working effectively. Particular attention is given to the associative nature of the brain and the fact that in order to work optimally we need to find ways of using our whole brain.

How to Mind Map
What it is and how to use this versatile tool to manage information, make notes and improve thinking and planning. Delegates are shown how to use Mind Maps for personal and business advantage. More information about Mind Mapping can be found on the dedicated website here.

Speed Reading
Whilst delegates learn how to read significantly faster (usually doubling or trebling their reading speed), time is also devoted to learning about a process or approach to reading that can be applied to enhance the effectiveness and efficiency of any and all reading. This process is called INSEAK® – the INtelligent Strategy for the Effective Acquisition of Knowledge.

Memory Principles and Rhythms
An understanding of how memory works and how to work with the natural rhythms of forgetting and remembering are introduced. This knowledge is invaluable for anyone involved in formal studying, but can be equally useful when applied to day to day tasks involving the assimilation of information and knowledge.

Memory Systems (two day course only)
There is an opportunity to learn (and experience using) some of the key memory systems that have been used for hundreds of years and which provide access for memorising large quantities of information.

How we learn
Some time is spent exploring how we learn new skills – challenging the myth of ‘practice makes perfect’.

Action Planning
At the end of the course delegates are encouraged to think about how they are going to use what they have learnt. We emphasise that it is up to them to put the techniques and perspectives covered into good use.

What to expect after someone has attended the course

Everyone attends the course for slightly different reasons but they will all have opportunities to use what they learn. Delegates are usually very keen to put their new skills into practice. A little well-directed support and encouragement by manager, coach or mentor can make a big difference. We hope the following notes will help you give that support:

What to expect                   What you can do
They will want to use Mind Maps in a wide variety of tasks, including: planning, problem solving, organising, writing reports, preparing and delivering presentations, learning etc.Encourage them to use Mind Maps as often as possible to help them to think more comprehensively and more quickly. Ask to see their Mind Maps and where possible, comment positively and constructively.
When conducting reviews of various sorts, the delegate may elect to summarise their thinking on a Mind Map and show you how their thinking is progressing on that subject or topic.Even if you are not familiar with Mind Mapping you will be able to follow the thinking very easily. Do encourage the use of the technique for this sort of activity and also suggest additional linkages or connections that you notice. Try to avoid being critical of the potentially ‘messy’ appearance of the maps – focus instead on the quality of the thinking that is being shown.
When reading, the delegate should be getting into the habit of previewing the material and also being more selective about what they read.Ask the delegate to explain the process they are using. Explaining it will reinforce their own learning.
When reading, the delegate may use a pen or their finger to help them read more quickly.Using a guide of some sort when reading, helps most people enormously. However some people are initially self-conscious about doing so. Positive comments along the lines of ‘it’s great to see you using what you learnt on the course’ can make a big (positive) difference.
Delegates may choose to use some of the memory techniques they have learnt instead of writing everything down.Encourage this as memory works like a muscle – the more you use it the stronger it becomes. You may need to be tolerant of the odd slip while the delegate perfects their use of the technique!

Conducting a review after the course

Many managers like to follow up courses that their people have attended. The style and format of these reviews varies widely so here are some prompts for suggested discussion points:

  • Action Plan – at the end of the course all delegates are encouraged to commit to specific actions to use and reinforce the things they’ve learnt. That action plan is a good start point for a review.
  • Mind Maps – what are they being used for? How many and how often are they being used? Ask to see some of them.
  • Reading – how much practice is being done to turn the new way of reading into a habit. In the first three weeks, practice and using the techniques increasingly to read ‘important’, as opposed to peripheral material, is essential.
  • Coaching Others – have there been any opportunities to coach others in the use of the techniques or in any of the other things discussed or taught on the course?
  • Learning to Learn – have you been able to make use of the insights gained? Was this relevant to you?
  • General – it will be worth going back to the original reasons for attending the course and also review the other notes in this section that describe the course and use them as a prompt for your discussion.

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