Learning Experience Platform UK – The Definitive Guide
Characteristics of Effective Learning
Do GCSEs Matter?
What Happens If You Fail Your GCSEs?

How Performance Learning Helped Increase Luke’s Grade with a 5 Grade Jump

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How Performance Learning Helped Increase Luke’s EXAM RESULT with a 5 Grade Jump

(He Got to an A After Being Predicted an E)
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Want to BOOST your EXAM RESULTS? In this case study we look at how Performance Learning has helped do just that

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Before you get any EXAM RESULTS, you need to do years of learning

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Just take a moment to think about that – learning and the process we go through to reach the end goal of completing an exam. It’s something we all go through but is something that some of us manage better than others.

The process starts at school where we are taught the syllabus of a particular subject. Then, after years of learning the syllabus, we are tested through exams and coursework to find out how much we remember, how much of it we understand and our overall knowledge of the subject. A tried and tested method that we are all familiar with right?

At Performance Learning, we weren’t so sure that the steps taken in the lead up to an exam were right for everyone so we took a deep dive into how learning actually works. What we found has been revolutionary for the learners that we work with and has had a positive impact on wellbeing as well as examination results of the individuals that we work with.

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So how do we do it?

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Let’s take Luke as an example, his priority was developing the skills to tackle process-based subjects like maths. So, firstly we helped him understand that progress is achieved not only through believing in yourself but through technical improvement – an athlete trains every aspect of their performance, and he had to do the same.

As a next step we helped Luke distinguish clearly the difference between linear, analytical style exams and heavier text and ‘language’ style exams. Often learners can struggle to move between the two with ease and synchronicity. Why? Because we use different parts of the brain for both subjects. For example, the left-brain is more geared towards linear, analytical type thinking whereas the right brain is more creative, ‘picture orientated’ type thinking.

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If you are struggling in particular areas of maths it is because you have not learnt the process of that particular subject, not because you can’t do maths.

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Breakdown problems into steps, written down the page not across the page. This will help you see the steps you need to learn.

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Focus on your positive state of mind. Change negative associations and feelings into positive, constructive emotions towards solving the question.

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providing a clear strategy

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For Luke, we provided a clear strategy for the subjects that he wanted to focus on, the ones that required more linear and analytical type thinking. We gave him the step by step processes he needed to complete to breakdown and understand the content of his maths syllabus.

What was key was that alongside these processing steps, we provided Luke with the tools to overcome negative emotions he felt towards the subject or topic he was faced with and that were hindering him from learning the content for his exams. Overcoming negative emotions was key, Luke implemented the following steps:

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From a textbook or sample test, pick three questions that contain equations you need to solve.
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Once you have picked the questions, write down how you feel when you look at them.
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Creating a link in your brain (sounds complex but it is dead easy) between ‘seeing’ an equation and ‘getting it’.
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Not feeling intimidated because you haven’t solved the problem instantly.
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Breaking it down into bite sized chunks and not unnecessarily complex, scary problems.
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The purpose of writing the questions down was to detach Luke from his feelings towards the problem

Internalising the response to a question can create physiological blocks to learning, which can cause things like stress.

This physiological block is an emotional response that kicks in before our brains have had a chance to take over. It’s seeing a hard question and saying you can’t do it, before you’ve let yourself try. By writing it out Luke took the first step to detaching himself from the physiological block.

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Luke then looked at what he wanted to feel towards the questions he had written out and wrote out the emotions such as calm that we wanted to feel.

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Write down that emotion you want to feel (‘calmNess’, ‘understanding’, ‘confidence’ and so on). 
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Now spend a moment and think of a time when you felt that emotion on the past. Try and associate yourself with that time. You may wish to close your eyes as you remember this emotion.
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Now focus on what you were telling yourself at the time you felt this emotion.
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When the emotional blocker had been identified and the tools to overcome them learnt, Luke looked at the maths problem and put it into words

Putting problems into words aids understanding. So when Luke was studying equations and formulas, he needed to put those into words, too.

Once the process was understood the final step was to bring it all together, to learn and understand the content of his maths syllabus.

Luke began the process of going through his maths books and identifying the subjects that he felt he didn’t quite get yet. From the list he identified topics and dug deeper into their maths processes turning them into words, identifying his emotions and listing out their processes.

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Using this process, Luke was able to work through the maths syllabus and learn the content in a calm and focussed way

He had the tools now to know how to learn and applied himself to working through his text books. The results speak for themselves, Luke went from getting an E in maths to getting an A in his final exam and it is this Performance Learning process that helped him get there.

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let luke tell you in his own words about his Performance learning journey

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