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What is Accelerated Learning? Accelerated learning is a movement in the training and teaching world which has established itself, over the last 20 years or so, as an alternative to longer-existing, e.g. chalk and talk or pedagogical, models. It is based on the practical application of a number of theories and empirical observations from the world of social science and psychology. It does not have a single, unified theoretical basis. Origins of Accelerated Learning Accelerated learning traces its roots to Bulgaria. In the 1960s, a Bulgarian educational psychiatrist, Dr. Georgi Lozanov, was experimenting with non-traditional methods of teaching English to Bulgarian students (McKeon, 1995). Specifically, Lozanov discovered that the use of Baroque music could bring his students into a state of relaxed attentiveness. Today, similar to the effects of commercial advertising, this technique is referred to as "suggestopedia" (Russell, 1999, p. 186). The use of these techniques can increase the speed at which students learn. The increase in learning efficiency, as compared with traditional teaching methods, is achieved through engaging the whole body in the learning process (Lozanov, 1978). In the 1970s, Lozanov's work received the attention of Sheila Ostrander, Lynn Schroeder, and Nancy Ostrander (1979). Their book, Superlearning, discussed the use of Baroque music to relax and make positive suggestions to improve the progress of student learning. This book was the catalyst to start the use of these teaching methods at Iowa State University. In 1975, The Society for Accelerative Learning and Teaching was formed (Meier, 2000). In 1994, this group became known as the International Alliance for Learning (2003). The International Alliance for Learning (2003) identified the elements of accelerated learning which included:
Accelerated learning encompasses and links to other "theoretical" frameworks, including the following:
Accelerated Learning in Practice Because the theoretical and research origins of accelerated learning are so varied and are continually added to, it is perhaps easier to illustrate accelerated learning in order to explain it.
Handouts, flip chart pens, overhead projector slides or any other way that you present information is made more attractive, more stimulating and more memorable by the use of colour. You can also colour-code information, adding an extra dimension to the content. Remember that about 8% of men and 5% of women are red-green colour blind.
Whilst some people prefer information presented in words (written or spoken), others find visual images have more impact and are more memorable. So, illustrating your content, showing pictures, using videos and expressing ideas in diagrammatic form should be used in conjunction with words.
Music can change mood. So, music as a greeting at the start of training, to "wake people up" after lunch or at the end of a session and to signal transition from one topic or activity to another are useful. The tempo of the music you choose can also affect the speed at which people work, so you can hurry people up when they are doing a group task or slow them down if you want to encourage reflection. In addition, music played at the tempo of Baroque music is said to stimulate brain activity and enhance the ability of individuals to learn. Always check that the music you are using isn't distressing (the song that was played at someone's funeral, for instance) or annoying and doesn't interfere with hearing.
Rhymes have been used for centuries to aid memory. People on training courses could be asked to create their own "poems" to help them remember key facts or you can create one for them to learn.
A metaphor is a way of speaking in which one thing is described in terms of another, thus throwing new light on the character of what is being described. A more general term is analogy, this covers metaphor and similar concepts such as comparison, simile, allegory and parable.
Your brain is the greediest organ in your body, with some quite specific dietary requirements. The brain is best fuelled by a steady supply of glucose, starting with breakfast. Other foods with a link to brain "fitness" include:
Making things enjoyable is motivating. Enjoyment does not mean trivialising but, obviously, if you're doing bereavement training, you'd have to be sensitive.
The brain is used to multi-tasking (even men!) and if asked to concentrate on one thing for too long, will distract itself.
Offer people different ways of learning. They will have differing preferences, strengths and weaknesses. So say something and write it up on the flip chart and do a team exercise about it and ask them to create something on their own. Repetition itself is an important principle in learning and so is working in these different modalities.
Make sure that people can contribute what they already know (better than spending the introductory session boring them to death with something they all know very well) and give you feedback on what they have learned. So, a revision exercise (an alternative to the panel game described above) might be to "create a poster advertising the X that we've just been learning about. This makes them re-cycle what they've learned (which aids internalisation) and tells you whether or not they've "got it".Further information and resources Accelerated Learning
Brain gym and excercises
Neurolinguistic Programming (NLP)
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