A Sound Model for Accelerated Learning(Read more at http://acceleratedlearning.com-audit.info)What is the primary goal of the accelerated learning model? How can this model beproductive?The desired result of an accelerated learning model is a design that will satisfythe criteria for an active, rewarding learning experience. Educators wishing toachieve this design may structure their models around a learning process thattargets the three core units of the process. By connecting these three core unitsto the learning process educators may rapidly create reliable accelerated learningdesigns.What are the main units of the core process?- Find Out- Explore- Show OffAnything that learners need to know will be categorized under the heading “findout”. The tasks that learners need to perform will go under “show off”, and themiddle stage referred to as “explore” should serve as a sort of bridge between theother two requirements. It should allow learners to move from the process ofacquiring new information to the ability to put it into play in some relatedaction.Find OutIdentify all ways that learners could obtain the needed knowledge. This is thebest spot to get creative, rather than relying on slides or PowerPoint! Thechallenge is to create an instructional session that will appeal to both right-and left-brain learners, take thirty minutes or less of educator input, provide avariety of stimuli for the senses and incorporate student activity andinteraction.Two valuable resources for engaging the right-brain and speeding up learning atthis stage are imagery and metaphor. The use of metaphor is an especiallyimportant resource for accelerated learning. There are many educators’ resourcesthat should provide valuable insight into active and engaging methods of applyingthe “find out” stage of the accelerated learning process.ExploreFor a great number of educators, depending on their desired outcomes, this will bethe core piece of the learning process. After all, according to the principles ofaccelerated learning, the critical requirement at this stage of the learningprocess is that the students/learners be required to use whatever information andvarious materials they obtained during the process of “finding out” in order tocreate some tangible and recognizable result from their efforts.Naturally according to the tenets of accelerated learning, this bridging processwill require an activity. It is advisable to consider all manner of options thatwill engage learners’ myriad senses as well as opening up the opportunity foractive exploration, gratification, interrogation, curiosity, and even a period ofreflection on what knowledge they have acquired. Because of these desired resultsand because educators will in all likelihood be dealing with students of a varietyof backgrounds, skills and requirements, it is best to seek activities that areplayful, promote creativity and/or relaxing, and/or that introduce an element ofhumor (although it is important at this stage to bear in mind that senses of humorvary widely, so tact and care should be exercised in choosing how this ought to beapplied). Several valuable resources educators should consider when looking foractivities for the “Explore” session are various creative projects such as
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