Home > Accelerated Learning > Accelerated Learning Model
The Accelerated Learning ModelBy Bobby IvieWhat is the primary goal of the accelerated learning model? How can this model be productive? The desired result of an accelerated learning model is a design that will satisfy the criteria for an active, rewarding learning experience. Educators wishing to achieve this design may structure their models around a learning process that targets the three core units of the process. By connecting these three core units to the learning process educators may rapidly create reliable accelerated learning designs. What are the main units of the core process? - Find Out Anything that learners need to know will be categorized under the heading “find out”. The tasks that learners need to perform will go under “show off”, and the middle stage referred to as “explore” should serve as a sort of bridge between the other two requirements. It should allow learners to move from the process of acquiring new information to the ability to put it into play in some related action. Find Out Identify all ways that learners could obtain the needed knowledge. This is the best spot to get creative, rather than relying on slides or PowerPoint! The challenge 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 a variety of stimuli for the senses and incorporate student activity and interaction. Two valuable resources for engaging the right-brain and speeding up learning at this stage are imagery and metaphor. The use of metaphor is an especially important resource for accelerated learning. There are many educators’ resources that should provide valuable insight into active and engaging methods of applying the “find out” stage of the accelerated learning process. Explore For a great number of educators, depending on their desired outcomes, this will be the core piece of the learning process. After all, according to the principles of accelerated learning, the critical requirement at this stage of the learning process is that the students/learners be required to use whatever information and various materials they obtained during the process of “finding out” in order to create some tangible and recognizable result from their efforts. Naturally according to the tenets of accelerated learning, this bridging process will require an activity. It is advisable to consider all manner of options that will engage learners’ myriad senses as well as opening up the opportunity for active exploration, gratification, interrogation, curiosity, and even a period of reflection on what knowledge they have acquired. Because of these desired results and because educators will in all likelihood be dealing with students of a variety of backgrounds, skills and requirements, it is best to seek activities that are playful, promote creativity and/or relaxing, and/or that introduce an element of humor (although it is important at this stage to bear in mind that senses of humor vary widely, so tact and care should be exercised in choosing how this ought to be applied). Several valuable resources educators should consider when looking for activities for the “Explore” session are various creative projects such as drawing, building (possibly working with clay, blocks or other tactile objects), drama, interactive games and so on. Show Off Finally, once the other two steps are complete, learners can demonstrate their acquired skills. This part of the process is comparatively straightforward, so as a result the “show off” step is usually the one that requires the least degree of specialized design. All the same it is important that educators bear in mind those essential criteria that make accelerated learning work. Learners should always be at ease, enjoying themselves and engaging eagerly in the activities in order for the learning process to work. -- |
|
© 2006 - NothinButInfo.com