Learn Faster and Remember More by Accelerated Learning
Accelerated Learning means to incorporate simple techniques into any lesson by teacher so that the time taken by learning will be not much. This format accelerates the speed of learning. Teachers make sure that the time used in class for teaching must be efficiently used. It is a learning format which helps students to take lesser time to complete courses as compared to a traditional semester way.
With accelerated learning technique, students are allowed to control the speed of learning and to control the method by which they are getting instructions. This technique demands active involvement of students in the process of learning to speed up the process of learning. Let’s understand with an instance, art students or film students instead of writing a paper, should create their masterpiece. It will help them to grab the concept better than theoretically learning it.
What is Accelerated Learning?
This term refers to a structured method where students take ownership of their learning, often in an immersive, hands-on way.
Accelerated learning programs have been mostly seen in shorter degree programs. The new concept of learning is challenging the conventional academic structure and the fixed time spent to teach in the classroom.
The multidimensional approach of Accelerated learning offers an atmosphere where students gain information in a natural and multisensory way. It incorporates such type of techniques which use many parts of the brain.
Principles of Accelerated Learning
Accelerated learning is more activity-based as compared to presentations-based. It follows a principle that knowledge is what a learner creates, not a learner absorbs. Students learn better, quick, and more when they are provided more than one option of learning. With accelerated learning techniques, students get involved in many levels and use their various senses to learn.
The brain is a parallel processor, not a sequential processor, so it can learn using all its part parallelly. Thus, students can learn many things at once rather than following one by one learning method. The accelerated learning cycle ensures that learning is dynamic and multifaceted, covering various aspects of the educational process.
Purpose of Accelerated learning
Using accelerated learning techniques backs with a purpose with which, the learner can engage whole brain in learning. The whole brain includes cortex and limbic systems and the right and left hemispheres also. Learning with all parts of the brain makes learning more natural, leading to improved retention and application of knowledge.
Benefits of Accelerated Learning
The main advantage of introducing accelerated learning is it takes lesser time but makes learning effective. The activity based technique is fun and enjoyable learning process for students. Accelerated learning can reduce the time used in classroom by 50 percent due to multidimensional approach.
Characteristics of Accelerated Learning
There are many characteristics of accelerated learning which makes it more desirable technique for students in learning process.
- It involves the whole-brain
- It impacts on physical, emotional, and physical
- Enjoyable and joyful learning
- Holistic learning
- Humanistic learning
- Dynamic and Multidimensional learning
- Collaborative and Flexible learning
- Natural learning
- Multi-sensory learning
- Nurtures creativity and activity based learning
- Learner-centered learning and Results based
Techniques of Accelerated learning
Accelerated learning involves popular five techniques which are as follows:
Practice and Application
Students do not enjoy lectures and it does not also help in understanding the content. Instead, they are always open to learn content with new techniques for better understanding.
Simply, it means students want feedback on the completion of their task, their assignments etc. Teachers should use practice papers, questions, workbooks, past papers, puzzles, games etc. for practicing purpose. This approach is essential for accelerated learning examples where students engage actively.
Break Content Down
Teaching large content at one go will never help. Smaller things are always easy to digest than big ones. These are more achievable. Teachers should break content down into a series of simple, believable stages, or targets. It will be easy process for students to achieve. By doing this, accelerated learning techniques help students to work at their own pace.
In the process of content break down, teachers can use level ladders and progression charts. Students will require to stick these charts into their notebooks for future reference. Teachers should also check student’s self-assessment checklists on a regular basis so that they can monitor their own progress evaluated by teachers.
The 80:20 Principle
The very popular Pareto principle states, 80% of your results will come from 20% of your work. This concept can easily be understood with an example of business where 80% of sales comes from 20% of marketing strategies.
The Pareto principle works well in learning as well. For example, 20% of words can create 80% of written scripts in English. 20% of chord progressions make up 80% of all pop songs in Music.
Accelerated learning technique encourages students to focus on that 20% and benefit from the 80% of results. So, students should smartly use this principle by breaking their syllabus of the subject into 20% of skills and knowledge and practice these regularly. However, they will need to realize that what the 20% should be.
Avoid Distraction
There are so many distractions available for students which do not let students learn properly and even sleep properly. Students remain busy chatting on social media, surfing on internet, doing Skype etc.
Teachers and even parents should teach their children about the side effects of distractions.
Teach How To Revise
Teaching how to revise syllabus sounds childish as every student revise for exams. But, they are not doing it properly. So, it becomes the duty of teachers to teach their students about how to revise through mind-mapping, cue-cards, recording audio notes and by using other revision techniques. These methods are part of accelerated learning examples where revision is made easier and more structured.
By using all these techniques, students’ skills of accelerated learning can be polished and they will require lesser time to complete the learning structure.
Accelerated Learning: Why Are We Bad At It?
One motivation behind why we’re bad at accelerated learning is that we bring a great deal of stuff to it — stuff we often get right off the bat in life and afterwards battle to relinquish later. If you can relinquish suspicions about what you should do, you can learn substantially.
One significant piece of stuff we build is the conviction that if we’re not visibly dynamic, we’re not learning. This is incorrect. Learning expects time to reflect. It requires discussing what you’ve learned and letting your mind meander. You want to relinquish trying to look brilliant, and center instead around trying to be shrewd.
We now and then battle with students’ accelerated learning since we anticipate that it should be simple. We’d all prefer to find a silver shot: a speedy, simple easy route to picking up whatever we need and never forgetting it. However, one of the benefits of accelerated learning is that it promotes the idea of smart learning, focusing on quality over quantity, allowing for quicker mastery of subjects without sacrificing depth.
The internet overflows with blog posts promising you can learn a language in a week code in a month or how to play the violin short-term. This is all bull. Learning isn’t only knowing something for a day. Profound wisdom permits you to create, innovate, and push limits. This is where the benefits of accelerated learning really show—by helping learners deeply understand topics in less time through focused and well-designed techniques.
Another explanation we’re bad at students’ accelerated learning is that the cutting-edge world dissolves our attention ranges by training us to be in a steady state of distraction. It could feel better in the second to leap to the latest ping on your telephone, but learning requires profound concentration.
At the point when you’re distracted, new information can’t fix itself in your mind, and you end up with holes in your understanding. Focusing is craftsmanship — through experimentation and creativity, you can assemble frameworks that let you concentrate 100% on whatever you’re learning. This focused attention is a key part of accelerated learning strategies.
At the point when we discuss accelerated learning techniques at FS, we don’t mean you can defeat the requirement for difficult work. We mean it’s feasible to find approaches to learning that give you unmistakable outcomes, instead of using ones that sit around idly or waste your time. But regardless, you need to accomplish the work. Learning should be difficult, but that doesn’t mean it can’t be enjoyable. The benefits of accelerated learning lie in helping individuals realize that even hard work can be optimized for quicker results.
You improve your abilities the most when you stretch yourself to the furthest reaches of your capacities. Pushing yourself to the point that feels challenging yet possible is the foundation of deliberate practice, the technique first-class individuals in each field use to develop their expertise. This deliberate practice aligns perfectly with accelerated learning models, allowing individuals to gain expertise faster.
Beyond your intellectual safe place is where you experience the greatest learning. Thus, having a great deal of supportive direction from the get-go can be counterproductive if it eliminates the immeasurably significant battle to dominate new material.
You could fizzle if you move past what you find agreeable. You could apply new information incorrectly or misunderstand the central issues of contention in another field. This is painful. It additionally offers the chance to learn from your disappointments. We as a whole hate looking idiotic, but you can’t allow inability to dissuade you from trying to grow your circle of skill.
TWO MAIN SOURCES OF LEARNING
There are two main spots we can learn from: our insight and history, or the experience of others. Exploring the distinction between the two can show us the most ideal ways to learn from every one of them.
Learning from history
You can learn from the encounters of others by studying history and applying its examples to the present. History will in general repeat itself, so the quandaries and decisions you face today often have historical predecessors. Studying the previous assists us with knowing how to shape what’s to come. History is one of our greatest sources of major information.
Learning for a fact and reflection
As well as reading, direct experience is the other main way we learn.
Twofold circle learning is an approach to updating your opinions and thoughts in light of new proof and experience. At the point when you continue repeating similar mistakes, you’re using single-circle learning. It doesn’t get you far. At the point when you consider encounters, gather new data, and put forth a functioning attempt to search out criticism, you’re using twofold circle learning.
How to Carry out Accelerated Learning Techniques Effectively
Check out these points regarding how to perform accelerated techniques efficiently:
Five Focal points from Corporation Grantees
Take on an acceleration strategy. Gather representatives of all key partner gatherings to fabricate, execute, and communicate the framework or school acceleration plan. Survey accessible data to identify the greatest requirements and objectives. Establish need norms and content for each course and grade level. Carry out a continuous monitoring and improvement cycle to inform the next activities.
Invest in fundamental resources for powerful acceleration
Allocate government and state-level recuperation funding toward the acceleration strategy. Guarantee that great instructional materials, installed evaluations, and prerequisite expertise direction are accessible for all grade levels and courses.
Foster adaptable timetables that give grade-level and topic groups considerable time every week to concentrate on the educational program, practice chosen examples, plan for their students, and think about their advancement. Convey mentors and facilitators to help implementation of the acceleration strategy.
Join forces with organizations with demonstrated expertise in your educational programs and acceleration.
Center around the entire kid
Viable acceleration is a student-focused strategy. Relationships and trust are focal. Influence the direction within top-notch instructional materials to increase pertinence and meaning for students. Adjust examples to students’ way of life and networks. A pledge to value implies attending to the social close to home as the need might arise for students
Supporting educators as they execute students’ accelerated learning
Auditing fundamental components of educational program-based proficient learning and adjusting proficient learning plans to them. Utilize great instructional materials to concentrate on planning and focus on learning. Offer teachers chances to encounter, notice, and practice those abilities considered generally vital for acceleration.
Connect with families and other partners in the acceleration cycle
Ongoing examinations certify the basic job families play in students’ instructional advancement. Draw in families and other local area partners in the acceleration strategy. Influence direction accessible through excellent instructional materials to identify meaningful assignments for parents and caregivers. Learn ways of increasing social importance and meaning for students from their families and local area.
Conclusion
Accelerated learning isn’t something you do at the command of another person. You’re answerable for it. According to the prolific creator Louis L’Amour, all education is self-education. If you don’t assume responsibility for your learning, no other person will. Maya Angelou and George Washington took a similar view. It depends on you to assemble the propensity for lifelong learning.