Accelerated Learning by Bobbi DePorter
Developed in the 1970s, Accelerated Learning is based on the work of Dr. Georgi Lozanov, a professor of psychiatry and psychotherapy from Bulgaria now living in Austria. His early program, which focused on teaching a foreign language, included relaxation, visual arts and music. Students learned from one hundred to one thousand new vocabulary words a day with ninety-eight percent retention or better. He called his new method "Suggestology," based on the theory that suggestions can and do affect the outcome of learning.
According to Lozanov, Suggestology is an organized way of augmenting natural learning. It builds on those methods that allow us to learn most effectively and efficiently, emulating some of the ways we learned as a young child. Suggestology recaptures that natural learning process and accelerates the understanding and retention of content.
Today's Accelerated Learning is multifaceted, encompassing a wide variety of methods and techniques. An effective Accelerated Learning program may include new findings in multiple intelligences, learning styles, neurosciences and cognitive psychology. But to be true to Dr. Lozanov's original intent, it must take into account the basic beliefs, theories, assumptions and core elements of Suggestology:
Beliefs/Theories
1. Learning is dual-planned or paraconscious - we learn through both our conscious and subconscious mind. Suggestion is a powerful technique for tapping into the normally unused "reserves of the mind" to help the student learn faster and easier.
2. Everything makes a suggestion, either consciously or subconsciously. A student may be consciously listening to the teacher; subconsciously, his mind is aware of peripherals, the teacher's mood, tone and noises in the room.
3. There is no single stimulus. The very way we receive, or rather, perceive information is in a context.
4. Everything is constantly being processed, including symbols, rituals and associations.
5. There is no neutral: only positive or negative. Teachers need to make a concerted effort to create as many "positives" as possible, paying careful attention to creating a comfortable, safe and fun learning environment.
Assumptions
- Teachers are the single most important factor.
- Teachers must model and be congruent with the expected learning of the student.
- Prestige of the teacher and method are important-learning is enhanced when the student has a positive belief in the teacher.
- Beliefs in general are a crucial factor.
- Teachers must believe in the virtually limitless capacity of the human being.
- The "reserves" of the mind are unlimited; therefore, always give people more than they can do and act as if they can do it easily. (Taps into the unlimited reserves.)
- Freedom of the individual must be preserved at all times.
- There is need for ritual so learners come to expect what will be happening.
- Learning is more effective in a physically and mentally stress-free environment-all learning should be relaxed and tension free.
Core Elements:
The Physical Environment
Every effort is made to create a comfortable learning environment.
Lighting, temperature, color, plants and decor are taken into careful consideration.
Seating arrangements are open and flexible.
Music
Appropriate and effective use of music enhances the learning environment.
Baroque music helps students relax and focus.
Upbeat music energizes students.
Peripherals
Peripherals are posters and visuals that reinforce lessons.
The information, or suggestion, contained in the peripherals is taken in by the subconscious mind while the student is consciously focused on the teacher or an activity.
Teacher
The teacher must establish credibility with the students and be well trained in
Accelerated Learning.
Tonality of speech (pitch/tone/tempo/loudness/softness) is a technique used to capture the students' attention and emphasize key points.
Positive Atmosphere
Emotional safety is established and the tone is friendly and joyful.
Positive emotions influence the learning process and enhance retention.
Careful languaging emphasizes positive statements and avoids negative statements.
The teacher builds strong rapport and relationships with the students.
Art and Drama
The teacher uses props such as puppets, costumes, hats and artifacts to illustrate lessons.
Dramatics, including role-playing and storytelling, make lessons come alive.
Active and Passive Concerts
These elements are used in classic suggestopedic classrooms. Accompanied by selected music, the teacher dramatically reads a story imbedded with information and main points from the lesson. Using the proper voice tonality is a crucial part of effectively telling the story.
Teaching Frame
The teaching frame is the element that brings it all together into a harmonious flow. A strong frame gives the content structure, effectively taking students through a successful learning cycle. Dr. Lozanov's original process includes three phases:
1. Prepare: Begin the class by preparing the students for learning. Plant early suggestions, including the ease of learning the material and an overview of content. Create a global picture and make connections with prior learning.
2. Active: Give the students an experience of the learning. Create total learner involvement. This includes active concerts, hands-on activities, demonstrations and debrief.
3. Passive: The lesson continues with reflection and review. Use this time for passive concerts and other review activities, followed by an appropriate close celebrating the learning.
Although Accelerated Learning frames used by practitioners may vary in particulars and labels, their similarities validate the effectiveness of the methodology. The following chart outlines the frames of several prominent practitioners.
As the chart shows, there are a number of successful frames for orchestrating Accelerated Learning. To give a better idea of how a frame works, the Quantum Learning teaching frame follows as an example. This frame was developed by Learning Forum, a company specializing in Accelerated Learning programs for students, educators and business people through its SuperCamp and Quantum Learning programs.
Quantum Learning Frame
Enroll: Hook the students with an intriguing opening statement and global picture of the lesson. Pique their curiosity. Give them a glimpse of what is to come without revealing too much. Enrolling students establishes rapport and ignites a desire to explore.
Experience: Give students an experience or activity that demonstrates the lesson. Create a need to know. An experience creates curiosity and emotional engagement. It allows students to tap into prior knowledge and make connections, adding meaning and relevance to the content.
Label: Drop the "data" in at the moment of peak interest and discuss its relevance to students' lives. Explaining the lesson after the experience capitalizes on the student's natural desire to label, sequence and define new learning.
Demonstrate: Provide opportunities for students to translate and apply their new knowledge to other situations. Giving students additional activities demonstrates to them what they know, and builds confidence.
Review: Cement it in the students' minds. Review strengthens the neural connections, increasing retention.
Celebrate: Celebrate your students' success. Celebration brings closure by honoring effort, diligence and success.
The Quantum Learning teaching frame ensures that the lesson is taught on several different levels. Enrolling the students first piques their curiosity, creates excitement and raises expectations - all positive emotions. Allowing them to experience the lesson through a game or activity engages the student, making the lesson more concrete and more fun. At the end of the activity, students may have more questions then they began with - this is the teacher's cue to "label" the information, explaining and debriefing what was just learned. A demonstration helps students connect their experience with the new learning, and a quick review cements it in their memories. Finally, the class celebrates their success - with high-fives, saying words of acknowledgment, playing upbeat music, or giving a class cheer. Though the students may not know it, the entire lesson was a carefully orchestrated Accelerated Learning experience.
Numerous variants and syntheses of Lozanov's original work are now applied to all subjects and ages and collectively called Accelerated Learning. In fact, Dr. Lozanov himself has developed ongoing variants to his original work. He now uses both the terms Suggestology and Desuggestology-- a science focusing on the conditions under which inhibited creative abilities and other 'reserves of the brain' and psyche can be freed for more effective learning and teaching.
Snapshot of a Typical Accelerated Learning Classroom
In the Accelerated Learning classroom, the teacher sets the tone - positive, alive, friendly -greeting each student who comes in the door with a warm comment or affirmation. Eye contact, a friendly gesture and a few simple words: "Hello! Glad you're here. We're going to have a great day!" -- these elements help overcome any negative feelings the students may have and subtly "suggests" a positive frame of mind and successful outcomes. Over time, the teacher has established a rapport that makes the students feel safe and relaxed. Upbeat music streaming from the boom box creates a positive atmosphere and helps students look forward to the day's events.
The classroom itself is carefully arranged: lighting, plants, seating arrangements, music, posters that reinforce lessons and values have been well thought-out to contribute to the learning environment.
The music stops, students take their seats, and the teacher continues preparing them for learning with an intriguing statement or question: "If you suddenly found yourself in an isolated area of the Sierra Mountains, how would you survive?" The teacher then gives a global overview of the geography, climate, flora and fauna, then throws them into an activity while suggesting the ease in which they'll learn. The students become actively involved, trying to figure out how they might survive through a simulation, role playing or other activity. At completion of the activity, the teacher then leads a debrief on what they discovered or learned (Would they have survived?), followed by an explanation of what the early settlers experienced and how they survived. The students return to their simulation to apply their new learning, demonstrating to themselves that "I did learn something!"
The lesson continues with review and reflection with the teacher holding cards with pictures and questions, and the students calling out the answers in unison. The teacher follows with a story that reinforces the lesson, while students relax to baroque music. The lesson closes with students telling a neighbor something they learned, followed by a "Yes!" and high-five, in celebration of what they learned.
Other lessons follow with a similar flow throughout the day, continuing a joyful, positive atmosphere. The teacher pays special attention to the "state" or attentiveness of the students and plans for frequent breaks. Just as students began the day greeted at the door being prepared to be open and curious, an overlay of the Accelerated Learning frame also began, layered over the day, the week or section, in iterations.
Careful orchestration is the key to a successful Accelerated Learning classroom. All elements must be integrated into a unified whole. Students do not realize suggestions are being imbedded or the teacher is carefully guiding their learning. In this environment, learning is natural and spontaneous.
Proven Results of Accelerated Learning
Accelerated Learning has been shown to speed up the learning process and increase comprehension, retention and critical thinking skills. Teachers who use Accelerated Learning methods report higher test scores and grades, enhanced motivation and self-esteem, and greater class participation.1 Corporate trainers who use these methods found they were able to teach more, in less time, significantly raising their training effectiveness ratings. 2
A doctoral dissertation on the affects of Accelerated Learning at SuperCamp involved 6,042 students, ages 12-22, and utilized quantitative and qualitative data over a seven-year time period. Results showed 84% of the students reported having increased self-esteem, and ninety-nine percent of the students indicated they had continued to use the skills learned after the 10-day experience. The students who entered with a 1.9 GPA or lower attained a one-point GPA growth, on average, after the program. Overall, students across the "A" through "F" range made a half-point growth after 10 days of instruction. The study noted, "It is apparent that the program had a profound effect on students' lives, emotional outlook toward themselves, their parents and peers, and education in general."3
Those who have fully adopted Accelerated Learning methods report outstanding results. Peter Anderson, principal of Northwood Middle School in Illinois, states: "Kids report enjoying school more and having more tools to succeed. Early indications show that students seem more proficient in spelling and vocabulary and feedback from parents shows that their children are more motivated. The atmosphere is more positive and upbeat. It's helping to bring an air of fun to learning."
Lori Brickley, San Diego County Teacher of the Year, also reports great success: "These methods made things happen with the kids that I couldn't believe. Quantum Learning (an Accelerated Learning methodology) provides the theory and means to interject more fun in learning and reach more learners through brain compatible teaching. Six weeks into the school year, my "at risk" students experienced a one point grade jump."
These are the kind of results that can be achieved when Accelerated Learning methods are carefully and systematically applied. The teacher must have an in-depth understanding of Accelerated Learning to make the many elements of this diverse methodology into a unified whole. Accelerated Learning is a multifaceted approach to teaching the whole person, as diverse in its techniques as the students themselves.
