Most are aware of accelerated weight loss and fitness programs due to frequent and common exposure to advertisements; particularly since an alternative channel is selling oversized fast food at a discount on Tuesdays after 3 pm However, with the exception of foreign languages, most people don’t hear about accelerated learning in general.
Accelerated learning and skill development occurs regularly with athletes, musicians, and other artists engaged in performance activities. Unfortunately, most consider high achievers’ intelligence (or breadth and depth of knowledge) to be gifts, not developmental outcomes. As such, most do not consider “learning” to be a skill, something one can enrich and nurture, with the expectation of improving. Instead, most engage in the activity of learning as if it were always “performance time” without expecting to sharpen the tools first and be on the road to performance.
In addition, school systems often place students in course “tracks” without attempting to modify the teaching strategies and learning abilities of students, except for the least able students who receive a “special” education. The worst system essentially says, “We will present the information uniformly, and students must learn it however they can. It is not our role to teach them how to learn.”
The growth curve of information in the last thirty years has been phenomenal. With the explosive expansion of information content, instructors are faced with the great challenge of filtering it. As such, students are increasingly responsible for their own learning. However, instructors must clearly define objectives, provide multi-sensory demonstrations of materials, and ensure students have high-quality access to the best-selected, relevant information and experiential-type resources they can identify. Instructors then act more as guides, directors, coaches, tutors, and cooperative participants in group learning processes (similar to working in a student chemistry lab).
Learning is primarily based on exposure to a logical presentation of materials, coordination, reorganization, and application of information, leading to multifunctional data networks that are progressively and meaningfully organized for memorization and use. future. You put it all together logically, sequentially, one piece of data at a time. So knowledge becomes simply the ability to remember it and apply it as needed. As you simply accept this (A → B → C) concept of “one piece of data at a time”, which you have always done, you simply recognize the requirement for fact acquisition, association building and retention which are sometimes time consuming. weather. Not all of us are born with the same apparent anatomy, physiology, and functional strengths. But, over time, the learning process becomes easier and more efficient, as with any practiced skill.
You can speed up this process in several ways:
You can incorporate concurrent complementary strategies (A1, A2, A3, A4, A5) → B → C, at any stage of the process. In this example, An are alternative ways of characterizing data A to improve retention, B represents the application of a variety of memorization techniques, and C is the end point. You can also better prepare for learning as PE→A→B →C, where PE in the diagram represents your Preparation and Environment preparation. This refers to proper eating, rest, self-motivation, goal setting, resource gathering, studying in a quiet, distraction-free environment, and intermittent relaxation as you learn.
Most school systems and teachers have their preferred teaching styles/methods. In public systems, without the obligation to demonstrate high performance in all of their students, materials are often presented in whatever way is most convenient, often through efficient lectures and moderated homework assignments. You need to enhance the learning experience by exposing you to more nuances of the materials. Any one of these multiple facets or perspectives of information (An) may be the one that stimulates the individual learner.
As an example, “Why is the NCAA D1 level college football coaching approach so successful in creating professionals?” Teams apply the following: team members receive playbooks, watch movies, are given verbal instructions by coaches, perform strength and conditioning drills, practice physical playing skills and plays/strategies on the field, and eat ( well) and living together to increase familiarity and bonding among team members. The football team uses all the physical and mental senses and psychological tools, in a robust and repeated way, to reinforce knowledge, skills and the ability to execute everything spontaneously and under pressure. Furthermore, unlike the instructor who teaches a class with the expectation of bell-curve performance from students, football coaches recognize that half the team cannot perform less. Rather, the entire team must perform not only competently, but superiorly in order to win, as well as to win scholarships and keep jobs for everyone. There is a core ability magnified by intention, strategy, attendance, and incentive.
The NCAA regularly demonstrates that holistic, intensive, and immersion-type training for understanding concepts, facts, and practical skills can deliver high-performing athletes. If the same approach is applied to general academic subjects, you will see more Heisman trophy-equivalent academic achievement in all students. Plus, you’ll see more “instructor of the year” performances by the teaching staff. There are real barriers, in addition to institutional financial status. How do you overcome the adverse influences of union mentalities, tenure-sustained apathy, social bias, environmental disincentives, and lack of immediate incentives, particularly for socioeconomically disadvantaged students who are always asked to live with promises of late gratification while others are rewarded (or paid) regardless of how students perform? As a subject beyond this tome, he tackles these challenges however he can, at least while still acknowledging their existence.
Accelerated learning for high academic achievement is not based on the accelerated submission of bulky materials and assignments. The use of the accelerated learning strategy is the regular application of comprehensive and enhanced learning strategies, reinforced by a holistic commitment of “everyone with everyone” to achieve success. There are many opinions regarding the optimal technologies to accompany this approach. And, the older, as well as the more diverse in academic and social skills, the participants, the more challenging it will be to keep up with a class. However, to the extent of the capabilities of its components, the strategist must ensure that all students have the resources to use the learning techniques. In addition, parents, guardians, and the community must understand the goals, making the school a center of excellence.
Accelerated learning is a perspective, an attitude, a toolbox, a set of strategies for effective, efficient, holistic, generous, and responsive application, with recognition of individualized pathways to the most prolific results.