Accelerative learning is an extremely effective approach and program for developing proficiency that is based on the latest research into the workings of the brain and learning techniques. Accelerative learning incorporates the best of many diverse instructional technologies which have been proven to be successful through research on a global basis over the past several decades. Some key components include:
Originally developed at the University of California, this theory deals with acquisition vs. learning.
Originally developed at the University of California, TPR involves physical registration that is, using body movements or "kinesthetic" situations to place subject matter into long term memory. The research represents more than 25 years of study.
Originally developed at Dartmouth University, this technique has been used by the Peace Corps worldwide, and involves the use of emotions and emotional content.
Originally developed at the University of Sofia in Bulgaria, this method incorporates more than two decades of research into the use of positive suggestion in the classroom. The methodology demonstrates the impact that careful control of the classroom environment can have on the development of usable skills.
Development in this field occurred in multiple locations with a number of noted theorists credited with portions of the work. In general, this approach incorporates the use of all five senses in learning, as well as the concept of multiple intelligences. By treating the participant as a whole, and acknowledging the various role played by each of our senses in learning, the participant is guided along a rich path of acquisition using sight, sound, touch, taste, and smell.
This field represents the science of using words to achieve an increased learning rate and sense of self esteem in the classroom. Studying this way also simulates positive on-the-job performance by linking the subject matter in the classroom with the real world performance of assigned duties.
Originally developed of Harvard University, this theory addresses the eight different ways that individuals process all information they receive (verbally, spatially, artistically, logically, physically, etc.) By addressing each individual style, an environment can be created in which each individual learns at their maximum rate.
Accelerative Learning methodology coordinates the learning experience to address the different learning styles of each participant, thus allowing them to progress at a rapid rate in acquiring their new skill. While most traditional courses rely primarily on auditory input, accelerative learning provides input into the brain via visual, physical and auditory channels. By stimulating both the right and left brains (segments of the neo-cortex), using a multi-sensory approach, participants learn faster and more efficiently and in ways more meaningful to them. Consequently, the learning experience can be enjoyable as well as successful.
Research on the workings of the brain shows that information entering the brain via the senses is "filtered" through an area called the limbic system. This system acts as a "router" for the information, ignoring certain elements and sending others to either the right or left upper brain. Researchers Mishkin and Appenzeller wrote of this phenomenon in 1987.
Since the limbic system also controls emotions and certain components of our long term memory, we understandably remember events associated with a high emotional impact. One of the key components of the accelerative language learning approach involves engaging emotional interest during the class. In the same vein, a stress-free environment is created since learning can be inhibited when humans are under stress or feel threatened.
Additional research has shown the value of presenting material to be learned with a positive emotional content, such as when associated with music, visual arts and drama. The effect of associating information to be "input" with these emotions is quite significant. The research suggests chemical reactions occur in the brain which actually allow thoughts to pass more quickly and smoothly based on the use of these stimuli.
By using these techniques in our classrooms we are able to build high degrees of competency and confidence in our students very quickly. Using immersion and a fast-paced approach, participants quickly adapt to the relaxed, stress-free classroom and make rapid progress.