sources: meier: the accelerated learning handbook & russell: the accelerated learning fieldbook...

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook

Accelerated Learning and Training

COS 4890

Bruce Barnard


Learning Capacity

Seven sandhill cranes followed an ultralight plane from Ontario to Virginia, a 400 mile trip. Five months later, they returned to Ontario, reversing the trip without an escort.


Learning Capacity

A gray squirrel will bury hundreds of nuts each fall, returning to them for food over the winter.– Researchers believe the squirrels use

triangulation to remember the exact location of each nut.

– Most people can use the same technique to remember the location of just a few items.


Learning Capacity

A chess master can play 30 games of chess at a time, taking only a few seconds to decide the next move for each game. Chess masters report that they often replay entire games of chess, move by move, in their mind.


Learning Capacity

A skier stands at the top of the ski run mentally reviewing each turn and jump and muscle movement required in the route.

An actor learns thousands of lines and movements for each play, often performing in 3 or 4 plays at once.


Why Should We Care?

We can improve our own

ability to learn what is important

to us.

We can design lessons

that are more effective

for all learners.


Why Accelerated Learning?

Ignite your creative imagination Get learners totally involved Create healthier learning environments Speed and enhance learning Improve retention and job performance Speed the design process Build effective learning environments Greatly improve technology-driven training


Major Assumptions

Positive Learning Environment

People learn best in a positive physical, emotional, and social environment, one that is both relaxed and stimulating,


Major Assumptions

Total Learner Involvement

People learn best when they are totally and actively involved and take full responsibility for their own learning. Knowledge is actively created not passively absorbed.


Major Assumptions

Collaboration

All good learning is social. People generally learn best in an environment of collaboration.


Major Assumptions

Variety

People learn best when they have a rich variety of learning options that allows them to use all of their senses and exercise their preferred style of learning.


Major Assumptions

Contextual Learning

Facts and skills learned in isolation are hard to absorb and quick to forget. The best learning comes for doing the work itself in a continual process of “real world” immersion, feedback, reflection, evaluation, and reimmersion.


Welcome to the 21st Century!

19th Century Learning– Predictable &

standardized outputs

– Consistent behavior & thinking

– Control behavior

21st Century learning– Realize potential

– Nurture innovation

– Inspire creativity

– Foster individuality


Influences on AL

Modern cognitive science Learning styles research Appreciation for connectedness Evolution from male dominated culture to a

more balanced culture Humanistic and Holistic psychology Progressive movements Need for rapid change and learning


Diseases of Western Education

Puritanism – “spare the rod and spoil the child” Learning is serious!

Individualism – “ each man for himself” Competition between learners.

Factory Model – “ka-chunk, ka-chunk, ka- chunk, ka-chunck” One size fits all, timed, sequential.

Western Scientific Thinking – “demystification by dissection” Linear and mechanistic


Diseases of Western Education

Mind/Body separation – “Sit still and learn” Cognitive, left-brained, and physically passive

Male Dominance – “ according to Aristotle, women are defective men.” Emphasis on control, sequential processing, and rational intelligence.

The Printing Press – “emphasis on words and abstract concepts/ de-emphasize experience”


How we forget (Eppinghaus Curve) When exposed to new ideas or information

– 60% is lost after 20 minutes– Another 19% is lost after 1 hour– Another 10% is lost after 8 hours– Another 2 % is lost after 24 hours– After 2 days only 24% of the material is

retained


The Process of Memory

RRemember FFor SSuccessful RRetenion

– Receive (exposure from outside)– Filter (will I let the learning in?)– Store (put in memory and create paths

to access it)– Recall (accessing the paths)


Memorize this

% 6 H 12 * & cat $ $ E


Now Memorize This

A1B2C3D4E5F6G7


Memorize this …

apple tree blue

chair dog book

newspaper sign pen

pen desk vine

cement faith orts

love queen cup

bagel square coffee


What People Remember

Mnemonic devices, rhymes & rhythms

– ROYGBIV (Roy G. Biv)– EGBDF (Every Good Boy Does Fine)



Emotions– Strong emotions provide a link to stored

information



Primacy & Recency (First and Last)– People remember the first thing and the last

thing.



Uniqueness– Did you remember orts?



Chunking– What is your social security number?– What is your bank account number?– Did you remember chair, desk, pen &

newspaper?

– AAA BB CCCC



Repetition– I will not eat triple fudge sundaes– I will not eat triple fudge sundaes– I will not eat triple fudge sundaes– I will not eat triple fudge sundaes– I will not eat triple fudge sundaes– I will not eat triple fudge sundaes


Memory

Short–term memory – 5-7 items– 20 seconds

Long-term memory– What was your first pet’s name?– Sensory links– Do we forget – or do we forget where we filed

it?


Memory

Information in short term memory is quickly forgotten.

To remember people need to practice, repeat, apply, and use the information.


How do Adults Learn?


Adult Learning

Adults expect to answer their own questions based on their experiences.

Learning involves incorporating new information into previous experience.

Collaboration Mutual Planning Problem Centered Learning


Whole Brain Learning

The Triune Brain (three in one)– Neocortex

• Talk, think, create, learn

– Limbic• Feel, remember, interact with others

– Reptilian• Survive, react, repeat learning, instinct



Brain Dominance– Left brain

• Facts, black and white

• Numbers, data, predictable and organized

– Right brain• Big picture, spontaneity, surprises

• integration



Brain Dominance

The corpus callosum is a bundle of nerve fibers that connects the two sides of the brain.

Try the exercise on page 90 & 91 of the Meier text.



Ned Herrmann’s research Identified four brain quadrants Learners tend to have a preferred quadrant The most creative solutions arise when the

whole brain is used The most effective training occurs when

trainers understand the role of each quadrant



Upper Left (A)– Logical

– Analytical

– Fact-based

– Quantitative

Expects precision, proof of validity, research references, textbook learning

Struggles with …

Upper Right (D)– Holistic

– Intuitive

– Integrating

– Synthesizing

Expects spontaneity, freedom to explore, quick paced, variety

Struggles with …



Lower Left (B)– Organized

– Sequential

– Planned

– Detailed

Expects organized approach, complete subject chunks, examples, clear instructions

Lower Right C– Interpersonal

– Feeling-Based

– Kinesthetic

– Emotional

Expects group discussion, sharing of feelings, emotional involvement


Intake Styles

Visual Auditory Kinesthetic


Intake Styles (VAK)

Visual– 60% of the US population– Print– Video– When a visual learner pauses to think their eyes

drift upwards.– “I can see that” “that is clear to me”


Intake Styles (VAK)

Auditory– 15% of US population– Radio– Books on tape– When an auditory learner pauses to think their

eyes look straight ahead. Often pauses before speaking (to replay what they heard).

– “That sounds good” “That is music to my ears”


Intake Styles (VAK)

Kinesthetic– About 25% of the US population– Learns by doing– Likes to be in motion– Uses getures– When pausing to think a kinesthetic learner will

look down. – “I get it” “I can do that”


Intake Styles (VAK)

Review the chart on Meier page 44 – Intake Styles and Learning Behaviors

– Find examples form your own experience of people with strong intake style preferences.

– How can we design lessons to incorporate all learning styles?


SAVI

Somatic

Auditory

Visual

Intellectual


SAVI

Somatic– Tactile– Kinesthetic– Hands On

“ If your body don’t move your mind don’t groove”

How can we do it better in our lessons?


SAVI

Auditory– When people learn to read they read aloud.

– Why is silence associated with learning?

“Miss Loon is our librarian,

She hides behind the shelves,

And often she cries LOUDER

When we’re reading to ourselves”

Dr. Seuss

How can our lessons be heard more effectively?


SAVI

Visual– Our storage capacity for images is much larger

than that for words.– Imagery increases recall even for learners with

other intake styles.

How can we help learners to see the material?


SAVI

Intellectual– Creating mental models– Solving problems– Generating creative ideas– Applying new learning to existing situations

How can we help learners to use the information wisely?


SAVI

Put them all together for the most effective learning and training experiences.


Gardner’s Multiple Intelligences

Interpersonal Logical/Mathematical Spatial Visual Musical Linguistic/Verbal Intrapersonal

Body/kinesthetic

(Added in 1997) Emotional Naturalist Existential


Four Phases or 4P Model

Preparation Presentation Practice Performance


4P Model

Preparation– Learner benefit statements– Clear, meaningful goals– Positive environment– Raise curiosity– Get people involved from the start– Calming peoples fears


4P Model

Presentation– Observations of real-world phenomenon– Whole brain involvement– Partner and team-based projects– Discovery exercises– Problem solving exercises– variety


4P Model

Practice– Learner processing– Hands on trial/feedback/reflection/retrial– Problem solving activities– Skill building practice– Individual reflection– Learning games


4P Model

Performance– Immediate real-world application– Post session reinforcement materials– Action plans– Peer support– On-going coaching


4 Keys to help people learn

Reinforce Desired Behavior From Reinforcement Theory

– Respect individuality– Immediacy– Rewards– Variability (slot machines)– Mutuality– Progress (small steps)



Facilitate Learning From Facilitation Theory

– Minimize threats– Involve learners in setting goals– Let learners determine the sequence– Let learners evaluate their own learning– Trainers help learners make good choices



Use the Learners Experience Theory of Andragogy

– Problem-centered– Examine past experiences in light of new data– Collaborate– Mutual planning and evaluation– Experiential



Involve the Senses Sensory Stimulation Theory

– Use strong positive statements– Use color– Use bigger pictures– Use multi-media– Use activities that see, hear, touch, and do

sources: meier: the accelerated learning handbook & russell: the accelerated learning fieldbook...

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