Effective learning
There is a certain pedagogy that has come to be known as �accelerated learning�. I fear that this is not so much a misnomer as an unfortunate choice of emphasis. Whereas the application of �accelerated learning� principles may well have the effect of increasing the speed at which learners are able to absorb new knowledge, understand new issues and begin to master new skills, I suggest that it is not the speed that is the important factor - rather, it is the effectiveness (and indeed, enjoyment) of the process. Therefore, I prefer to use the term �effective learning� (though I will interchange terms freely throughout these pages).
Regardless of how one refers to this �new� approach, one cannot deny that the application of recent discoveries in the field of brain physiology, psychology and personal effectiveness, when applied to the educative process, have a remarkable effect on the learning capacity of the student. The following pages attempt to outline the main principles of �accelerated learning�.
Most of the principles and many of the practices will be familiar to most teachers - after all, it is likely that they have been employing them for some time. Nevertheless, it can do no harm to be reminded of them again - and to review and revise one's own approaches to teaching and classroom management can only be of benefit to one's students.
Click here for a Mindmap overview of this Accelerated Learning section
"Is yours an accelerated classroom?"
(self assessment questionnaire)
