Quick and Dirty Accelerated Learning

Introduction

One of the best things the brain does is learn! Unfortunately, in general, humans under utilize their capabilities by limiting the modes and methods by which knowledge is presented. If one is in the business of teaching in any form, there are techniques that can help “kick it up” and make learning more effective-and more fun. This quick and dirty breakdown will provide basic information on methods used to create powerful, accelerated learning.

Background

When looking at the way teachers and parents approach learning with very young children, it is easy to see the abundance of sensory experiences. Walk into any preschool or kindergarten classroom and there is color, novelty, music, motion and tactile experience associated with the learning. The brain’s potential is maximized during this brief moment of life. As the learner approaches middle school, the learning experience takes a turn toward highly imposed structure (thinking inside the box), becomes “gray” and mundane, tends to focus on one or two sensory pathways and has limited motion and tactile experience. Restrained learning begins to “starve” the brain and “keep it in the dark,” working against learning. Put these two pictures beside each other, the average preschool or kindergarten classroom and the average high school classroom. No wonder the teenager looks so bored!

Research

Brain research, over the last 15 years, supports the kindergarten classroom experience as the most conducive to accelerated learning. The brain learns in the same way throughout the human life span. The brain does not suddenly dislike color, motion and sound. Teachers and children are “taught” that the orderly, quiet, “sit up straight in your chair” environment is the best. Science tells us it is not.

Learning Facts

The following are facts about how the brain learns, extracted from brain research studies:

�· The brain can only process seven plus or minus two chunks of information at any given time in short-term, working memory.
Ã?· The average adult learner’s focused attention span is about 20 minutes.
Ã?· “Downtime” is required for the brain to interpret, code and create memory.
�· The brain takes in information through multiple pathways and every learner has preferred pathways.
Ã?· Novelty encourages the brain to “break out” of old patterns.
�· Food affects brain function.
�· As much as 90% of our learning takes place in the non-conscious state.
Ã?· Emotions, how individuals “feel,” can affect the information attached to the emotion.
�· The brain responds to peer feedback faster than teacher feedback.

Quality vs. quantity

Volumes of information do not necessarily good learning make. It is imperative to provide the learner with only what they need to know, keeping it:

�· clear,
�· concise and
�· in manageable chunks.

High quality, focused material will deliver a transferable learning experience. Low quality, “meandering” material will be a waste of time and energy for both the creator and the potential learner-to say nothing of unnecessarily destroying a few more trees.

Attention

Scientific research on attention provides this rule of thumb:

Attention can be equated with age, one minute of focused attention per year of age.

This hits a plateau at 20 minutes for adults and remains so for life. (Remember this is the average. Some people may reach longer or shorter spans.)

Making It Stick

Because the brain requires time to move information from short-term, working memory to long-term memory, the teacher or instructor must provide moments of “no thinking required” time. Having participants work alone on a small activity, or in a group where they can “zone” every now and then, allows for this down time. Keep in mind that just because the student isn’t looking at the instructor does not mean they are not paying attention. They may be grabbing a moment of “downtime” on their own.

Multi-Pathway

Because the brain is a multi-pathway receptor and delivery mechanism, the more pathways used to present information to the learner, the more likely learning will occur and recall will be possible. Physical movement, experiential activities and sensory pathing must be incorporated in the learning experience, along with the standard verbal and written approaches.

Note: Physical activity increases oxygen delivery to the brain and enhances learning by creating an alert, energized state in the learner. Get them out of their seats!

Learning Enhancement

Introducing the learner to new concepts and situations is enhanced by challenge and novel approaches. Wear two different shoes, have the class stand up, do it outside, have someone else share the information, tape it to the bottom of their chair. Surprise and engage the learner.

Food

Everything put into the body has a potential effect on brain activity. When providing refreshments with the learning:

�· avoid donuts, pastries, cookies and soda (quick high, hard crash).
�· avoid chocolate (sedating; as a reward at the end is OK).
�· use fruit, in particular bananas (long lasting, natural high), pretzels and popcorn.
�· provide water (brain is mostly water, requires hydration to function properly), fruit juice.

Room Set Up

Setting up the room, creating the environment is an important part of the learning process. It ties in with the concept of non-conscious learning. Non-conscious learning takes place through:

�· how the room feels, looks and smells.
�· how the room contributes to the learning through arrangement, displays, posted information.
�· the attitude and behavior of the facilitator/instructor/teacher.

Temperature, lighting, decorations (posters/banners/flip chart sheets), smell, view, table and chair arrangements are all important and should contribute to, not detract from the learning. Take time to think about how these things might affect the learning both positively and negatively. If the room is too cold, the learner is uncomfortable and most of their thinking is focused on this negative condition not on what is being conveyed.

Tip: Using citrus fragrance room freshener will contribute to the learner’s alertness. Do not use floras. They have a sedative affect.

Emotional State

Emotions, how individuals “feel” about the event, can affect how they feel about the information attached to the event. Outside forces create emotional states in individuals. The instructor cannot control all of these, however, he or she should attempt to control or “adjust” what they can. A receptive state is required for maximum learning. Learners who are being forced into the learning are big challenges. They will resist. Identifying and acknowledging how people are “feeling” allows the instructor to work toward mitigating the negative impact of these bad feelings and can help relieve the learner of the burden of the feelings. (“I know some of you here have other things you would rather be doing, so I will work to make your investment of time worthwhile.”)

Strong emotions can contribute to or detract from learning.

Music

Music can play an important part in allowing information to “imprint” on the learner. It can also serve to create positive and negative feelings. Brain research supports the role of music in learning. It can be used to arouse, heighten attention, prime the learner, as a carrier or as a means to transitioner to another state of learning. Try these suggestions:

Ã?· Mozart, “Smooth” Jazz, Light Guitar, Nature Sounds for study.
�· Marches, Upbeat Movie Themes, Faster Paced music for celebration, success music.
�· Moderate to fast tempos are good for focusing on time limitations.
�· All music should be without words.
�· Avoid using music that is very familiar. Participants will focus on the music because of its familiarity.

Tip: Use these general rules when trying to gauge music tempo: slow tempo equates to a resting heartbeat, moderate tempo equates to a walking heartbeat and fast tempo equates to a running heartbeat.

Feedback

Feedback should be immediate, direct and meaningful. Peer feedback can be much less intimidating and more meaningful than instructor feedback. Remember there is a difference between feedback and criticism.

Avoid Learned Helplessness

When teachers attempt to “do everything” for the learner and do not allow them to experience and connect with information or when teachers do not allow mistakes then provide feedback, a state of learned helplessness results. The learner stops taking an active role in the learning process and waits for someone to provide direction. This state discourages “thinking” and problem solving. The learner no longer accepts the responsibility for finding solutions. They either believe they are doomed anyway, so why try, or they believe they will succeed because someone else will provide the solutions.

Perfection

Perfection is an impossibility. There is no perfect teacher, there is no perfect student and there is no perfect learning environment. Instead of perfection, strive to work toward maximization. Simply use as many accelerated learning methods as are humanly possible within the restraints posed. Yet, never let the restraints stand on their own merit, challenge them and bend them whenever possible. Oh, and if you find that misspelled word or want to fault my use of a comma, don’t e me unless it made understanding impossible. I’m not perfect either.