Accelerated Learning or Teaching and Multiple Intelligences
History of Accelerated Learning:
Accelerated Learning is a model of teaching and learning that creates an environment and teaching processes to enable learners to move beyond limiting beliefs and misconceptions and tap into their hidden potential. To understand Accelerated Learning at its core and what distinguishes it from many other teaching philosophies and methodologies, it is important to both go back to the roots of the method and look at its development over the years.
Suggestopedia, originally developed by Dr. Georgi Lozanov, a Bulgarian professor and psychotherapist, set the groundwork for what became known as Accelerated Learning in the USA in 1976. His Suggestology Research Institute was established in Sofia, Bulgaria in 1966. Lozanov developed a model of teaching in which learning becomes a pleasurable, natural process through the use of music, art, role-playing and games. He placed great emphasis on the quality of the learning environment.
He stressed that it was the teacher who created and maintained the learning space, an emotionally safe and rich environment that motivates learners to stretch and to widen their perspectives as they develop their capacity to learn. The physical environment invites learners to engage with one another, with the materials and content, and with the facilitator in a joint learning journey. The design of the learning activities facilitates the possibility significant emotional experiences for the learners that will impact their views of the possible and of their own abilities.
Dr. Lozanov developed his method out of concern, not only for the need for education to accelerate learning in order to keep up with rapid technological advancement, but for the mental, physical and spiritual health of the learner. He believes that his system not only allows a child to go through school without trauma and stress, retaining the natural thirst for learning that is our birthright, but also enables him/her to uncover innate but hidden capacity and talent which Lozanov calls the reserve capacities of the mind.
Definition of Accelerated Learning:
You see colorful posters on the walls. Music is playing. You find participants working in groups, playing memory or a board game to learn the materials of their content area. Or, perhaps, participants are developing a skit, creating learning activities to teach other groups, putting together magazine cut-outs to make a collage to demonstrate good customer service.
You are in a learning program using Accelerated Learning, and Accelerated Learning is more than just the inclusion of music and the arts, more than playing learning games that are effective and fun, even more than designing learning to appeal to all learning styles. It is a method that begins with the premise that each person is capable of much, much more than they think is possible.
AL assumes that our own limiting beliefs about ourselves, our abilities and learning itself often get in the way of our learning potential. In an AL classroom, the facilitator creates multiple opportunities for individual and group experiences that enable participants to move beyond those limiting beliefs and tap into their inner wisdom, their hidden potential. The facilitator, the learning environment and the design of the learning process are key determining factors in the success of learning and the development of the capacity to learn.
Multiple Intelligences with Howard Gardner:
Howard Gardner is the John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education. He also holds positions as adjunct professor of psychology at Harvard University, adjunct professor of neurology at the Boston University School of Medicine, and chairman of the Steering Committee of Harvard Project Zero.
He has written eighteen books and hundreds of articles and is best known for his theory of multiple intelligences, which holds that intelligence goes far beyond the traditional verbal/linguistic and logical/mathematical measurements. Here he discusses student-directed learning, multiple intelligences, and a different approach to assessment.
Resources to learn more:
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