Accelerated Learning and Training

COS 4890 Bruce Barnard

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

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.

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

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

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.

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

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

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

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

Major Assumptions
Positive Learning Environment

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

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

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.

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

Major Assumptions
Collaboration

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

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

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.

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

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.

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

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

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

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

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

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

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

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

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

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

The Process of Memory

Remember For Successful Retenion
Receive Filter Store Recall (exposure from outside) (will I let the learning in?) (put in memory and create paths to access it) (accessing the paths)

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

Memorize this
% 6 H 12 * & cat $ $ E

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

Now Memorize This

A1B2C3D4E5F6G7

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

Memorize this
apple chair newspaper pen cement love bagel tree dog sign desk faith queen square blue book pen vine orts cup coffee

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

What People Remember

Mnemonic devices, rhymes & rhythms

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

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

What People Remember

Emotions Strong emotions provide a link to stored information

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

What People Remember

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

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

What People Remember

Uniqueness Did you remember orts?

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

What People Remember

Chunking What is your social security number? What is your bank account number? Did you remember chair, desk, pen & newspaper?
AAA BB CCCC

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

What People Remember

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

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

Memory
Shortterm memory 5-7 items 20 seconds Long-term memory What was your first pets name? Sensory links Do we forget or do we forget where we filed it?
Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook

Memory
Information in short term memory is

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

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

How do Adults Learn?

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

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

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

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

Whole Brain Learning

Brain Dominance Left brain
Facts, black and white Numbers, data, predictable and organized

Right brain
Big picture, spontaneity, surprises integration

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

Whole Brain Learning

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

Whole Brain Learning

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

Whole Brain Learning

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

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

Whole Brain Learning

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

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

Intake Styles
Visual

Auditory
Kinesthetic

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

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

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

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

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

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?

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

SAVI
Somatic Auditory Visual Intellectual

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

SAVI
Somatic Tactile Kinesthetic Hands On If your body dont move your mind dont groove
How can we do it better in our lessons?
Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook

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 were reading to ourselves Dr. Seuss

How can our lessons be heard more effectively?

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

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?

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

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

SAVI
Put them all together for the most effective

learning and training experiences.

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

Gardners Multiple Intelligences

Interpersonal Body/kinesthetic

Logical/Mathematical
Spatial Visual Musical Linguistic/Verbal Intrapersonal

(Added in 1997) Emotional Naturalist Existential

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

Four Phases or 4P Model

Preparation

Presentation
Practice

Performance

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

4P Model
Preparation Learner benefit statements Clear, meaningful goals Positive environment Raise curiosity Get people involved from the start Calming peoples fears

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

4P Model
Presentation Observations of real-world phenomenon Whole brain involvement Partner and team-based projects Discovery exercises Problem solving exercises variety

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

4P Model
Practice Learner processing Hands on trial/feedback/reflection/retrial Problem solving activities Skill building practice Individual reflection Learning games

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

4P Model
Performance Immediate real-world application Post session reinforcement materials Action plans Peer support On-going coaching

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

4 Keys to help people learn

Reinforce Desired Behavior

From Reinforcement Theory Respect individuality Immediacy Rewards Variability (slot machines) Mutuality Progress (small steps)
Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook

4 Keys to help people learn

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

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

4 Keys to help people learn

Use the Learners Experience

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

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

4 Keys to help people learn

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