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Many educationalists have been working on the
most effective approaches to classroom teaching. In America the
Accelerated
Schools programme was established, aimed particularly at improving education
for at-risk pupils. The term
“accelerated learning” is used,
sometimes fairly loosely, to indicate modern research-based approaches to
teaching. In the current context
Accelerated Learning refers
to the work of Alistair Smith, who has written several books on the topic.
Points Arising from Research
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Accelerated Learning
is very much research-based. It uses evidence of how the brain works
and studies strategies for effective teaching and
learning |
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The research on
which Smith’s work is based informs much of the other material in the
Teaching and Learning Toolkit. Therefore it is recommended that issues
referred to here be followed up in other topics. |
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Other
educationalists have been working in this area and have produced
material which complements Smith’s. The Selected Resources
below will reward consultation |
Key Elements of
Accelerated Learning
Smith summarises his
work with the acronym (he’s fond of these) NO LIMIT:
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kNow
the brain and how it works |
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Openness and
relaxation |
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Learn to
capacity |
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Input through
VAK |
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Multiple
intelligence activities |
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Invest more
through BASIS |
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Try it, test
it and review it. |
Know
the brain:
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We should understand
how the two hemispheres of the brain function |
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This knowledge can
be exploited with specific learning activities |
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The “reptilian
brain” can be an obstacle to learning by responding defensively in
stressful situations |
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It is possible to
alter the state of the brain to make it more receptive for learning |
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BEM:
The most effective parts of a learning session are the
Beginning,
the End
and the
Middle in
that order. Information should be delivered in short “chunks”, creating
more beginnings and ends |
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Concentration span
for pupils is approximately chronological age plus 2 in minutes |
Openness and
relaxation
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The creation of a welcoming
atmosphere helps create a learning environment. |
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Relaxation techniques help prepare
the brain for learning. |
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Pupils under stress have more
difficulty learning |
Learn to capacity
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Brain gym exercises
can help (See Toolkit section on
Learning to Learn) |
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Effective
target-setting helps pupils achieve (See Toolkit section on
Target Setting) |
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Music can be used to
create an effective learning environment |
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Lessons can
typically involve 80% teacher talk and 20% pupil activity; these figures
should be reversed |
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Only 7% of
communication depends on the words themselves; non-verbal communication
is extremely powerful |
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Getting pupils to
verbalise as they learn improves understanding |
Input through VAK (Visual,
Auditory, Kinaesthetic)
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29% of learners prefer material to be
presented visually; 34% prefer to hear it; 37% prefer learning to involve
movement in some way (kinaesthetic) |
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Teaching can be adapted to suit these
varied learning preferences |
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A visual display above eye level and
clearly visible can improve retention by 70% |
Multiple Intelligence activities
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Recognising the validity of Multiple
Intelligences (See Toolkit section on
Multiple
Intelligences) can help raise pupils’ self
esteem and helps the teacher improve effectiveness |
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All the intelligences can be made use
of as frequently as possible |
Invest more through BASICS
BASICS means:
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Belonging:
Pupils
should feel valued and that they have a secure role in the school
community. Involvement of parents can help here. |
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Aspirations: Pupils should be
ambitious (realistically) with appropriate goals |
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Safety:
If pupils feel
safe they can then take risks and tackle challenges |
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Identity:
A pupil with a strong sense of identity will be more stable and resilient
under stress |
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Challenge:
See the Toolkit paper on
Challenge |
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Success:
Experiencing
success regularly gives the pupil the sense that he/she can achieve |
Try it, test it and review it:
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The integration of
activities is summarised in
Smith’s
“Accelerated Learning Cycle”:
Create a supportive learning environment; Connect learning with what has
gone before; Provide the big picture of what the learning is about;
Describe the outcomes to be achieved; Provide the input for pupils;
Organise pupil activities; The learning is demonstrated; Learning is
reviewed. |
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And then back to begin the cycle
again. |
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Without review 80% of learning is lost
within 24 hours. |
Research
and Development
To what extent do you feel that you are
making use of the principles above?
Do you see ways in which you could
benefit from adopting some of the ideas?
What whole-school issues does this topic
raise?
It is argued that following these
principles can reduce the pace of work. It is also argued that it is better
to cover less work but more effectively. Which side of the argument are you
on?
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Some Activities Relating
to Accelerated Learning |
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Key element |
Objective |
Action |
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Some examples and
suggestions |
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Know the brain |
We
should understand how the two hemispheres of the brain function |
Study an explanation of this and consider how a teaching topic could
exploit both hemispheres. See Smith’s 9 principles of brain-based
learning (Acc L in Practice). |
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Openness and relaxation |
The
creation of a welcoming atmosphere |
Make a point of welcoming
pupils at the classroom door and exchanging a little small talk. |
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Learn to capacity |
Getting pupils to verbalise as they learn improves understanding |
Pupils can be asked to describe
what they are doing while they are doing it (eg a science experiment). |
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Input through VAK |
Teaching can be adapted to suit varied learning preferences |
Pupils can be given cards (with
words, elements of an equation, historical figures’ names?) and organise
themselves in sequence at the front of the class. |
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Multiple Intelligence
activities |
Recognising the validity of Multiple Intelligences |
Have pupils complete self-assessment sheets to judge levels of different
competences. |
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Invest more through BASICS |
Pupils should feel valued and
that they have a secure role
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Promote pair and group
activities and put the emphasis on collective achievements. |
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Try it, test it and review
it |
And then back to begin the
cycle again |
In
planning a course, build in links between individual topics. Include
review points for key ideas throughout the course. |
Selected References
Further Reading
The following books are all published by Network
Educational Press Ltd, Box 635, STAFFORD, ST16 1BF.
Accelerated Learning in the Classroom
by Alistair Smith. ISBN: 1 85539 034 5
Gives details of the scientific background to current learning theories and
interprets research for practical purposes. In this context this book is
extremely useful – accessible and interesting.
Accelerated Learning in Practice
by Alistair Smith. ISBN: 1 85539 048 5
Exploits
the research to provide extensive suggestions for implementation of current
theories in practical classroom activities.
Lessons are for Learning by
Mike Hughes. ISBN: 1 85539 038 8
Gives
consideration to the most effective ways of delivering lessons in the
classroom. Includes references to current research as the basis for advice.
Closing the Learning Gap by
Mike Hughes. ISBN: 1 85539 051 5
Further
consideration of best classroom practice in the light of research. Very good at
prompting teachers to reflect on practice and good at opening up new ideas for
consideration.
Websites
Internet searches tend to give results for training/inset
providers (such as Alistair Smith, indeed at
www.alite.co.uk/ ).
The following, though, has some relevant material.
www.freeway.plus.com/
gives access to a section on Accelerated Learning
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