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P3 Training 2005
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P3 Training 2005
Accelerated Learning is a system of learning that
provides efficient and effective human performance. It
focuses primarily on the learner, not the content that is to
be learned.
Traditional educational and training processes had


restricted effectiveness because they tried to push the
stream of information rather than clear the path for that
stream to flow smoothly.
This is exemplified when we look at
where the word education comes
from. The Latin word educare,
means to draw out. This


philosophy has not been the
primary process for traditional
training, rather, teaching systems


in the past have concentrated on
pushing information into the
student, classically known as chalk
and talk.
Accelerated Learning seeks to
rebalance educare.
Accelerated learning is more than playing baroque
music, room arrangement or comfortable chairs and


energisers. It is more than mnemonic techniques, flowers
and plants in the room and painting the walls a certain
colour.
The principles behind Accelerated Learning are based on
applied research into how the human being learns. In
the last 50 years this research has provided us with more
information on the human brain processes than
throughout the rest of human history.
In 1993, Bridley

Moor High School in Redditch, England, tested the effectiveness of Accelerated Learning
methods for studying a foreign language.
The students

German studies included 10 weeks of Accelerated Learning methods and their examination
results were compared with others studying at the same level by conventional methods.
The results were as follows:
Thus, using these new techniques, more than ten times as many students achieved a 90% pass mark.
The main differences in the process were the change in the environment, setting achievable and stretching
goals and ensuring the process was as stress free as possible.
3% 3% 38% 38% 90% pass mark or better
11% 11% 65% 65% 80% pass mark or better
Using normal methods Using new methods
Accelerated learning involves the
entire person -

mind, brain and
body -

in the learning process.
Furthermore, accel

erated
learning requires facilitators who
care about their learners

success.
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P3 Training 2005
The basic ideas of Accelerated Learning were formulated
in the 1980s. It is important to be aware of the brain
models derived from the neurosciences in understanding
the complexity of an Accelerated Learning system. The
following research-based theories support th

e
fundamental Accelerated Learning model:
Accelerated Learning applies a number of different
theories and research projects and is simply a cover all

label.
Many different people throughout the world have added
to the technology and unexpectedly, these people were
working in a variety of different disciplines; neuroscience,
psychology, medicine, neurolinguistic

programming,
philosophy, music and healing, learning styles and
others.
Schuster, a professor of


psychology, is a pioneer in


researching and applying this


thinking on Accelerated Learning in
the United States. Although he is
an educator himself, he ha

s
observed that none of the


innovators who made major
contributions to Accelerated
Learning techniques was an
educator. Thus, these pacesetters
were not bound by the traditions or
paradigms of education. This


finding is not surprising. Generally
speaking, an expert in a particular
field seeks to advance the field, not
to change it. New ideas that imply
major changes are generally
viewed with some suspicion.
Prof. Donald Schuster
A central principle of Accelerated Learning is that people
must unshackle themselves from the belief that they have
limited ability.
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P3 Training 2005
Split-brain theory -

the different functions of the left and right brain
hemispheres in the neocortex

(Sperry, 1974; Ornstein, 1977)
Multiple intelligence -

the concept of the existence of different types of
intelligence in the brain (Gardner, 1983)
Regenerative brain theory -

the key role of the midbrain or limbic
system in learning (Diamond, 1984; MacLean, 1973; Mishkin

and
Appenzeller, 1987; Machado, 1984)
Triune brain theory

-

the importance to neocortex

functioning of


maintaining balance in the triune brain (MacLean, 1973)
Modalities and modelling

-

the role of sensory modalities and
modelling

expert behaviour

(Bandler and Grinder, 1975, 1976;


Laborde, 1983)
Sensory stimulation

-

the importance of a sensory-rich learning


environment (Lozanov, 1978)
Co-operative learning

-

the importance of learners

interactivity in
learning situations (Johnson and Johnson, 1975)
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P3 Training 2005
The principles have been further researched over
the last 20 years and additional theories have
been incorporated with the basic core
Accelerated Learning model.
Flow State

How we focus, to the exclusion of most other conscious
thought, when we are in a state of extreme and pleasurable
concentration. (Mihaly

Csikszentmihalyi, 1991)
Accelerated Learning has been further extend to become Attitudinal Based Learning, where the
principles of accelerated learning are wrapped in Attitudinal Change theory to include
Attitudinal Based Learning

Systemic processing of learning based on
conceptual & personal thinking (Dunn, 2004)
Brain Dominance Theory

-

the extension of Sperrys left/right brain
theory to incorporate cortex and limbic processing and the concept of
dominance (N. Herrmann, The Creative Brain 1990 )
Neurological Levels

the hierarchical nature of human thinking and
depth of thinking (Dilts Changing Belief Systems 1990)
Andragogic Adult Learning -

the concept that life centered learning and
the extension of Sperrys left/right brain theory to add in cortex and
limbic processing (M.

Knowles The Adult Learner 1984; N. Herrmann,
The Creative Brain 1990

)
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P3 Training 2005
YOUR PHYSIOLOGY
DRIVES YOUR ABILITY
TO LEARN
What is physiology?
This is the physical functions that the body performs, which has

3 levels:
1

The electrical and chemical processes that cause you to do what you do, such as
brainwaves or adrenalin when you are scared.
2

This then has a specific effect in the body, such as producing more sweating when you
are scared.
3

Which gives you a specific body language. When you are scared your body LOOKS
scared to other people.
Learning is embedded in location and states
Research by Bower and Erlichman, extended by
Bandler and Grinder, confirms that each mental,
physical and emotional state

binds up information
within that particular state. In other words, states
like anxiety, curiosity, depression, joy and
confidence also trigger the particular information
learned while in that state.
This reinforces that the how

and where

of
learning are as important as the what.
What this all means is that in the best learning
environment, how people feel and their emotional
state is critical to the success of learning.
Maintaining positive emotional states in the learning
environment, such as fun, enjoyment, comfort etc
will engender higher levels of learning.
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P3 Training 2005
YOUR ABILTY TO ABSORB
INFORMATION DEPENDS ON
YOUR SENSORY PREFERENCE
You have a dominant way to access information
Most individuals have a strong preference towards
one or more of these 3 thinking styles. You
therefore absorb new ideas better if information is
presented to you in your preferred sensory style.
STRONG VISUAL PREFERENCE
You will find it easier if the information is presented through
diagrams, pictures, charts and films.
STRONG KINESTHETIC PREFERENCE
You will find it easier to take in new information if you are able to
act physically. Writing or drawing the information as you hear or
read it will help.
STRONG AUDITORY PREFERENCE
You will find it easier to take in information through listening

to
the spoken word. Youll probably find it easier to learn if you
hear the information rather than see it.
Extensive research has revealed that these 3 key


communication and thinking styles influence how you
learn. If you receive information in the same way
that you process it, then the learning will be faster
and deeper than if you have to receive information in
a non preferred way and then convert it into your
preferred style.
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P3 Training 2005
YOU PROCESS
INFORMATION IN YOUR
PREFFERRED
INTELLIGENCE STYLE
Your intelligence type affects your learning
The work carried out by

Dr Howard Gardner of
Harvard University points to the fact that we have
not just one intelligence

but at least seven!
Each intelligence is of similar importance, and we all
use all seven. However we DO have a preference to
use about 3 more than others. What is also


important is to realise

that IQ, business and
academia tends to focus on only two of these,


linguistic and logical/mathematical.
1
Linguistic Linguistic
Linguistic Intelligence -

skill with words, as
exemplified by writers and negotiators.
Logical / Mathematical Logical / Mathematical
Mathematical/Logical Intelligence -

skill in analysis and
logic, as exemplified by scientists and economists.
2
Visual Visual - -

Spatial Spatial
Visual - Spatial Intelligence -

the ability to visualise and create
images in your minds eye, as exemplified by architects, navigators,
artists and photographers.
3
Body Body - -

Physical Physical
Body Physical (or Kinesthetic) Intelligence -

the ability to use physical intelligence as
exemplified by surgeons, athletes, dancers. People who are good with their
hands

often do not recognise that they are demonstrating higher order

intelligence.
4
Musical Musical
Musical Intelligence -

the ability to create and identify
complex patterns of sound, as exemplified by musicians.
5
Inter Inter - -

personal personal
Inter-personal Intelligence -

the ability to communicate
well, to be empathetic. As exemplified by sales persons,
gifted trainers and parents!
6
Intra Intra - -

personal personal
Intra-personal Intelligence -

the ability create ones
own goals and plans, to be reflective. To analyse
ones behavior as a guide to future action as


exemplified by Buddhist monks!
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P3 Training 2005
Level of use of the 7 Intelligences
Learning Methods Used
INFANT
(learning by
self motivated
exploration)
SCHOOL
(organised learning
chalk + talk)
ACCELERATED
LEARNING
(self organised
exploration)
UNIVERSITY
(chalk + talk
plus investigation)

visual/spatial

logical/mathematical

bodily/kinesthetic

musical

interpersonal

intrapersonal

linguistic

shapes

noise

fun

use of senses

experience

colour

no curriculum

linguistic

logical/mathematical

some bodily/kinesthetic

repetition

sit and listen

quiet

set activities

experience

little use of colour

set curriculum

little use of fun

linguistic

logical/mathematical

sit and listen

quiet

note taking

Investigation and
exploration on own

little use of colour

set curriculum

little use of fun

visual/spatial

logical/mathematical

bodily/kinesthetic

musical

interpersonal

intrapersonal

linguistic

shapes

noise

fun

use of senses

experience

colour

use of multiple
intelligences

personal context used
for the learning
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P3 Training 2005
WHAT WE
REMEMBER IS BASED ON
WHAT WE CODE
THE RECALL WITH
Limbic Limbic
Reptilian Reptilian
Neo Cortex Neo Cortex
Memory and recall is about how your brain works
Contextual Memory
This is the effortless

type of memory, where
memories are linked primarily to locations,
circumstances and emotions. So, a holiday will
have a heavy embedding

in contextual memory
and be easy to remember. Research shows that this
type of memory has unlimited capacity, is easily
updated, happens quickly, requires no practice and
we all do it without thinking. Formation of this type
of memory is motivated by fun, curiosity, novelty
and expectation. It is intensified by sensory elements
such as pictures, sounds, touch, taste and smells.
Metaphors and storytelling and visualization all help
this type of memory.
Active Memory Management
Contextual memory is an easier way to memorise new information. The part of the brain
that manages this part of your memory is called the limbic brain. This part has a strong
influence on your emotions. However, the part of our brain that

we traditionally try to
use in learning is the Neo

cortex (or grey matter) which deals with rational processing.
In addition to memory and emotions the limbic brain also processes the 5 senses
information, acting as a sort of telephone exchange for the brain. This shows the critical
role that the limbic brain has in maximising learning.
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P3 Training 2005
UNDERSTANDING
WHAT YOU HAVE
LEARNT AND WHY
INCREASES LEARNING
Refection increases the quality of learning
Review is the last stage in Accelerated Learning.
This process is often neglected, yet allowing your
brain, memory and emotions to reflect and structure
the new learning is a critical element. In this way the
brain can physically process the ideas and
information in the most useful way. Because your
brain likes patterns it needs to fit

the new learning
into existing patterns or create a new pattern or
simply discard the data! Where this stage is not
completed then recall is often difficult at a later
date.
During this stage your brain
should firstly go back over the


ideas that you have explored. This
should be done in a sequential
and exact way, as this will help


your brain to form the new


pattern

and store it at a concept

level. This reinforces any memory
buttons that may have been put in
place during memory encoding in
step 4.
In order for you to place this new concept into place and context, which is important for
easy recall later, the brain has to find a use for this new learning in the future. Simple
visualisation of this or just thinking how the learning can be used in the future will once
again reinforce the later recall.
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P3 Training 2005
and you want to know more ..
the full details are set out
in my e-book .
How

Adults

Learn
Packed full of information that extends everything you have just

read,
it gives you:

Pages and pages more detail

Diagnostics so you can work out YOUR personal preference for
YOUR Thinking Style and YOUR Multiple Intelligence Preference

Exercises and ideas for PRACTICAL ways to enhance how YOU
learn
Over 90 pages of the most advanced thinking around Accelerated
Learning and Adult Learning Theory complied over 15 years of
detailed research.
Just go to
www.howadultslearn.com