Legal Law

Accelerated learning for great achievements

Most are aware of accelerated weight loss and fitness programs due to frequent and common advertising exposure to them; especially since an alternative channel sells discounted oversized fast foods on Tuesdays after 3pm. However, with the exception of foreign languages, most people do not hear of accelerated learning in general.

Accelerated learning and skill development occur regularly with athletes, musicians, and other artists engaged in performing activities. Unfortunately, most see the intelligence of high achievers (or the breadth and depth of knowledge) as gifts, not development results. As such, most do not view “learning” as a skill, something that one can enrich and nurture, with the expectation of improvement. Instead, most engage in the activity of learning as if it were always “time to act” without the expectation of sharpening the tools beforehand and the route to acting.

In addition, school systems often place students on course “tracks” without attempting to modify the teaching strategies and learning abilities of students, except for the less able students who receive “special” education. The worst of the systems basically says: “We will present the information in a uniform way and the students should learn it however they can. It is not our role to teach them how to learn.”

The information growth curve over the last thirty years has been phenomenal. With the explosive expansion of information content, instructors face the great challenge of filtering it. As such, students are increasingly responsible for their own learning. However, instructors must clearly define the objectives, provide multi-sensory demonstrations of the materials, and ensure that students have high-quality access to relevant and best-curated information and experiential resources that they can identify. Instructors then act more as guides, directors, coaches, tutors, and cooperative participants in group learning processes (similar to working in a student chemistry lab).

Learning is basically based on exposure to a logical presentation of materials, coordination, rearrangement, and application of information, leading to multifunctional data lattices that are progressively and meaningfully organized for memorization and future use. . It puts it all together in a logical, sequential way, one piece of data at a time. So knowledge simply becomes the ability to remember it and apply it as needed. As you simply accept this concept (A → B → C) of “one piece of data at a time”, which you have always done, you simply acknowledge the requirement of data acquisition, association building and sometimes very demanding fact retention. weather. Not all of us were born with identical apparent anatomy, physiology, and functional strengths. But, over time, the learning process becomes easier and more efficient, as with any practiced skill.

You can speed up this process in two ways:

You can incorporate concurrent complementary strategies (A1, A2, A3, A4, A5) → B → C, at any stage of the process. In this example, An are alternative ways to characterize the data A to improve retention, B represents the application of a variety of memorization techniques, and C is the end point. You can also better prepare yourself to learn as PE → A → B → C, where PE in the diagram represents your Readiness and Environment setup. This refers to proper nutrition, rest, self-motivation, goal setting, gathering resources, studying in a quiet, distraction-free environment, and intermittent relaxation as you learn.

Most school systems and teachers have their preferred teaching styles / methods. In public systems, without the obligation to demonstrate high achievement in all of their students, materials are often presented in the most convenient way, often through efficient lectures and moderate homework assignments. You need to enhance the learning experience by exposing yourself to more nuances of the materials. Any one of these multiple facets or perspectives of information (An) may be the one that stimulates the individual learner.

As an example, “Why is the NCAA D1-level college football training approach so successful in creating professionals?” Teams apply the following: team members receive playbooks, watch movies, are verbally instructed by coaches, perform strength and conditioning exercises, practice physical play skills and plays / strategies on the field, and eat ( good) and living together to increase the familiarity and bonding of team members. The soccer team uses all the physical and mental senses, and the psychological tool, in a robust and repeated way, to reinforce the knowledge, skills and the ability to execute everything spontaneously and under pressure. Also, unlike the instructor who teaches a class with the expectation of bell curve performance from the students, soccer coaches recognize that half the team cannot underperform. Rather, the entire team must perform not only competently, but superiorly for the sake of winning, as well as retention of scholarships and jobs for all. There is a basic skill magnified by intention, strategy, help, and incentive.

The NCAA regularly demonstrates that intensive holistic immersion-type training for understanding concepts, facts, and practice skills can deliver high-performance athletes. If you apply the same approach to general academic subjects, you will see more Heisman Trophy equivalent academic performance in all students. Plus, you’ll see more “Instructor of the Year” performances by the teaching staff. There are real barriers, in addition to the institutional financial status. How to overcome the adverse influences of union mindsets, sustained tenure apathy, social biases, environmental disincentives, and lack of immediate incentives, especially for socioeconomically disadvantaged students who are always asked to live on promises of Delayed gratification while others are rewarded (or paid) no matter how students perform? As a subject beyond this tome, he tackles these challenges to the best of his ability, at least while still acknowledging their existence.

Accelerated learning for the high achieving student is not based on the accelerated presentation of bulky assignments and materials. Utilizing the Accelerated Learning Strategy is the regular application of comprehensive and enhanced learning strategies, reinforced by a comprehensive “all in all” commitment to success. There are many opinions on the optimal technologies to accompany this approach. And, the older, as well as the more diverse the social and academic skills of the participants, the more challenging the pace of a class. However, to the best of its component capacities, the strategist must ensure that all students have the resources to participate in the learning techniques. Additionally, parents, guardians, and the community must understand the goals for the school to become a center of excellence.

Accelerated learning is a perspective, an attitude, a toolbox, a set of strategies for effective, efficient, holistic, generous and responsive application, with recognition of individualized pathways to the most prolific results.

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