Accelerated Training Approach is one of the most advanced and effective method in use today. It’s a holistic approach for enhancing the learning processes. It is based on the latest brain research and on theories of Suggestopedia by psychologist Georgi Lozanov. His theory was proved effective and triggered the Accelerated Learning movements , to increase learning effectiveness while saving time and money in the process.
Take for example: A man who had spent years studying. He prepares himself and sits for his exams to successfully graduate. When he starts his working career and asked to reflect on his subjects he studied and passed successfully he may merely remember what he had spent a year investing his time, effort and money. The same man, many years ago who had spent only a week learning how to cycle, even so after many years of not touching a bicycle he can still cycle at ease if he is given one
The Human Mind has evolved over years and psychologists have spent years trying to de-code the mind’s complexity.
Learning will only take place if the “Why” and “How” are challenged.
Knowledge will be gained only when Learnt Information can be applied to receive results. Trainings deliverables based on Learning Design Re-Patterning TM Model creates connection between knowledge and application.
The Learning Design Re-Patterning TM is based on training deliverables as making applied meaning. Learning involves connecting the subject matter to the real world. To learn as interpreting and understanding reality in a different way. Learning involves comprehending the world by applying knowledge.
Generally the learning paradigm in the human mind is broken down to 4 main states and styles of preferred learning. These proven strategies are based on theories by renown psychologists and educationists.
|Learning Styles||Learning States|
This preference includes the depiction of information in charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in words.
| Behavior State
Behavior State is the manifestation of behavioral change where external elements shape one’s behavior. Activity is important. Repetition, generalization and discrimination are important notions. Reinforcement is the cardinal motivator. Learning is helped when objectives are clear
This perceptual mode describes a preference for information that is “heard.” Learners with this modality report that they learn best from lectures, tutorials, tapes, group discussion, speaking, web chat, talking things through.
| Cognitive State
Cognitive State applies to art of processing information. Instruction should be well-organized and clearly structured. The perceptual features of the task are important. Prior knowledge is important. Differences between individuals are important as they will affect learning. Cognitive feedback gives information to learners about their success or failure concerning the task at hand
This preference is for information displayed as words. Not surprisingly, many academics have a strong preference for this modality. This preference emphasizes text-based input and output — reading and writing in all its forms
| Humanistic State
Humanistic State applies to Marslow’s Theory of motivation and further enhanced by Grave’s Theory of spiral dynamics. It has a quality of personal involvement, self-initiated, pervasive and facilitates holistic development to the learner.
By definition, this modality refers to the “perceptual preference related to the use of experience and practice (simulated or real).” Although such an experience may invoke other modalities, the key is that the learner is connected to reality, “either through experience, example, practice or simulation.”
| Socialistic State
Socialistic State is in the relationships between people and their activity. Learning is in relationship between people and environment There is an intimate connection between knowledge and application.
An Experiential Learning approach which facilitates learning through discovery and application. This tested approach seeks to develop the ability of participants to:
A Reflective Teaching approach which engages participants in processes of analyzing , synthesizing and evaluating situations, issues and alternatives. This approach focuses to develop the capabilities of participants to:
A Functional Context in the delivery of the training. This approach provides participants with work-relevant learning and training activities. This functional context approach seeks to develop the ability of participants to integrate and apply new knowledge and skills at the workplace.
– Sticht, 1976