Micro-learning accelerated learning made practical?

Micro learning and bite sized brain friendly learning

Driven partly by budgets and managers demands to have staff away from “the day job” as little as possible, micro or bite size learning solutions have gained popularity in recent years. Go back 20 years and a 5 day course was the order of the day, then 3 days.. 2 days.. 1 day and then into one hour sessions. Now we are in the age of micro-learning. Learning solutions that often take just seconds to achieve, that can be chained into significant learning programmes – all self driven!

 

What is micro learning?

The term Micro learning is often associated with the time required to meet a learning need, for example answering a question, memorizing an information item, or finding a needed resource (Masie 2006). Learning processes that have been called “micro learning” can cover a span from few seconds (e.g. in mobile learning) up to 15 minutes or more. There is some relation to the term micro-teaching, which is an established practice in teacher education, where a session typically lasts less than 30 minutes.

Micro learning can also be understood as a process of subsequent, “short” learning activities, i.e. learning through interaction with micro-content objects in small time frames.

Often some form of technology based delivery system is associated with micro learning, but this is not always the case. Most micro-learning situations features the learner identifying the learning need, sourcing the solution and undertaking the learning unsupported.

 

Does micro learning work?

In the article Neurobiology confirms: MicroLearning conveys knowledge in a brain-friendly way with research taken from the University of Innsbruck it appears that there is evidence that this approach works. Although this research and the production of a commercial product from the same institution is a little concerning.

In addition reading the work of John Medina in his book Brain Rules: 12 Principles for Surviving and Thriving at Work, Home and School Medina espouses many of the factors for effective brain friendly learning to be those found in a micro-learning methodology.

In this 2008 piece by the fast company the author Marcia Conner explores ways in which micro blogging technologies can aid organizations with micro-learning.

 

Is micro learning widely accepted?

There has been a conference on micro learning approaches for several years. It is a well respected event, although it does tend to focus on technology solutions. There have been studies into the effectiveness of learning that lasts less than 5 minuted duration – the so called human attention span. certainly many of us have used this approach informally for personal learning and development for some time. the fact that this approach is difficult to “systematize” means for many learning and development professionals introducing it as a formal strategy is to say the least challenging.

 

Is micro-learning “THE new learning solution”?

In 2008 and 2009 a lot of activity and academic papers were published – however since then it has almost stalled – the reason? well its not because it does not work – quite the opposite – it as a strategy works very well, but as it is not about mass content it means there is little commercial opportunities. For the best “micro-learning session” is the one designed, identified and sourced by the learner themselves.

 

What does this mean for learning facilitators?

Simple – our role now is not providing the solutions – but providing people with the skills and resources to identify and facilitate their own solution.  So if you are a learning facilitator – do you speak Twitter, Facebook & RSS?

Quite simply ”just in time” learning works – it always has – and always will.

How to MASTER Accelerated Learning

How to MASTER Learning

Accelerated or brain friendly learning has had a lot of good and bad press over the years, but what is it and how can you use it?

What is Accelerated Learning?

In basic terms it is efficient learning based on an understanding of the psychology (how) we learn. That is to present or acquire information in a way which makes it easier for the receiving brain to process and retain. Often programmes that are called “accelerated learning” are “learn to learn” type events/ prgrammes, helping individuals to understand their own learning styles and preferences.

To help people develop an accelerated learning methodology there are a number of frameworks or tools to help learning designers or trainers. One of the most common is the MASTER acronym.

The Six Step MASTER Plan

There are six fundamental steps or stages in any Accelerated Learning based programme. They can easily be remembered through the use of the acronym MASTER:

Mind, Acquire, Search/ Seek, Trigger, Exhibit and Review.

This acronym was first published by Colin Rose in Accelerated Learning for the 21st Century: The Six-Step Plan to Unlock Your Master-Mind.

The fundamental steps are:

1	Mindful State	The learner needs to be in a resourceful state of mind. This means being confident, motivated and relaxed. As learning facilitators we can help by creating an environment that encourages individuals to engage with the learning experience.When learners are stressed or lack belief in themselves they will not learn effectively.
2	Acquire the information	Learners need to acquire and absorb the information in the way best suited to their personal learning method and style.As learning facilitators we need to ensure that we use a diverse range of styles and activities to suit all styles.
3	Seek or Search the material & meaning	Learners need to fully explore the learning material from the perspectives and pace that is right for them. There’s a big difference between knowing something and understanding it.As learning facilitators we need to ensure that the material we cover is meaningful and relevant to the learners. Our material must have good face validity to those involved.
4	Trigger the memory/ learning	Learners need to ensure that the subject matter is locked into their long-term memory so it can be recalled when required.As learning facilitators we need to repeat key learning points and provide associations and memory hooks throughout the learning experience.
5	Exhibit (show you know)	Learners need to test their understanding of what they have recently learned. This is one of the most effective ways of proving learning to themselves by demonstrating it to others.As learning facilitators we need to provide appropriate opportunities for learners to show their new skills and abilities to both themselves and others.
6	Review	Learners need to take time to reflect on the learning experience – not just what they have learned, but how they learned. And importantly how to incorporate that learning into their daily life.As learning facilitators we must provide time for reflection, to help learners understand new content and plan when they can apply the learning

 

Remember this is just a summary of the six step process and good instructional design methodology should also be applied (ADDIE etc)

More practical accelerated learning articles are coming soon – watch this space.

When have you used this – do you have any examples to share with other?

The Impact of the Web on Accelerated Learning

The Impact of the Internet on Accelerated Learning

1: Introduction:

Of all the ten articles we chose to present for our website in this series, this article, viz, the final one posed the greatest challenge not because of paucity of research contents but because of the appropriateness. In fact, keying in the search words Web and Accelerated Learning  (or “Internet and Accelerated Learning”)within quotes did not produce any results and without quotes threw a mind blowing 14,30,000 results in a fraction 0.30 seconds reflecting both the sides of the development of the Information Technology, its relevance as well as irrelevance. Subsequently, refining it with the Impact of Web on Accelerated Learning, we got about 96,600 results in 0.23 seconds. Of course, out of a selective intelligence, we believe that we had utilised only those minimal results which have highest relevance for the objective of this article. However, the above has been stated only to highlight the difficulties an uninitiated searcher who would rather leave the net frustrated with confusion and frustration which threatens to negate the much touted unsurpassable success and benefits of the Internet. The short listing of the website for formulating and writing of this article was based on three criteria, viz, that it should relate to Accelerated Learning not just from the present but also the  future, in other words, it should deal with the sustainable manner in which it could be promoted, second,  should correlate to the fast changing nature and advancement of the technology relating to education and HRM  and  third, should have international  focus in that such an advancement should facilitate the  exchange of information, discussion and positive promotion of Accelerated Learning.  Such websites would naturally have unique features in all respects, a theme, and approach in the offering of collaborative tools across the globe, a high exposure in the Search Engine and satisfy the criteria laid down by the United Nations under the United Nations Decade of Education for Sustainable Development (UNDESD).

To our knowledge, the most appropriate site was the PLANET 2025 NETWORK   with the theme ‘ACCELERATED LEARNING PATHWAYS’ FOR SUSTAINABLE DEVELOPMENT WITHIN INTERNATIONAL CONTEXT’. (http://www.planet2025.net/) which has been taken to present the major views along with some other relevant sites have also been used. Within the constraints of the stipulation of the length of the article, it would focus on the international initiatives undertaken in the acceleration of formal, non-formal, and informal learning opportunities, (termed as the I-Wheel). It would also make mentions of  the application of collaborative learning tools, from a results and reflections  of past experiences , chalking out of the key drivers that would influence the UNDESD activities in the area of Accelerated and other learning methods and the ideas and recommendations of the manner in which the future developments. Given the space constraints, it would utilise only the Executive Summary for summarising the key points. .

2: Accelerated Learning in the context of Emerging Technologies:

The Accelerated learning should utilise emerging technologies in the context of huge challenges facing the present and future generation of human kind in the promotion and retention of a sustainable development of education that would serve the economic and social challenges facing the world through acquisition and sharing of knowledge.

The coming years would see the emergence of a variety of user friendly technologies from social networking sites to mobile phones to interactive educational techniques that would dominate the globe and facilitate people, organisations to successfully fructify the transition from the present to a sustainable future`. This, in turn calls, for the development and application of a new set of learning skills that would retain the cultural sensitivities. In this, the web would be playing a critical role in enabling   the collaboration and networking to direct the learners to a more purpose directed approach to media education with an objective to become full fledged participants in the society. Such an emerging media of education, in which the development of the Web tools have a serious role to play would enable approaches of collective intelligence in which there would be multiple players comprised in a society irrespective of the areas they are engaged in, viz., scientific bodies, governments etc whose focus would be directed to the exclusive causes of solving the problems the universe faces.

2.1: Web Tools:

In order to promote Accelerated Learning we need some web tools which are easy but also enjoyable to use as then only it would attract the attention of children who are an indispensable part of such learning.

In this regard, ‘serious games’ for social purpose are being recommended. Although its name may be slightly in appropriate, yet it is felt that they can provide in a veritable manner learning experiences with lasting effects on the players. They are virtual reality games and hence provide the learners an environment to stimulate new and positive models of societies.

New social technologies some of which we would discuss below are the ones that would enable incorporation of new models of educational criteria which would facilitate learning in newer ways of which Accelerated Learning have a central place.

2.2: Social Media Optimisation (SMO):

“Social media is a set of tools online platform that are set up to help people to share content, personal opinions, to build communities shares common interests, such as hobbies, favourite subject, to encourage voting, comments and sharing the information. Social Media is redefining how we relate to each other as humans and how we as humans relate to the organisations that serve us. They can then become effective channels in promoting Accelerated Learning Techniques in its multifarious forms as discussed in the previous articles.

2.3:The I-Wheel :

It is a new form of Social Technology which is  particularly relevant for  the promotion of ‘ Accelerated Learning’ environment through the  development of new literary skills,  promotion of  participative culture and sharing of the knowledge through interactive web tools. However, clear cut results have not emerged so far in proving its effectiveness but this might have to do something with regard to the short span of time it is in use rather than the efficacy per se. Over a period, it may emerge as a successful social technology something similar to Face Book or Twitter.

2.4: Web Citizens:

This has given the scope for the birth of a new class of people who have been associated with the term coined above. By this, scholars and practitioners in the field drive the point that it is this class of citizens who have facilitated through a computer-human interaction a human-to-human face by utilising wisely the benefits conferred by the emerging technologies. This has brought about significant changes in the way learners handle the contents. By redefining the way the Social Media can be exploited, these new classes of citizens who can appreciate such values by blogging, commenting or expressing through online polls. (Armano, 2008) would make a change in the field of Accelerated Learning.

These citizens are not just individuals as along with them a new class of social citizenship has come into being which are reflected in the explosive growth of social networking sites. Thus, whether it is twitter, or face book or that matter lesser known ones like ning.com are all examples of social citizenships and by enabling power makers from taking individual decision to consultative and collaborative decisions by connecting to people across all walks of life.

3.0: Conclusions:

It would only be fair to end this article and the whole series by very briefly presenting a particular set of views  available in the Web to the effect that ‘Suggestopedia’ of Dr.Lozanov  has been twisted to misrepresent many of his view points to secure unfair monetary gains that too by offering instant fixes.

Dr.Lozanov’s ‘Suggestopedia’ is NOT, repeat, NOT:

(i)  Hypnosis:

Though Dr Lozanov, Accelerated or brain friendly learning has been increasingly accepted amonst trainers and people developers, but are we missing much of this learning via the internet? Himself once upon a time was a hypnotist, in his later approaches he has rejected the use of it. He had highlighted the negative side of hypnotherapy in an exercise he had undertaken with Evelina Gateva in which he had removed all the references that could trigger a ‘hypnotic state of mind on the ground that in such a situation the subject surrenders himself/herself to a hypnotical dictator. This takes away the freedom and creativity of learners and that is not the essence of ‘Suggestopedia’.

(ii) Superlearning:

The authors of this concept were not trained by Dr.Lozanov and it had been written not arising out of an extensive research but of a short observation of his experimental research.
As a result, there is scope for misconception in it.

(iii) Neuro Linguistic Programming (NLP):

To Dr.Lozanov and his Suggestopedia, NLP is not acceptable as it aims at ‘programming’ the personality  of the learners which is equivalent to hypnosis as this involves manipulating the personality by a ‘dictator’ which means the loss of freedom of the subjects.

(iv) Use of reclining chairs or sofas in the class rooms:

The class room where Suggestopedia is thought, there is  a central table surrounded by ordinary chairs and hence never ever had advocated the use of reclining chairs or sofas in which the students are made to lay down for listening the voice of the teacher. This in effect would mean invoking hypnosis on the learners.

(v) Use of breathing , visualization, alpha wave exercises, selling tapes, bio feedback devices or mechanical materials  on the ground that they are all similar to hypnosis that transfer the control of the learners to a master and hence not acceptable.

(vi) Use of slow baroque and rap music in the concert reading: Suggestopedia uses baroque music pieces in the second ‘passive’ concept session and never recommend the usage of ‘adagio’(playing of music in a leisurely manner). Similarly, it is a no to rap music as it is presumed to be dominated by a monotonous rhythm and beat that may cause hypnotically state of mind.

(vii) Teachable without a teacher and not just a group of teaching techniques:

Suggestopedia invokes emotion as an essential ingredient to stimulate the whole personality for which a harmonious coordination of conscious and Para conscious state of mind is needed. self study can not facilitate this. Similarly, there needs to be a strong theoretical basis for the teaching of Suggestopediavisualisation. Techniques not supported by such a theory, say for instance, rendering a set of concert reading sessions in the traditional setting language classroom, do not work.

To conclude, It is neither the objective of this Paper to verify these claims nor does it mean that it accepts such generalised views that would undermine a major volume of scientific work for the dissemination of which the Internet and Web have positively contributed. It has been presented to highlight some of the dissents that exists and leaves the judgement to the readers.

Bibliography

Armano, D (2008): Bridging The Social Divide, Logic + Emotion blog or AdAge.com, Available at http
http://adage.com/digitalnext/post?article_id=131858, accessed on Feb, 11th, 10
Kaz Haglwara: Mimeo “Suggestopedia” and Accelerative Language Teaching/Learning: , Accessed on 12th Feb 10. (page not accessible 12/3/10)
S Lovink (2007); Accelerated Learning Pathways for Sustainable Development within … http://www.planet2025.net/Accelerated%20Learning%20Pathways-Print.pdf accessed on 11th and 12th Feb, 10://darmano.typepad.com/logic_emotion/2008/10/click-for-large.html

Gardner’s Multiple Intelligence Theory

1. Introduction:

In this article we propose to explore in a concise manner Howard Gardner’s varying approaches to the “Multiple Intelligence Theory” and their relevance to Accelerated Learning Techniques.  The objective, in other words, of the article is to enlighten the readers of its practical utility for which reason it found popular acceptance with the practising educationalists especially those based in the USA.  In effect, the concept and the realisation of it are discussed simultaneously.  ‘We as human beings in an imperfect world constantly perform the functions of understanding and such understanding determine the good or evil of the performance of such acts’ (Howard Gardner, 1999).  If this be the case, all  his approaches drive one key theme, viz,  that people in general and children in particular should be imparted the skills  of ‘ Accelerated Learning Techniques’,  to make the world a better place to live and such knowledge which they should acquire towards this purpose should not be confused with morality.  Self-knowledge is the best knowledge to avoid the mistakes of the past and ‘Multiple Intelligence Theory’s purpose is to synthesise such self-understanding.

2.0: Brief description of important types of Gardner’s Intelligence Theory:

For those who are interested in self-learning and impart ‘Accelerated Learning Techniques’ to make their children to help them to grow as holistic adults, it would be of help to understand different types of Gardner’s ‘Multiple Intelligence Theory’[1].  However, by way of a general note, it may be relevant to mention that no value judgement as happiness or sadness could be attached to Intelligences, as they are emotionally neutral.

2.1: Linguistic Intelligence:

The ability to learn and the capacity to use it in the performance of day-to-day activities including in one’s profession, forms the basis for ‘Linguistic Intelligence’.  Children and or adults endowed with this type of intelligence use language as a means to remember information and reproduce it practically.  These individuals use language, written and spoken, for   explanation of ideas and interpretation, of information, understanding the relationship between communication and meaning of words.

Individuals equipped  with such type of intelligence shine in  writing, legal, journalistic, speech writing, training,  Teaching/Editing/Translating / Public Relations/ Media Consulting/ copy-writing TV Anchoring  to  name only a few.  Poets fall in to a higher plane of creativity in this type of intelligence.

2.2: Logical Intelligence:

Scientific temperament, the ability to detect patterns, application of logic in terms of cause and effect, performing mathematical calculations with ease and in effect looking for evidences in all the things that govern the performance of activities are the chief characteristics that are found in the individuals endowed with this intelligence.  Pure Sciences, Engineering, Accountancy, Banking, and Trading are some of the professions that best fit these persons ideally.  Outstanding diplomats are also found to excel in these traits as they help in negotiations.  The recent advancements in the Computer Technology have further brought out the importance of identifying and developing students having logical reasoning capabilities.

2.3:  Kinaesthetic Intelligence:

In a symbolic manner, it can be said that for some individuals their brain works through their body parts in the carrying out of their tasks and such individuals are said to possess Kinaesthetic Intelligence.  Through controlling the body movements in an agile manner, by using the hands and eyes in a skillful manner, they display their mental abilities to solve the problems.  Individuals with these skills have been shining and children if properly directed would shine in sports, aesthetics, and arts and crafts and in short anything that needs the application of the movements of the body in getting a task accomplished.

2.4:  Musical Intelligence:

Musical intelligence is found to run in parallel with linguistic abilities and encompasses within itself the capabilities to compose and perform musical pitches, tones, and rhythms.  It is the awareness and appreciation of sound, recognition of patterns in rhythms, understanding the relationship between sound and feelings among other things that distinguish these individuals from others.  Naturally successful breed of the professionals in this area is found in Musical composing and singing, Acoustic Engineering, Voice Coaching, Environmental Noise Pollution and in those who have the ability to create the right mood in recorded music that are played in telephone systems.

2.5: Interpersonal Intelligence:

These individuals excel in working with and through others.  They understand the capacity, the intentions, and the motives that drive the individuals and seek to maximise it through the application of such skills.  Their excellence gets demonstrated in HR,  Training and Development including communications,  Organisational Development including development of leadership qualities, Education, Medical particularly caring and counselling, Training and Development including fostering  team work, and Leading Organisation including Political Governance

2.6: Intra-personal Intelligence:

If interpersonal intelligence involves the capability to understand others, intra-personal could be equated to apply the same to within oneself in understanding self to actualise the maximum in one’s own potential.  It is the designing of an information system within oneself rather than others and application of the same in the regulation of one’s life in a structured manner.  In a sense it is something which could be correlated with the Maslow’s Hierarchy of Needs and self-actualisation model.  Of late, it is linked with Emotional Intelligence.  One cannot typify the areas of professions of these individuals as in whatever they do they are the leaders.  Leaders possess multiple qualities and one such is their capability to self-introspect and self-actualise.  Hence, this needs to be seen in the light of individual development which also embraces professional development.

2.7:  Spatial Intelligence:

Such individuals interpret the meaning of images in a recognisable manner, use the patterns of wide space, and could be categorised as creators of physical things through mental mapping.  They are naturally made for arts, design and crafts, inventing, fashion including costume designing, architecture including land-scaping and space consulting.

3.0:  Conclusions

These descriptions serve the purpose of brining out the characteristics of the types of Multiple Intelligence and they in no way mean that human beings are exclusive creatures of one or intelligence. Everybody has a composite mixture of multiple intelligences and the contribution of Howard Gardener lies in highlighting predominant prevalence of  one over the other in making a human being to realise the presence  of it in him/her and utilise the same to achieve the best possible in one’s own life. In fact, Gardener felt that this belonged to the domain of Psychology though it to not make much use of it and what was the loss of this field is the gain for the Educational sector.

Howard Gardener in the words of Smith and Smith (1994) is considered as a paradigm shifter.  There is growing evidence of students’ eagerly embracing one aspect or other of his theory (Multiple Intelligence Theory in the Classroom) which attests the fact that the state of concentrated mental engagement is induced if individuals do something which they like to do or good at doing when involved in tasks that require high levels of mental or physical focus.

References:

Gardner, Howard (1999); Intelligence Re-framed, Multiple intelligences for the 21st century, New York, Basic Books
Multiple Intelligence Theory in the Class Room: Available at www.newhorizons.org>…> Multiple Intelligences – and accessed on 21st Jan 10.
Smith, L.G. & Smith, J.K. (1994): Lives in Education, A narrative of people and ideas, New York, St Martin’s Press

Suggested Readings:

Scherer, M (1999): The Understanding pathway; A conversation with Howard Gardner’s Educational Leadership 57(3) Available at www.georgejacobs.net/MI articles accessed on 21st Jan 10.
White J (1998): Do Howard Gardner’s multiple intelligences add up?  London: Institute of Education, University of London

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[1] Detailed explanation could be found in his Book Frames of Mind, The theory of multiple intelligences, New York, Basic Books.

 

The brain & learning – what bit does what

1.0: Introduction:

Without diluting the importance of the concepts involved in this article which would be discussed in a scientific manner as they demand, we would start it in a lighter vain with a story. The story may apparently look like a little disjointed  but a reflection on it would bring out its relevance as this article relates to the brain and it may be necessary understand the unpredictable  ways it functions. Chemical balance in the brain is reported to be playing a crucial role in determining the orderly behavior of human beings and when there is a wrong or excessive input of chemicals, it can cause havoc in the behavior of the individuals which can even make them criminals. ‘Accelerated Learning’ can be considered, in a sense, as chemicals and its inputs into the learners mind should be carefully crafted for which an adequate knowledge of manner in which the brain functions should be understood. We do not have any doubts about the relevance of the story as it had appeared in a website which deals with ‘Accelerated Learning Techniques’. However, we do not have an idea as to whether it is real or imaginary. Let us come to it with out any further delay.

1.1: A Gardner and his employer:

An aristocratic lady engaged a Gardner obviously, whose credentials were unblemished. Every morning he got the instructions for the day’s job which mainly related to spraying of insecticides on the plants and flowers and went about it without making any big issue out of it. In one such morning which incidentally was also hot, he felt a need to relive himself and having decided not to bother his employer with a request to show him the rest room, he went about this act by defacing one of the walls of the garden. Unfortunately, not for him, but for the lady, the reason of which we would come to know about as we read it through, the lady made an unscheduled visit to the garden and chide him off. Much to her aghast, he attacked her with a gardening tool which must have been quite sharp as it killed her. He was tried for murder but his defense consul submitted that his client had lost liquids due to the hot morning and inhaled though inadvertently some of the insecticide spray meant for the plant. The chemical ingredients of the spray had changed his character transforming him from a sober and well behaved gentleman into an aggressive person which made him to indulge in this unholy activity. That he was acquitted is beside the point but the crucial point for the purpose of this article is that mind or brain is an ever changing chemical soup and though improvements could be brought out by, changing the soup yet it would not always guarantee positive results. If one inhales the wrong chemicals, it would mean ruin of one’s proper behaviour in the conduct of life and on the contrary inhaling the right chemicals would turn him or her into a genius. Well, what is the connection between this and Accelerated Learning or the Multiple Intelligence Theory of Howard Gardner or for that mater the Super learning techniques? The answer is that they all try to inject the right chemicals into the brains of the learners to make them extra-ordinary, if not, genius.

2.0: The Brain and Learning:

Now, we would get into the analysis of the subject much more seriously  which is the objective of this article as such an analysis would enrich the understanding of  all of us  of the role the brain plays in refining ‘Accelerated/Super learning techniques.

Brain research indicates that for effective learning, both body and mind should be involved. According to Zull (2002), the body and brain interacts in two distinct manners. The nervous system spread over through out the body continuously keeps the mind appraised of what is happening within the body at any moment. Secondly, the hypothalamus sends the chemical (the importance of our story could be understood from this) messages through the blood stream which creates feeling ranging from exhilaration to depression. The chemical composition or chemical like factors determine the behavior of the brain.

2.1: Gender difference in the Learning Process;

It may be of interest to know what the research thinks of the influence of gender in the brain learning, because, it directly influences the refinement of techniques. Two prominent educational researches, Nunley (2004, 2003) and Sax (2005) appear to be holding opposite views in this regard. Nunley opines that there is no difference between them and it is the variation among individuals that matter the most. On the other hand,   Sax has argued that gender difference does bring in a structural difference in the way the brain is made up of and hence different techniques would be needed in the designing of educational programmes to bring in the best in respective genders. For the purpose of this article, suffice to say for the purpose of this article that the debate between ‘nurture’ and ‘nature’ continues so that we can concentrate on some of the other important issues. Nevertheless, it may be of interest to note that Nunley believes that behaviour and learning patterns get to be established in the early part of life.

2.2: What bit does what?

The hypothalamus is considered the primitive region in the brain which is believed to be driving behavior. It is the reservoir and takes charge of such Intuitive traits as anger, aggression, fear etc. When any one of them is triggered, it acts, rather reacts fast producing the famous ‘fight-flight’ response. In addition, it controls such functions as hunger, thirst, sex drive, keeping the body temperature in balance and the hormonal system. That bid known as ‘amygdale’ is found to be responsible in generating feelings of love, jealousy, attraction, (and getting attracted) and kindness. By performing the functions of forward and  backward link,  the  ‘hippocampus’  acts as a connector  between  amygdale  and hypothalamus forward and in the process aids the formation of new memories. In the hierarchy of god’s scheme of things, ‘the top layer of the brain is occupied by ‘cerebral cortex’ and it is in fact the focus of the researchers as it carries an ocean or possibilities for learning.

2.3: How does the above matter for Accelerated/super learning techniques:

Well, your question is genuine and here are the answers.

All the human being and learners without exception want to be bestowed with a feeling of control in order to ensure their survival in this world and hypothalamus not only precisely but in a scientific manner fulfils this function. A precondition for learning is the creation of trust and safety (not necessarily, in that order but both are needed) in the students in a learning environment. The importance of Gardner’s Multiple Intelligence or principles of Accelerated or Super learning techniques acquire significance in this regard, as learners accomplish this control when they have a choice of activities. Through such a process, the learners take control of their behaviour as cerebral cortex facilitates rational and logical thinking. The Accelerated/Super learning techniques, multiple intelligences as logical, linguistic, musical, inter-personal, kinesthetic  among others  strive to fulfill the golden rule that “every student deserves a special education” (NUNLEY, p.9).

2.4: The need to be bold to acknowledge gender difference:

Sax is rather emphatic in the statement about the prevalence of innate differences in the brain structure between the sexes and further emphasizes that it is high time that one comes out of the chauvinistic bent of mentality that stands in the way of acknowledging the existence of such differences. If learning is not ‘ gender neutral’, the learning techniques cannot also be ‘gender-neutral’  and consequently gender stereotypes would produce only promote mediocrity in leaning that serves neither the men nor the women.

2.5: The implications:

The research in the activities of the brain especially relating to the brain is bringing out more and more the fundamental difference in its stricture between men and women. In the men, the left hemisphere of the brain specializes in the learning of languages and the right for recognizing spatial concepts where as in women the asymmetry is much less noticeable (SAX, 2005). “Medical Research in the stroke patients further support the above in bringing  out the manner the male and female brains are organized, with the functions more compartmentalized in male  and more globally distributed in female brains respectively” (SAX, p.12). Without getting more technical, let us look at some of the implications of these.

The above evidences suggest that females are better equipped to interpret facial expressions than their opposite sex and this is further reinforced in the observations that infant girls prefer to look at people’s faces directly. To put it succinctly, females are better at trying to find answers to ‘what is it’ whereas the men try to find answers to ‘where is it going’?

3.0: Conclusions;

The more we probe the more would it be interesting but we have to bring this article somewhere to a logical conclusion. It could be seen when the key words regarding brain learning is typed into any search engine one is swamped with the functioning of the right and left hemisphere of the brain and how they have  to be utilized for achieving a harmonious learning. We differ from the rest in that we need a fresh thinking from the sterol-typed manner these sensitive subjects are treated. We promote human resources and hence our approach is towards tapping it consistent with new research rather than repeating what is already going on…

Accelerated/Super learning  techniques or for that matter if one were to realize the full benefits of the hard work of Howard Gardner’s Multiple Intelligences, according to Nunley  (as at least we infer) one  should focus on the development of the faculty of  critical thinking. Again, like the exercise which is needed to keep the muscles from attrition, the brain also needs exercise to keep it active and achieve maximization of performance.

Broadly, a learning programme should consist three layers, namely, (a) gathering information and knowledge, (b) applying, acquiring, and demonstrating the mastery of them and (c) transform them into critical thinking. In what bit does what, we can conclude while not undermining the other parts of the brain, it can safely be said  that the ‘cerebral cortex’ should be engaged the most in order to maximize learning.

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References:

 

Nunley, K (2003): A student’s brain: The parent/teacher manual, Morris Publishing, Nebraska
Sax, L. (2005): Why gender matter, Doubleday, New York
Zull, J. (2002): The art of changing the brain, Sterling, VA: Stylus Publishing.

Lozanov on learning “double plane”

1.0: Introduction:

Two chief impediments identified by both educational scholars and trainers of Human Resources to learning are inattention of the learners and passivity of the teacher/trainer. In the words of accomplished American Psychologist William James, W (1890),  ‘the faculty of voluntarily bringing back a wandering attention over and over again is the very root of judgment, character and will…………….An education which should improve this faculty would be the education par excellence. ‘Wandering attention’ afflicts all learners in every walk of life, the student, and the executive, rich, poor, the bright, and the dull. It can in fact be summed up as the bane of education and many a training programs. Perhaps tired with the instant fixes the western system has been unsuccessfully offering over a period, sensible educators and trainers have been revisiting the traditional wisdom. It is no exaggeration, if one were to say,  that they are rediscovering the age old quotes  and techniques of  Lozanov, the Bulgarian Psychiatrist turned educator, who redefined the methods of ‘educating’ as against ‘education’ out of which concepts like  ’Accelerated /super learning techniques’,   ’Multiple Intelligence Theory’  and numerous variations of them have been born.

In this article, we propose to deal with at a greater in detail one of the path breaking techniques of Loznov through the method of learning ‘double plane’

2.0: The concept:

In a learning environment, Loznov stresses the importance of both suggestive and de-suggestive techniques (Lozanov, G, /www.vobs.at). According to him, suggestions are of two types, viz, the direct, and indirect. In a learning environment, the direct one focuses on the conscious process which one normally finds in the current educational system where the teaching takes place through the printed materials  (e.g., text books) and oral instructions of the teacher. This has limited applicability because of the resistance of the learners arising out of the vulnerability from the set-up. The scope for learning through indirect suggestion is vast and this is what Lozanov terms as the ‘second or double plane’ of communication. In simple terms, it denotes the existence of a variety of communication factors, as voice ,  tone (intonation), body movements, the facial expressions, to mention a few of them, which are outside one’s conscious awareness. The other indirect effects which have a bearing on the indirect suggestions relate to the arrangement of the class room by taking into account such factors as lighting, sound, and other decors. All the factors in the communication learning environment act as a communicative stimuli at some level of non-specific mental activity which acts on the Para-conscious level. i.e. at the level of set up. The more a teacher/trainer can do to deliberately   orchestrate the unconscious  as well the conscious factors in a given environment, the greater the  chances to ‘de-suggest’ to the learner which would enable him/her to come out of the conditioned and involuntary patterns of the ‘inner set up’ and open the access to the tapping of their mental reserves.

3.0: How barriers inhibit the learning process:

All human beings have built in themselves anti-suggestive barriers and the aim of Lozanov’s ‘double plane learning’ is to accelerate the learning process though the removal of such prior conditioning in them. The challenge lies in the enabling of the individuals to by pass the social norms and open up to the development of the personality, as according to Lozanov himself, the human beings innately protect themselves with psychological barriers in the same way an organism protects itself from physiological barriers. They are reflected in the following ways:

An emotional anti-suggestive behaviour would reject any suggestive inputs that may produce a feeling of lack of confidence and or insecurity. This emanates from the set up in every individual.

A rational faculty anti-suggestive barrier through a conscious critical thinking rejects suggestions which it perceives as unacceptable. The teacher/trainer faces an extra-ordinary difficulty in unmasking this due to the fact that it is disguised in the emotional barrier.

An ethical barrier is culture sensitive in that it rejects any things which are not in conformity with one’s culture and as a result, the personality does not open.

Practical examples of the above are illustrated below:

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Barriers to Suggestions              The Reaction

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Emotional                                I won’t carry out this act, though, I cannot really

explain the reasons for it. It makes me feel uneasy,

thanks for your asking, but I would rather not

Critical                                      This is not possible by me, may be others can do

that, but that does not mean I can do, please not

ask me to do it.

Ethical                                       It is not fair, that means being dishonest

4.0: The Application of the concept in a real setting:

The hall mark of his above technique is the realization that in order to over- come the barriers one has to comply with them. This may appear ironical and contrary to reality but a lack of understanding of this fundamental tenet as applied to accelerate learning technique in this context would nullify the effects of suggestions which would be doomed to failure negating the very objective of education or training.

Once this is  understood, the teacher/ trainer is poised towards accomplishment of their goals, as a positively suggestive authority can be used as a highly effective tool in the accomplishment of such goals provided it is used with care. The authority which Lozanov mentions has nothing to do with authoritarianism and is the ‘non-directive prestige’, through which the imparter of skills creates an atmosphere of confidence and innate desire to follow the set example. For this, the teacher/trainer should themselves be an embodiment of values and attitudes which they preach about. When there is a union in the many levels of communications of the teacher/trainer, they become believable, trustworthy in the eyes of the learners which make them to follow the path of their mentors.

The physical environment, the quality, sincerity and dedication of the teacher/trainer,  imbibed with a ‘double-plane behavior’ with a demonstrated mastery in the usage of suggestive language ( be it may in intonation, facial and or body expressions) combined with music have been stipulated as essential conditions by Lozanov  in the successful accomplishment of ‘double plane’ accelerated learning.

4.1: Role of Classical Arts:

In Lozanov’s scheme of things, ‘Classical Arts’ occupied a central role in the ‘double plane’ accelerated learning. This could be in the form of music or dance and in fact, he had adopted the terminology, ‘adagio’ which in effect meant ‘ a sequence of well-controlled, graceful movements performed as a display of skill’.

According to Racle (1979) who reiterated his stand on music postulated ‘that fine arts being the highest form of suggestion, the arts must be integrated with teaching. According to Lozanov (1977, 1978) that peripheral perceptions exist in millions of different art forms and he had demonstrated their effectiveness in aiding the learning. He further postulated that when the learners listen to music or watched a performance, the impact gets directly into the subconscious mind. It is not just the music as pointed out earlier. In short, to him, all the Accelerated Learning teachers/trainers should think of themselves as artists in that their role is one of ‘orchestrating the learning environment’.

5.0: Conclusions:

The beauty of Lozanov’s amazing contributions lies in the fact that his discoveries combine elements of pedagogy, psychology, and neurology. Translated in ordinary parlance, they mean activeness, meaningfulness, the classic arts, the simulation of both the cerebral hemispheres of the brain and the conscious as well as unconscious working of the mind. It blends learners’ autonomy with the teacher/trainer’s authority. The fundamental to the learning process is the ‘human being’ and not the ‘contents’. It is an appropriate answer for the currently flawed learning methods in which the ‘text’ is stressed and not the ‘intelligences’ a learner possesses. It also makes the teacher/trainer an integral part of learning and makes the traffic a two way process with an absolute ban on signs of ‘no entry’.

References

James, William, (1890): The Principles of Psychology, New York, Holt
Lozanov, G. (1977): The Bulgarian experience.  The Journal of Suggestive-Accelerative Learning and Teaching, 2 (3&4), 85-95.
Lozanov, G. (1978): Suggestology and Outlines of Suggestopedia.  New York, Gordon, and Breach Pub.
Lozanov, G. (1978): Suggestology and Suggestopedia: Theory and Practice:  (Working document), Sophia, Bulgaria: United National Educational Scientific and Cultural Organization.
Lozanov, G. (1978): The Suggestological theory of communication and instruction.  The Journal of the Society for Accelerative Learning and Teaching, 3 (1), 51
Lozanov, G. (1991: On some problems of the anatomy, physiology, and biochemistry of cerebral activities in the global-artistic approach in modern Suggestopedagogic training.  The Journal of the Society for Accelerative Learning and Teaching, 16 (2), 101-107
Lozanov, G. Suggestopedia – Decongestive Teaching: Communicative Method on the Level of the Hidden Reserves of the Human Mind, online edition, (www.vobs.at/ludescher/pdf%20files/SUGGESTOPAEDIA%20-%20book.pdf), accessed on 5th Feb 10
Racle, G. L. (1979): Music, pedagogy, therapy, Suggestopedia.  The Journal of the Society for Accelerative Learning and Teaching, 4 (3), 133-146.

Key Developers of Super Learning Techniques

1.0: Introduction:

In this article, we would have an overview of the evolvement of the theory and techniques of super learning techniques and through which we consider the transformation of original theory known as ‘Suggestopedia’. The term ‘Suggestopedia’ was coined by Dr.Georgi Lozanov (which was dealt in the first article) to denote its application to a combination of two functional terms, viz, suggestion and pedagogy. This was done to stress the importance of the roles of the educators to use methods of suggestions to make learning a fun, at the same time move them out of frontiers of self-limiting beliefs, and implant in to them a feeling of positiveness. This got changed to ‘Accelerated Learning’ in the USA partly by way of an answer to the countries cultural mindset and mainly to the adaptation; it underwent by subsequent developers whose contributions provided lot of food for thought in the areas of Multiple Intelligences, Adult Learning etc. These teaching approaches got assimilated and bundled into what we designate today as ‘Accelerated Learning Techniques”. The objective of this article is to explore the contributions of key developers who dedicated themselves into this field to make it as a professional are in the field of ‘Psychology of Education”. The International Alliance for Learning (IAL) of the US, (formerly Society of Acceleratative Learning, SALT) has been the front- runner in ushering of new ideas and concepts as it has been developing and this article we would specifically focus our attention on one such important development, viz, Super Learning Techniques.

2.0: Contribution of Marjorie Rosenberg[1]: There has been a continuing quest on the part of the teachers and researchers to probe into the motivations of learners to acquire mastery of their learning especially in acquiring language capabilities other than the ones from their mother tongue. This had in turn prompted authors like Marjorie Rosenberg to research the instincts of the learners in discovering the resources within themselves and apply them to learn a foreign language.

‘Super-learning techniques’ can be termed as the application part of the Suggestopedia discussed in the earlier paragraphs and its application in the schools, colleges was developed by Donald Schuster and Charles Grifton (1986) which acquired the name of Accelerative Learning Techniques. The concept besides has extended itself by bringing under its fold the scholarly works of Stephen Kristen, (Second Language Acquisition), James Asher’s Total Physical Response and Nuero-linguistic Programme (NLP) and Sensory Activity (and) Processing models of Richard Bundler and John Grindler respectively. In a nutshell, the theory states that ‘super-learning’ is characterized by specific phases which get formed into a cycle.

2.1: Description of the phases:

Preparatory;

The preparatory phase serves as a link between the learners’ atmosphere prevailing in the outside world and the learning environment in the class room. This can be in any form ranging from warm-up to activation represented by games or music. The important point to be noted is that it should not be mistaken with such exaggerated statements as the students would have to lie down on the floor to listen to irregular beats of music or dissipate expressions of art/culture. Alternatively, practicing few numbers of vocabulary words in a relaxed state of mind. This has something to do with getting psychologically prepared to the next stage of learning in order to make them purposefully comfortable and may include any of the above in a balanced manner. It is an exercise which involves the use of both the sides of the brain and stimulate the learners to use both of them inspite of the fact that such usage may appear strange and unconnected. In a rigorous form, this is considered as obtaining the permission from the students of a group which according to Michael Grinder (1991) is necessary if the teacher has to communicate successfully with the student and in simple terms, it is the connection of the enjoyment with learning. In the process, active listening is promoted through a number of creative and fun loving methods where the learners are not discouraged in making mistakes.

Active Concert:

In this phase, the actual material is given to the students with background music and the aim of this phase is to encourage the students to think in the target language. It is on the left side of the page whereas the translation is provided in the right side of the page with a view to enable them to refer to it when they do not understand any word. The vocabulary words are given in bold type.

Decoding:

Normally, three types of activities are performed in this stage. The comprehension could be tested, tasks could be assigned to the students relating to the contents, or the teacher can invite questions from the students themselves. Both vocabulary and grammar can be dealt under the decoding process.

Practice and Activation:

This is the phase wherein the transfer of knowledge takes place from the teachers to the students and hence the longest one. They generally assume the forms of dialogue and once the presentation is completed by the teacher, the student resorts to reading the text aloud. .This phase also extends itself into creative writing, role plays, and collaborative communications among the learners. Gardner’s Multiple Intelligence Theory comes into predominant play as kinesthetic and other intelligences of the learners are tapped and applied. It is considered the longest due to its consuming about 80% of the super-learning cycle.

Passive concert:

In this phase, under a background of soothing and relaxing music, the teacher reads out an equally relaxing text which the students listen in a relaxed stated of mind by closing their eyes. It is in this phase, the Baroque music is played with an intention to review what has been read. Tnis phase comes at the end of the lesson. In effect, super-learning has got something to do with the optimal utilization of both the parts of the brain which forms fundamental to any learning. It also amalgamates innumerable developments taking place around the various parts of the globe so that the students get the best out of each one theme.

3.2: Contributions of Rose Ostrander et al;

Rose and Nicholl (1997,2000) advocated super learning techniques to gear the future generation to raise up the fast changing demands of learning on the count that the 21st century would witness a growing scientific development and needs a corresponding scientifically  literate society. The earlier works of Rose (1987) stresses the fact that the past  method of learning which involved concentration and repetition is not efficient on account of its engagement of only one part of the brain. They further suggested that super learning is a method which works towards freeing of the following in the process of learning: They had also prominently advocated the 8-second cycle which is equillent to a breathing technique in yoga:

1 Being aware of an existence of a block and the removal of the same
2. Does such a learning fulfill a need and if not seek alternate means of learning to fulfill the need
3. Break the limiting memory block and without being judgmental implanting into one’s mind a positive pattern of affirmation through any of the Multiple Intelligence Principles of Howard Gardner
4.  Expect results gradually eschewing over-night dramatic changes

3.3: Other key contributors and contributions:

The developments in the field have been so rapid that it may be difficult to capture everything in an article of this nature. Nevertheless, we have to mention some of the interesting developments in the filed and leave it to the curiosity of the readers to explore what they think suitable and appropriate for themselves. Jane’s Bancroft’s Book on ‘Suggestopedia’ is one such interesting work which provides lots of useful material for generation and application of ideas especially in trying to expand the thinking of Lozanov. The book explores in detail the role of rhythm in the learning process and expounds further of the belief of Lozanov treating it as one of an auto suggestive component of yoga techniques. His genius lies in isolating and treating it as a reserve that could be tapped for learning. .Rhythm further affects the body and mind and it is observed that when the Non-specific Mental Reactivity (N.M.R.) is applied, we can feel the unconscious/involuntary tapping of our foot to music. The baroque music contributes the rhythm and rhythm is nothing but a yogic way of breathing. Mentally focusing on any rhythm, internally or externally, would automatically influence the internal rhythm Thus an unconscious average learner is induced into pranayamic yogic breathing and this in fact was proved to be true by Schuster who had consciously counting the 8 second cycle mentioned earlier..

4.0: Conclusions:

In non-technical terms, super-learning could be applied to any learning and teaching situation to improve the quantity as well as the quality of education. It strives to provide a stress free environment which makes learning an enjoyable experience for the learners and incorporates such yogic techniques having superior values even without the learners being conscious of it leave alone learning it.. Music has an innate nature to sooth the nerves and improves the mental focus. Since the super learning techniques are based on simple technology it can be cost-effective and would ideally suit the developing countries in ensuring quality learning to the future generation.

References and Suggested Readings:

Bancofet, W. Jane (1999): Suggestopedia and Language Acquisition, New York, Gordon and Breach
Baudonin, Charles (1920): Suggestion and Autosuggestion, London, George Allen & Unwin Ltd.
Ostrander, S, Schroeder, L, and Ostrander, N (1980): Super learning, New York, Dell
Donald Schuster & Charles Gritton (1986): Teaching for Two-Sided Mind
James J Asher, (1977): Learning Another Language Through Actions, Sky Oakes Publications.
Michael Grinder, (1991): Righting the Educational Conveyor Belt, Metamorphous Press, 1991.
Ostrander, S, Schroeder L, Ostrander, N, (994): Super learning 2000, New York, Delacorte Press
Rose, Colin (1985): Accelerated Learning; Great Britain,
Schuster, D.H., And Gritton, C.E. (1986): Suggestive-accelerative learning techniques, New York, Gordon, and Breach
Stephen D. Kristen (1987): Principles and practice in Second Language Acquisition, Prentice Hall, Accelerated Learning Systems Ltd

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[1] Marjorie Rosenberg is an instructor of English at the Pädagogische Akademie des Bundes in der Steiermark. Marjorie also works as a free-lance language trainer for various companies and for the state government of Styria, Austria and a free-lance NLP trainer for both teachers and business people.

 

How to prepare for your own superlearning programme (learning and mental)

How to prepare for your own superlearning programme

1.0: Introduction:

In all the previous articles, we had discussed about the development and the utility of Accelerated/Superlearning Techniques as originally propounded by Dr. Lozanov and subsequently developed by innumerable scholars belonging to a variety of disciplines. One can name any field, Psychology, Sociology, Education, Liberal Arts and the list is endless where the ‘Accelerated Learning Techniques’ and the Multiple Intelligence Theory could be applied for the benefit of the humankind. In this article, we propose to discuss an exciting development in relation to how a super learning program, through a well orchestrated process of self learning could be achieved,  by following a set of techniques, pieced together into a logical program that has been  advanced by an Indian scholar cum administrator, Dr. Prem Saran. [a]. He has ingeniously blended the best of Dr.Lozanov with the critically acclaimed Indian yogic techniques. His programme titled as ‘An Indic Metalearning-cum-Superlerning Model for the 21st Century: Content Development for e-Learning’ E-learning: Prospects and Challenge)  is based on rigorous research on the scientific works carried out by the’ who is who’ in the field of ‘Accelerated Learning’ or non-conventional thinkers.

The reasons for choosing his path breaking work are many, but the chief ones are:

It is a technique of ‘learn how to learn’ (which ideally suits the objective of this article) covering both aspects of learning and also mental learning having great  utility for trainers and those engaged in the HRM field to tap the best  potential of the working force, in whatever capacity one is working.

Secondly, it is the most modern form of advancing the’ Accelerated Learning Techniques’ which also invokes the multiple intelligence strategies of Howard Gardener in order to tap the vast reserves available by teaching how to  use the right brain (in addition to the left brain)

And

Finally, though the article is highly structured in rigorous academic research yet if one can explain it in simpler ways, (that is what we have done) the readers would be surprised of the fact that one cannot have for a program better than this in its simplicity and high practical value.

In the next Section, we would highlight in as simple language as possible the important principles advanced in this theory with simultaneous correlation with ‘Accelerated Learning Techniques’ and other related thinking. In the concluding Section, WE would summarize its practical utility for the HRM field by illustrating the results of where it has been applied.

2: Principles of Indic Metalearning-cum-Superlearning Model for the 21st Century:

The brilliance of the principles advanced in this theory lies in the fact that it logically weaves together the ‘Suggestopedia’ of Dr.Lozanov,  the  ‘Multiple Intelligence Theory’ of Howard Gardner, the Superlearning experiments of Ostrander, the creative thinking of  Edward De Bono, the management techniques of Hamel, C.K. Prahalad, (and others)  the scientific theories of Buzan, the Psychological techniques of Nuero Linguistic Program (NLP) of O’Connor, Knight( and others), the Cultural Anthropology of Carl Jung (and many others ) with the Indic Visualization  and present it as  ‘Accelerated Learning Techniques’ for the 21st Century.

The core element of Dr.Lozanov theory is imparting learning through suggestive methods. The concept of ‘Accelerated Learning’ in essence leaves the choice to the learners to learn by making it a fun rather than impose stuff into their resistant mind. Visualization is central to the tapping the right hemisphere of the brain which, scientifically, has been proved to hold a vast reserve which the conventional learning systems has failed to tap.

2.1.: The Indic Culture and Four Core Cultural Learning Competencies:

The Indic knowledge systems, according to the author, are coming into their own by gaining its valuable place in ‘Human Resources Development’ (HRD) among others having a wide range of applications, viz., from ‘ Management to Ethical Governance’ (Ref: Author’s own works).The core cultural traits can be harmoniously synthesized with ‘competencies’ of (of Hamel et al) to create an ‘e-learning model’. The four cultural competencies that would form the foundation of this e-learning model stress fundamentally the ‘right brain traits’ which ultimately facilitate the access to the tapping up of the vast mental reservoir of the right brain. It is a simplified method of ‘visualization’ that focuses on tapping the huge reserves of the human right brain and thus gets connected to the ‘Accelerated Leaning’, that incorporates the ‘super learning’’ that had evolved from  the ‘Suggestopedia’ and other path breaking inventions and innovations of Dr.Lozanov and his disciples. Its hall mark is that it is a ‘self-learning tool’ and as ‘metalearning model’, it promotes the ‘mental learning’ that enables one to ‘learn how to learn’. Leaving aside the religious and other technical basis of the premises, what in effect it does is to make the passionate pursuit of work ‘intrinsically interesting, exciting, and joyous’.

The first trait ‘the Indic personhood’ is penetrable (porous) as against the atomic theory (when applied to Psychology, it means a method that reduces all psychological phenomena to simple elements), of the West and ‘holonic’ (a Greek Philosophy that postulates thatholonis something that is simultaneously a hole and a part and coined by Arthur Kostler in his book ‘The Ghost in the Machine’, (1967). It in essence enables the learner to access his/her own ‘deep structure learning resources’ (connected to Ostrander, Sheila et al ‘Super Learning Techniques).

The indic cultural spirit (in sociology, it underlies the beliefs, customs and or practices of a group or society as a whole) by evoking the ‘theory of cosmogony‘ (a specific theory devoted to the study of the origin and evolution of the universe), is more playful and conducive to learning because of its emphasis on a more relaxed and healthier attitude towards life which eventually is connected to an element of ‘Super learning’, i.e. ‘optimal learning’. By invoking the ‘pleasure principle’ as evinced in ‘Shakta/Tantric’ cults, ( one of the primary school of Hinduism that invokes the doctrine of power of the goddess), it lays the stress on visualization to put the learners into a ‘best state’ for learning (as advanced by Ostrander, Sheila et al). It also demolishes the ‘andocentric’ (centered on men, excluding or neglecting women) biases of the West, promotes the gender complementarity between the sexes and the analogy here relates to the synergization of the ‘whole brain learning’ through the appropriation of the sub-dominant and latent right brain.

Thus, the ‘Indic Visualization’ of core cultural competencies is synthesized into ‘Accelerated Learning Techniques’. They are’ non-logical’ valences(a capacity of one person or object to react or affect another  in some specific way, say by attraction or the facilitation of a function or activity) that can said to characterize the Indic Civilization as a “right brain culture”.

2.2: The Indic technique of bipolar Yogic Visualization:

This hence is the basis of the training component of the e-learning model. The practical application of it comprises of four stages. To start with, the body is put into a relaxing stage by invoking a process of autogenic visualization. After this, the mind is brought into an ‘altered state’ by the visualization of an “inner body.” An inner body visualized is equivalent to that of a fine tube running from its centre, from its anal region to the crown of the head. By directing the attention up the tube, from the bottom to the top, hypnagogic (reaching an intermediate consciousness that precedes sleep) state is achieved. This is the stage of deep relaxation and once this is achieved, the learner is ready to program methodically himself/herself to achieve the desired learning goals. The final stage is completed by using a ‘cue’ (stimulus or suggestion, e.g. as one used in NLP).

3. Conclusions:

As the saying goes, ‘the proof of pudding is in the eating’ and by applying this analogy to the above model, it could be good only if it accomplishes the purpose for which it is created in application to learning situations. The West always looks for evidences in everything and these evidences are more than amply available in the training programs conducted by the author himself for senior Indian civil servants and from the growing international recognitions. (The readers are requested to access the website to know more about them). Within few minutes of the application of this technique to the ‘hard boiled professionals’ (as the author terms the senior civil servants), they enter into a deep meditative state within which they are taught ‘how to learn to learn”. The principle at a single go synergizes ‘optimal Stress Level’ (eustress), ‘Creativity’ and ‘Right Brain Learning style’.

Its chief value could be found in the ‘Right Brain learning’. Harry Alder[b] has attested by studying successful business leaders had somehow learned to utilize systematically their full mental capacities by using the holistic visual mode of the ‘Right Brain’. In a context, as echoed by cognitive and lateral thinking experts like Edward de Bono, where even the best Universities across the world have not been able to produce the kind of learners/citizens the modern society needs, this technique indeed has an infinite value for trainers/teachers who would achieve the dual objectives of harmoniously blending the eastern values with the ones propounded in the Accelerated Learning Model’

In a singe sentence, if we can capture the essence of this technique and its relevance to ‘Accelerated Learning’ using the very words of the author himself  ‘ it is a ‘self-learning tool’ which promotes “learning how to learn.”[c]

Reference

Dr.S. Prem: Mimeo, E-Learning: Prospects and Challenges:

 ’An Indic Metalearning-cum-Super learning Model for the 21st Century: Content Development for e-Learning, available at http://elearn.cdac.in/eSikshak/eleltechIndia05/PDF/20-An%20Indic%20Metalearning-cum-Superlearning%20Model%20for%20the%2021st%20Century-20.pdf  and accessed on 8th and 9th Feb 10

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[a] Dr. Prem Saran.[a]  is a senior member of the Indian Administrative Service and at the time of writing, this article was holding the Post of Commissioner with the  Government of Assam.  

[c] The concept has acquired critical international acclaim and growing  in its value as a ‘unique’ ” e-HRD model”. Captioned ‘New HRD Model” available at www.assam.nic.in

How to Mind Map: The Visual, Auditory and Kinaesthetic engagement through Mind Mapping

How to Mind Map:

1. Introduction:

In the last article, we had described the concept of mental learning through the program of ‘Learn How to Learn’ and in this article we would be dealing with the theme of ‘learning to learn’ (L2L) of Tony Buzan. He is credited with further development of what is described as Mind Mapping to the application of learning. With an objective to retain what is learnt. There are at least two theories to which the development of his concept could be traced to. The first one relates to the experiments conducted by Ebbinghaus. Ebbinghaus through a scientific experiment conducted between 1879 and 1885 had demonstrated that the process of ‘forgetting’ could be plotted in a graph and with such experimentations proved that ‘memory’ is short-lived, in that, less than 20% information learnt is retained after 31 days. His theory subsequently came to be known as ‘Ebbinghaus Curve of Forgetting’ is quoted in Colin Rose’s book on ‘Accelerated Learning’ (1988). The Second one relates to the original research conducted by David Paul Ausubel – in his work Learning theory and classroom practice.  Ausubel’s approach was to transform experiences into concepts and giving them meaning they no longer remain separate entities but arrange themselves into groups, or “maps”, this approach mirrors the way our brains learn.

The practical experiment of it in the educational learning context took place with the Campion School undertaking a Project captioned ‘Learn to Learn’ (http://www.campion.northants.sch.uk ). The rationale behind its applicability to education is described by the Educational Kinesiology UK Foundation, (http://www.braingym.org.uk), as an ‘educational movement based programme which uses simple movements to integrate the whole brain, senses, and body. Through this the learners are prepared with the physical skills they need to learn effectively that can be used to improve a wide rang of learning, attention and behavior skills’.

Having dealt with some of the theoretical foundations, we would consider in the next section as to how it could be connected to Accelerated Learning Techniques and its methodology.

2. The connection between Accelerated Learning Techniques and Mind Mapping:

Accelerated Learning Techniques and the Multiple Intelligence Theory advance the learning through Visual, Auditory and Kinaesthetic (VAC) methods for imparting effective knowledge to the learners depending upon their aptitude for learning. Tony Buzan (2003) mainly concentrated on the likely beneficial outputs the visual techniques can bring upon the learners and postulated using ‘Mind Maps’ as an effective way of getting the learners involved into learning purposefully.

Mind Mapping then, as postulated by Tony Buzan, is a particular type of ‘pattern diagram’. It resembles in certain ways to a spider diagram but with adjustments which help the learners to stimulate creativity and learning. By connecting the VAK with the graphical and colour representation and physical movements through the Brain Gym®, his program is aimed at the:

• The process of organising the learning materials in graphical forms which helps the brain to recognise objects faster and even more enables the information to be retained.
• The colour-coding of the learning materials enables the brain in making sense of the information
• Linking learning to music and musical rhythm can further aid in the retention of what is being learnt.

2.1: The Methodology:

It consists of four inter-dependent techniques.

• A central image crystallises the subject of attention.
• The main themes of the subjects are pictured as branches having its origin from the central theme.
• The branches contain either a key word associated with a line or key image. Topics considered to be of a lesser value are sub-plotted as an attachment to the main branches.
• Such branches form a connected nodal structure.

To sum up, the author concluded that “all knowledge is a giant map of associative networks, containing billions of sub-maps of associative networks, containing billions of sub-maps each emanating from its own special-subject centre”.. (http://www.mind-map.com)  and hence the connection of brain mapping to  Accelerated Learning Techniques should be found in similarities in the application of the key words,  associations, connections, network etc  in imparting knowledge/skills to the learners.

2.2.: Application and Evidences of benefits:

Contrary to the earlier articles, it needs to be stressed here that there is not much of scientific evidence regarding the accrual of benefits in the application of this theory in learning and or training programs and in fact, there are controversies about its unqualified benefits. It is not the objective of this paper to go into them. In-spite of such doubts, it can be said that it may well be having its utility in helping the learners (to what extent is unknown) to organise information recall. In regard to its association with AL, some studies have attested to their positive connections. Pica and Short, (1999)   had supported the positive association and benefit of this method, by holding to the views, that practicing smooth and controlled voluntary cross lateral movement, similar to the ones performed by musicians leads to a difference in inter-hemispheric communication as both sides of the brain are compelled to connect which produces a range of benefits to the learners. In the’ Learn to Learn’ (L2L) Project quoted earlier in this article, it was found that Brain Gym® session had positive outcomes in mood controlling outcomes.

A natural doubt may arise in the minds of the readers as to how this technique is connected to Dr.Lozanov’s ‘Suggestopedia’. The answer could lie in the fact that this method utilises the mental rehearsal and imitation capabilities of human beings. It is an application of suggestion when the learners imagine themselves of doing something or engaged in visioning, it activates the neural pathways involved in actually doing the imagined activity In other words, both imagining and doing functions are functions are carried by the same area in the brain. Thus, its name Brain Gym® gets justified when one considers the fact that the above theory is the one widely used in sports psychology in preparing them to imagine themselves as winners.

3. Conclusions: What is the utility of this theory to the HRM/ HRD Practitioners?[a]

It was already pointed out that direct evidences are hard to forth come but we hold to the opinion that does not mean that the concept does not have any implicational validity for HRM/ HRD. Such evidences could be found through looking for an indirect ways it works and accordingly conclusions are drawn based on this principle.

Organizational Behaviour Theories and HRM/HRD experts have tended more and more towards the beliefs that getting people to change requires both information and right motivation. This is an activity of the brain and to accomplish this brain needs coaches and coaching in turn work on brains as changing an attitude of a person is hard and requires inputs of additional resources. In addition to the author quoted as the basis for drawing writing the concluding sections there is enough evidence available in the pioneering works of Neurasthenics of Dr.Jeffrey M.Schwartz. Dr.Jeffrey Schwartz is a world wide recognised expert in the treatment of obsessive-compulsive disorders without administration of drugs by applying the concept of brain imaging and scientifically demonstrated that choices change the functioning of the brain moment to moment and this exactly brain mapping aims to accomplish in HRM. Brain needs coaching through HRM by bestowing ongoing attention and efforts in developing the will power in the individuals so trained. It has been effectively proved that through ‘Attention, Reflection, Insight, and Action (ARIA) coaching can positively impact the brain. Though not all of these can be traced to brain mapping alone, yet there are certain elements of it which can successfully adopted in any coaching program, because mental maps play a role in influencing perceptions that can impact the goal accomplishment.

Bibliography

Ausubel, D. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.
Ausubel, D. (1978). In defense of advance organizers: A reply to the critics. Review of Educational Research, 48, 251-257.
Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational Psychology: A Cognitive View (2nd Ed.). New York: Holt, Rinehart & Winston
Buzan, T. (2003), Mind Maps for Kids: the Shortcut to Success at School, Harper Collins.
Dennison, P., and Dennison, G. (1994): Brain Gym: Teacher’s Edition Revised. Ventura, CA: Edu-Kinesthetics, Inc
Pica, R. and Short, K. (1999): Moving and leaning across the curriculum, Teaching Elementary Physical Education, 10(1) 5-7. Quoted in Jehue, D. and Carlisle, C. (2000), Movement Integration; The Key to Optimal Development, Teaching Elementary Physical Education, January 2000.
Rose, C & Nicholl, M.J. (1977): Accelerated Learning for the 21st Century: the six-step plan to unlock your MASTER-mind, Dell Publishing, New York

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[a] The concluding paragraph is based on the article written by David Rock entitled A Brain-base Approach to Coaching, which itself is based on his interview with Jeffery M. Schwartz, M.D. and originally published in the International Journal of Coaching in Organizations, 2006, 4(2) pp32-43. For details please visit  [PDF]  A Brain-Based Approach to Coaching – www.resultscoaches.com/files/coachingTheBrain/JCOpdf

 

History of Accelerated Learning

An Overview of the History of Accelerated Learning

1.0: Introduction:

‘Accelerated Learning’ (or Brain Friendly Learning) is considered unique in the history of innovative learning because of its user friendly methods of imparting skills to the learner. Ever since it was ushered in by Dr.Georgi Lozanov[a]  with a humble beginning of teaching English language to 60 and odd students deploying a variety of non-traditional techniques (e.g. use of visual and auditory methods), referred to in the field, as ‘suggestopedia’, it has grown   in stature, value and volume. Hence, it is not only natural but imperative to trace its history and this article precisely does that.

2.0: The History:

The objective of Dr.Lozanov was to use the method of ‘suggestopedia’ to enable them to learn faster, in a holistic manner by using both the hemispheres of the brain and he did this by employing a ‘multi-sensory brain -compatible teaching and learning methodology, (Mcken, 1995). Over a period, a number of academicians, researchers, and professionals engaged in diverse spectrum in the educational  training, medicine and psychology disciplines  further developed and expanded his ideas. It also found its place in the corporate training that in particular developed in what is today termed as ‘Accelerated. Learning’ which is considered as a cost saving training program producing proven positive impact on those trained (Zemke, 1995). Yet another proven application of ‘Accelerated Learning’ methods is found in training adult students engaged (details given in the course of the article)  in accelerated degree completion and graduate programs. Thus, it is all pervading in a human being’s life right from childhood to adulthood and is treated as a way of living.

2.1: Subsequent growth:

At this stage, it may be pertinent to point out that in view of the geometrical like explosion in the growth of the ‘Accelerated Learning’, it would be more useful to look at the concepts in terms of their impact rather than carry out an analysis of linear history of its development.

If Dr. Lozanov is credited with the birth of ‘Accelerated Learning’ in its primary form, there are number of academicians, researchers and practitioners who can equally be credited with the proper nurturing of his theory and development of the same. Gardner’s contribution stresses the notion that human beings are blessed with multiple intelligences which are not amenable for testing, determination or measure by a single standardized test. This obviously meant that according to him it is fallacious to rely on IQ only. Thus, his proposition of eight domains as discussed in one of the previous articles gained a un- precedented popularity and opened the gateway for scientific research. His theory of Multiple Intelligences could constructively be used to accelerate learning in multiple ways. Werner (1984) further developed it by identifying methods to increase the intelligence and memory. Newer concepts emerged in exploring ways to exploit different intelligences in an optimized manner. Educational specialists like Rose & Nicholl, 1997,   explored further ways to orchestrate methods that would translate ‘Accelerated Learning’ into ‘Super learning’. Rose and Nicholl also rationalized the concept by opining that ‘because it is natural, it is easier and faster and that justifies the reason of their calling it ‘Accelerated Learning. All these approaches found scientific validity since they arose because of research carried out on the functioning of the brain.

By late 1980s, the concept attracted considerable amount of scientific interest as researchers believed that it could be applied to other disciplines than education and particularly in the area of medicine and psychology and technology. Its application to Human Relations Management became a foregone conclusion as it related to acquiring and applying skills in the work place. Contributions among others were made by Carlson, (2001), Eysenck & Keane (2000) on the ways the structure of the brain process inputs and the consequently how it influences   complex behavior.

In the area of Human Resources Management, motivational literature started to flood the market (Zagier Roberts, 1994). Organizations started to re-classify the work role, functional responsibilities that would reflect the intelligences their employees possess in order to optimize their performance and derive the best possible outputs.

Meier, (2000) had brought out the distinct feature inherent in Accelerated Learning which is social in nature and advanced the theory of ‘collaborative Learning’. He had built his theory on the premise that collaborative learning engages the learners in a process that would collectively solve problems and create solutions. The collective sharing of individual multiple intelligence knowledge would be utilized towards achieving this. In addition, it is presumed to confer a number of benefits which have been listed in our previous article entitled ‘Savy’.

Accelerated Learning Theory’s applicability to adult learning was advocated by Kasworm (2003) by postulating that adult students are competent learners and their prior learning at the time coming into the learning program help them to blend old with new knowledge to find solutions to real world problems.

3.0: Conclusions:

Anything that is good has to be handled with caution and the developments in Accelerated Learning are no exception. With the advent of the Internet, there has been a mushrooming of sites offering instant fixes. Solutions are different from quick fixes as the difference between the two is the time. Overnight, nothing can be achieved and these sites which offer instant fixes belong to the category which would spoil the names of stalwarts who have spent their life time in creating, testing and validating theories relating to ‘Accelerated Learning’. Hence, the readers would well be advised to use their judgment in differentiating the wheat from chaff.

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[a](To  refresh the memory of the readers that Dr. Loznov is the Bulgarian psychiatrist who is credited with the introduction of this concept)

 

References

Carlson, N.R. (2001): The Physiology of Behaviour, Massachusetts, Allyn & Bacon

Eyesenck, M.W. & Keane, M.T. (2000): Cognitive Psychology, Psychology Press

Gardener, H (1993): Multiple Intelligences, Basic Books

Kasworm, C. (2003): From the adult student’s perspective: Accelerated degree Programs, New Directions for Adult and continuing Education 97(Spring 2003), 17-27

McKeon, J. (1995). What is this thing called accelerated learning? Training and

Development, 49, 64-66.

Meier, D. (2000): The accelerated learning handbook. New York: McGraw-Hill.

Rose, C. & Nicholl, M.J.(1997): Accelerated Learning for the 21st Century; the six step plan to unlock your MASTER-mind, Dell Publishing, New York

Wenger, W. (1984): How to increase Gifted Students’ Creative Thinking and Imagination, Gifted Education Press

Zagier Roberts, V. (1994): ‘Is authority a dirty word? Some dilemmas in idealistic organizations, Journal of Social Work Practice, Vol8, no.2, pp185-192

Zemke, R. (1995). Accelerated learning: Madness with a method. Training, 32 (October, 1995), 93-96.

A General Introduction to Accelerated Learning Techniques

1. Conceptual clarity:

It is seen more often than not the term Accelerated or Brain Friendly Learning Technique is used in a loose manner to mean ‘any learning activity’ that expedites the learning process. While it encompasses within itself an activity of learning, yet it does not convey the true import of the concept whose objective is to teach the whole person in order to impart the core elements to the learners (students) which would empower them to absorb elements of what is being taught in a faster, effortless and consequently an enjoyable manner. The crux of the concept thus can be found in the retention of what is learnt.

“Suggestology’ is the popular name assigned to the concept as following the path breaking work of Dr.Georgi Lozanov [1] to whom the origin of the  theory is credited with. He had applied Accelerated Learning Techniques to teaching of a foreign language to non-native students through methods of relaxation, visual arts, and music. Students were taught vocabulary words ranging any where between one hundred and one thousand with an astonishing success rate of 98%. The objective of this paper is to briefly describe the theoretical foundation and follow it up with various techniques which are prevalent in the field of Brain friendly Learning. Kinesthetic learning, multiple   intelligences, mind mapping thinking skills, suggestopedia (expanded from Suggestology) are some of the other or associated key terms used to describe Alternate Learning.

2. Theoretical Framework:

The Suggestology Theory espoused by Prof.Dr.Georgi LozanovKinaesthetic was systematically developed by his followers who believed that ‘suggestion’ drives the core elements of Accelerated Learning. Researchers and Authors like Prichard et al (1980), Caliendo, (1990), Dhority, (1991) and Berkowitz (1993) all opined that a major responsibility is caste on the teachers to follow it in their teaching. This arose out of their belief   in the ‘Pygmalion effect Metaphor Theory’  of Robert Rosenthal[2] which had established that   their (teachers)  unconsciously generated cues have an impact on the pupils’ feelings about themselves `and their academic performance. In essence the contribution of these theorists to the subject is the establishment of such tenets as ‘the medium is inseparable from the message’, ‘Students do not care what you know until they know what you care’ and an expanded version of ‘Suggestology’. ‘Suggestopedia’ was born incorporating elements of consciousness, emotions, gestures etc.

In combination of what was discussed in the foregoing paragraphs, the techniques of Accelerated Learning were developed on the theory of ‘Perceptual Modality’. In simple terms, it refers to the way human bodies assimilate information. It relates to auditory, visual, and kinesthetic and feels through touch styles. Howard Gardner, 1993), grouped them into seven intelligences:

1. Verbal linguistic, (which arranges words according to meaning and order),
2. Musical (implying sensitive to pitch, melody, rhythm, tone),
3. Mathematically logical (treating it as amenable to reasoning, pattern, and order)
4. Spatial (capable of perceiving the world accurately based on which making attempts to re-create aspects of that world),
5. Bodily kinesthetic (applying nimbleness to the movement of various parts (say hands) of the body in the process of learning)
6. Inter-personal (exhibiting traits of skills while interacting with other) and
7. Intra-personal (implying understanding one’s own emotional life as a means to understand self and others).

3. A general presentation of the Techniques:

Since the objective of this paper is to provide an overview of the techniques that are found to be of great utility in Acclimated Learning, it would be presented in a capsulated form. These techniques point to the conclusion that they increase the rate of learning. While the techniques could be wide ranging, all of them strive to achieve one objective, viz, what is learnt should be learnt in a least painful and most enjoyable manner and should be etched permanently in the memory of the learner enabling instant recall.

(a) Memory hooks:

This technique is based on the principle of bonding two pieces of information expressed in the construction of a sentence through interconnecting a theme with words that follow logically each other. .It may be odd but true for, in order to make the learners to succeed in the improvement of their memory, they have to be tuned to think like idiots. In a British context, considering this may be useful. ‘Persil always washes whiter’. The key theme of this technique is ‘the funnier or more emotional, the better’.

(b) Call it out loud:

It combines three perceptory sensors, viz, visual, aural and body movement. The written material represents the visual, hearing one’s voice the aural and muscular (body control) by using one’s own voice.

(c) Emotional display

It follows the same principles listed above with the only variation by allowing emotion to act as a catalyst.

(d): Break or chunk into different parts:

In this technique, the material is broken into different segments. A simple way is to refer the way the American telephone numbers are arranged. (E.g., 605-811-8666 in which an additional emphasis is made by creating a memory hook for 605).

(e): Tell it through a Story:

Stories play a larger than actually acknowledged place in impacting the learning psyche of the human beings. A vast array of human activities is based on stories. For instance, they form the basis of religions, mythologies, gossips in a variety of conceivable settings, say family gatherings, office work, private conversations etc., when the user himself/herself is included in such stories; the visual component acquires an unprecedented sharpness.

(f) Body Movements:

The memory becomes sticky when the limbs are used in coordination with each other when acting out in the process of learning.

Conclusion:

In a brief paper of this type whose objective is to present the essentials, a choice has to be made between desirability and feasibility. Obviously, the choice is feasibility. Exercising this option, what the paper has done is to highlight the relevance of Accelerated Learning as a replacement to the conventional methods of teaching of ‘chalk and talk’ and its development has been traced to important theories and practical application of it to a few highly relevant techniques.

References:

Berkowitz, E (1993): Dimensions of teacher affect in four accelerated learning language classrooms; An Ethnographic Study, Doctoral Dissertations, University of Houston, Houston, TX

Caliendo, G.L. (1990): A Profile of Six Accelerated Learning Language Teachers of Suggestopedia, (ALTOS) at a selected Language and Cultural Center, Doctoral Dissertation, University of Connecticut

Dhority, L (1991): The Act approach: The artful use of suggestion for Integrative Learning, Berman, Germany PLS Verlag GmbH

Howard Gardner (1993); Frames of Mind: The theory of multiple intelligences (10th anniversary edition), New York Basic Books

Prichard, A & Taylor, J (1980): Accelerated Learning: The Use of Suggestions in the Classroom, Novato, CA, Academic Therapy Publications

Some useful further readings are suggested below:

‘Embracing the Wide Sky” written and published by Daniel Tammet and Hooder and Stoughton respectively provides a general over view of the subject.

‘The Amazing Memory Book’ written and published by Dominic O’Brien and Thunder Bay Press respectively covers the subject in an extensive manner.

‘The mind of a Mnemonist’ is referred  because it is the one which stimulated Oliver Sacks’ writings and whose book ‘The Man Who Mistook His Wife for a Hat’ would not only make an interesting and useful  but also an enjoyable reading.

Website: http://www/ericir.svr.edu is the official website for the Educational Resources Information Center (ERIC) is one comprehensive site which may cater to the multiple needs of researchers and practitioners.

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[1] Dr. Georgi Loznov, a Bulgarian by birth, a Psychiatrist by qualification and an Educator by design is treated to be father of the concept of accelerated learning.

 

[2] Rosenthal R & Jacobson L. Pygmalion in the classroom: teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart & Winston, 1968, 240 p. [Harvard Univ., Boston, MA and South San Francisco Unified Sch. District, San Francisco, CA]. According to social Sciences Citation Index (SSCI) that this Book has been cited more than 700 times since 1968.