The Due Processes in Suggestology Accelerated Learning
Shared by: bethrees79
The Due Processes in Suggestology Accelerated Learning The Due Processes in Suggestology Accelerated Learning involve a series of encompassing techniques. Prep classes open the door to the power of suggestions, while active lesions make room for content and active concerts. Accelerated learning opens room for discovery by using debriefs. Demonstrative classes, show you know- label, experiences, and build throughout and so on are just some of the lesions taught in accelerated learning. The structures... how they work in accelerated learning: At accelerated learning courses teachers stay within a frame that focuses on core elements that harmonize with the students’ abilities to learn and the lessons. In structured setting students can learn effectively. Three processes come from the original Lozanov theories. The processes include preparing the students, getting the students active and use passive training to teach them to learn quickly. Teachers in accelerated learning prepare students by planting untimely suggestions in their minds. The notion is to make learning easy. Overviews are prompt at the onset, using content to open room for suggestions. The point is to connect the minds to previous childhood learning by creating universal images. During active study, students use their experiences to learn. The teacher helps them to create new ideas by involving them in complete learner. Concerts, demonstrations, debrief and hands-on lessons are used to get the students involved. Passive teaching involves continuous lesions that reflect on learning. Reviews are used also, as well as passive reviews and concert activities. Celebration of learning follows closely behind the lessons. In accelerated learning students, use a frame of patterns that follow methodology in suggestology. While in accelerated learning patterns are different in some courses, yet the basic theories are used to follow a similar frame. One frame is the Quantum. This is a forum for learning. Quantum involves enrollment, experiences, label, demonstrate, review and celebrations. During the enroll stage, students hook onto intriguing statements that open them up to learning. Using universal imagery, the teacher demonstrates at the onset, reviewing the lessons. Curiosity opens up, since the students get a glimpse into the unmatchable realm of the human nerve cells, system and the brain. They learn to reveal suggestions from the subconscious and conscious mind. Rapport is established during this phase, which ignites the passions in the students, prompting them to discover their possibilities. Using experiences, students learn from activities that demonstrate each lesson taught. The student creates the need to learn or know more. Experiences open the doors to curiosity that takes them to engage with the emotions, allowing the student to tap in reserves of the mind based on knowledge learned and associate with those experiences to learn more. This builds a meaningful relationship with self that has relevancy related to the courses content in a way the student finds relaxation, fun and learning a welcome. During the label phase, students relates to data learned now by applying the information gathered to their experiences. The lessons are explained, which places emphasis on the student’s experiences, need to label and the sequential of defining learning in a new way. During demonstrate stages, the teacher guides the students to new opportunities by applying linguistics. The student learns to apply new information learnt to various situations and to translate them effectively. During review phase, students’ embeds the new information into the mind, strengthening nervous system associations to increase retention. Followed, the students celebrate their success. This closing stage follows efforts honored, and the diligence behind their success. The due processes in accelerated learning is intended to help students learn faster, and to adapt to the fast changes taking place in our world.