The importance of identifying target results as it relates to the process of accelerated learning

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					The importance of identifying target results as it relates to the process of accelerated learning What progress has been made in accelerated learning outside the school system? Although accelerated learning began several years ago as little more than the interest of a small group of people, it has become increasingly commonplace and more generally accepted. As of late, general acknowledgement of at least some of the basic premises of accelerated learning has become relatively widespread. The core beliefs and propositions of accelerated learning (for example, the idea that learning should be active and participative, that education and learning in general are far more effective and enduring if they are fun, and that both left- and right-brain preferences have an important part to play in the learning process) are now accepted by a majority of educators and training practitioners. The acknowledgement of these principles, however, is not always so easily translated into new and different training techniques. It is easy enough for even the more traditional training practitioners to incorporate some basic ice-breakers and energizers, such as regular small-group breaks, humor and games, perhaps even soothing music and attractive décor for the room, but beyond such superficial things, the core of the learning experience often remains largely untouched, principally because there is a lack of clear method for the design of accelerated learning. While it is one matter for educators to accept the basic principles of accelerated learning concerning the brain and the learning process, it is another matter entirely for them to translate these theories into relevant activity in practice. What the particular aims of design is in accelerate learning practices? - Learners/trainees can participate in a variety of ways that are pleasant, relaxing, engaging, positive, and generate curiosity and interest. - The content and process of an accelerated learning program make use of both right- and left-brain preferences (imagery and imagination/language and logic). - The input of the tutor is limited to sessions of about 30 minutes or less per hour. - Learners are approximately twice as active in the learning process as the tutor. - Learners must make active use of a variety of senses (eyes, ears, hands, feet, mouths) in order to achieve learning, and they are required to move around regularly. The achievement of the above criteria, when applied properly, should produce a learning experience that is rich, rapid and relevant. Why is it so important to identify the outcomes of accelerated learning? It is first necessary to identify what learners will be expected to know and to be able to do at the end of the learning. Next, educators should check that for each thing/behavior/skill learners are expected to know, identification has been made of what they will be able to do because of that knowledge. It is in fact crucial that the identification of the expected result is not overlooked, because while previous styles of learning emphasized the acquisition of information above everything else, accelerated learning differs widely from this “old school” method. As a result, trainers may be tempted to over-emphasize the knowledge

requirements, meaning they will be sacrificing action and application as a result. In sharp contrast to this old method of education, accelerated learning is at its heart an activity-based discipline. One of the key bases for its outstanding results if that it promoted learning as an active, threedimensional living experience. The quickest and easiest way for educators to create activity-based learning that meets the criteria of the accelerated learning system is first and foremost to focus on what they will expect learners to do when they are done the training. If enjoyable activities are instated that allow learners to practice those skills, educators may feel confident that they are creating learning that is fast, relevant, and enjoyable for the students. It is by identifying those ideal learning outcomes that educators may make the rest of the accelerated learning process far simpler and more enjoyable for themselves, too.

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