1. Michelle Brailsford Welcome to Accelerated Learning

2. Introductions

3. Positive Learning State 3

4. The Lozanov Approach

5. Guiding Principles 5

6. The Triune Brain The Reptili an Brain The Neoco rtex The Limbi c Syste m

7. VAK 7

8. Multiple Intelligences 8

9. The Four Phase Learning Cycle

10. Case Study 10

12. Introductions Experience with Accelerated Learning?

13. Getting Into A Positive Learning State 13...remember a time when learning something was easy.......was it riding a bicycle?...playing a card game?...what was it that was so easy to learn?...was it easy to play a board game...or a sport...or a subject in school?....think of a specific time and go there.......now...

14. The Lazanov Approach Bulgarian Psychiatrist Baroque music & positive suggestions relaxed patients Applied to education, combination of music, suggestions and play allowed learners to learn significantly faster

15. Guiding Principles 15 1.Positive Emotions Greatly Improve Learning 2.Learning Involves the Whole Mind and Body 3.Learning is Creation, Not Consumption 4.Collaboration Aids Learning 5.Learning Takes Place on Many Levels Simultaneously 6.Learning Comes From Doing the Work Itself (With Feedback) 7.The Image Brain Absorbs Information Instantly and Automatically

16. Optimal Learning A Positive Learning Environment. Total Learner Involvement. Collaboration Among Learners. Variety That Appeals To All Learning Styles. Contextual Learning.

17. We remember... 20% of what we read 30% of what we hear 40% of what we see 50% of what we say 60% of what we do 90% of what we read, hear, see, say and do! 17

18. The Triune Brain The Reptili an Brain The Neoco rtex The Limbi c Syste m

19. VAK Visual Auditory Kinesthetic Which of the above three main sensory receivers - Vision, Auditory, and Kinesthetic (movement) - determine your dominant learning style? How do you learn best? 19

20. To integrate this style into the learning environment:  Use graphs, charts, illustrations, or other visual aids.  Include outlines, agendas, handouts, etc. for reading  Include plenty of content in handouts to reread after the session.  Leave white space in handouts for note taking.  Invite questions to help them stay alert in auditory environments.  Post flip charts to show what will come and what has been presented.  Supplement textual information with illustrations  Have them draw pictures in the margins.  Show diagrams and then explain them.  Have the learners envision the topic or have them act out the subject Visual

21. Auditory To integrate this style into the learning environment:  Begin new material with a brief explanation of what is coming. Conclude with a summary of what has been covered. This is the old adage of "tell them what they are going to lean, teach them, and tell them what they have learned."  Use the Socratic method of lecturing by questioning learners to draw as much information from them as possible and then fill in the gaps with your own expertise.  Include auditory activities, such as brainstorming, buzz groups, or Jeopardy.  Leave plenty of time to debrief activities. This allows them to make connections of what they leaned and how it applies to their situation.  Have the learners verbalize the questions.  Develop an internal dialogue between yourself and the learners. 21

22. Kinesthetic To integrate this style into the learning environment:  Use activities that get the learners up and moving.  Play music, when appropriate, during activities.  Use colored markers to emphasize key points on flipcharts or white boards.  Give frequent stretch breaks (brain breaks).  Provide toys such as Koosh balls and Play-Dough to give them something to do with their hands.  To highlight a point, provide gum, candy, scents, etc. which provides a cross link of scent (aroma) to the topic at hand (scent can be a powerful cue).  Provide highlighters, colored pens and/or pencils.  Guide learners through a visualization of complex tasks.  Have them transfer information from the text to another medium such as a keyboard or a tablet

23. Multiple Intelligences –1983 book entitled Frames of Mind: The Theory of Multiple Intelligences –People have a unique blend of intelligences. –Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences'

24. Verbal/Linguistic Word Smart PoetsJournalistsWritersTeachers LawyersPoliticiansMedia/PR William Shakespeare J.K. Rowling 24

25. Logical/Mathematical Logic Smart ScientistsComputer Programmers Engineers Accountants MathematiciansResearchers Albert Einstein Marie Curie 25

26. Visual/Spatial Intelligence Picture Smart NavigatorsSculptorsInventorsArchitects Mechanics Engineers Pablo Picasso Donna Karan 26

27. Bodily/Kinesthetic Body Smart AthletesDancersActorsFire-fighters Physical Education Teachers Paula Radcliffe Kelly Holmes 27

28. Musical/Rhythmic Music Smart Musicians Singers Composers DJs Beethoven John Winston Lennon and James Paul McCartney 28

29. Interpersonal People Smart CounsellorsSalespeoplePoliticians Account/Relationship ManagersFacilitators Winston Churchill Mother Teresa 29

30. Intrapersonal Intrapersonal Self Smart ResearchersTheoristsPhilosophers Roger Bacon Sigmund Freud 30

31. Naturalistic Nature Smart ZoologistsMeteorologistsBotonists Charles Darwin Jane Goodall

32. The Four Phase Learning Cycle

33. Preparation Positive suggestions Clear, meaningful goals Curiosity raising Creating as positive physical, emotional, social environment Removing learning barriers Raising questions and posting problems

34. Presentation Pre-tests and knowledge sharing Observations of real-world phenomenon Interactive Variety to appeal to all learning styles Discovery exercises, partner and team based projects, real-world problem solving

35. Practice Teachbacks Skill-building practice activities Reflection and Review Dialogue Learner processing activities

36. Performance Action Planning Follow Up Reinforcement activities Post-session materials On-going coaching Performance evaluation and feedback Peer Support Activities (Action Learning Sets) Organisational support

37. Case Study 37