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Accelerated Learning and Training. COS 4890 Bruce Barnard. Learning Capacity. Seven sandhill cranes followed an ultralight plane from Ontario to Virginia, a 400 mile trip. Five months later, they returned to Ontario, reversing the trip without an escort. . Learning Capacity.

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Accelerated learning and training l.jpg

Accelerated Learning and Training

COS 4890

Bruce Barnard

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Learning Capacity

Seven sandhill cranes followed an ultralight plane from Ontario to Virginia, a 400 mile trip. Five months later, they returned to Ontario, reversing the trip without an escort.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Learning Capacity

A gray squirrel will bury hundreds of nuts each fall, returning to them for food over the winter.

  • Researchers believe the squirrels use triangulation to remember the exact location of each nut.

  • Most people can use the same technique to remember the location of just a few items.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Learning Capacity

A chess master can play 30 games of chess at a time, taking only a few seconds to decide the next move for each game. Chess masters report that they often replay entire games of chess, move by move, in their mind.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Learning Capacity

A skier stands at the top of the ski run mentally reviewing each turn and jump and muscle movement required in the route.

An actor learns thousands of lines and movements for each play, often performing in 3 or 4 plays at once.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Why Should We Care?

We can improve our own

ability to learn what is important

to us.

We can design lessons

that are more effective

for all learners.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Why Accelerated Learning?

  • Ignite your creative imagination

  • Get learners totally involved

  • Create healthier learning environments

  • Speed and enhance learning

  • Improve retention and job performance

  • Speed the design process

  • Build effective learning environments

  • Greatly improve technology-driven training

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Major Assumptions

  • Positive Learning Environment

    People learn best in a positive physical, emotional, and social environment, one that is both relaxed and stimulating,

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Major Assumptions

  • Total Learner Involvement

    People learn best when they are totally and actively involved and take full responsibility for their own learning. Knowledge is actively created not passively absorbed.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Major Assumptions

  • Collaboration

    All good learning is social. People generally learn best in an environment of collaboration.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Major Assumptions

  • Variety

    People learn best when they have a rich variety of learning options that allows them to use all of their senses and exercise their preferred style of learning.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Major Assumptions

  • Contextual Learning

    Facts and skills learned in isolation are hard to absorb and quick to forget. The best learning comes for doing the work itself in a continual process of “real world” immersion, feedback, reflection, evaluation, and reimmersion.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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19th Century Learning

Predictable & standardized outputs

Consistent behavior & thinking

Control behavior

21st Century learning

Realize potential

Nurture innovation

Inspire creativity

Foster individuality

Welcome to the 21st Century!

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Influences on AL

  • Modern cognitive science

  • Learning styles research

  • Appreciation for connectedness

  • Evolution from male dominated culture to a more balanced culture

  • Humanistic and Holistic psychology

  • Progressive movements

  • Need for rapid change and learning

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Diseases of Western Education

  • Puritanism – “spare the rod and spoil the child” Learning is serious!

  • Individualism – “ each man for himself” Competition between learners.

  • Factory Model – “ka-chunk, ka-chunk, ka- chunk, ka-chunck” One size fits all, timed, sequential.

  • Western Scientific Thinking – “demystification by dissection” Linear and mechanistic

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Diseases of Western Education

  • Mind/Body separation – “Sit still and learn” Cognitive, left-brained, and physically passive

  • Male Dominance – “ according to Aristotle, women are defective men.” Emphasis on control, sequential processing, and rational intelligence.

  • The Printing Press – “emphasis on words and abstract concepts/ de-emphasize experience”

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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How we forget (Eppinghaus Curve)

  • When exposed to new ideas or information

    • 60% is lost after 20 minutes

    • Another 19% is lost after 1 hour

    • Another 10% is lost after 8 hours

    • Another 2 % is lost after 24 hours

    • After 2 days only 24% of the material is retained

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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The Process of Memory

  • Remember For Successful Retenion

    • Receive (exposure from outside)

    • Filter (will I let the learning in?)

    • Store (put in memory and create paths to access it)

    • Recall (accessing the paths)

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Memorize this

% 6 H 12 * & cat $ $ E

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Now Memorize This

A1B2C3D4E5F6G7

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Memorize this …

apple tree blue

chair dog book

newspaper sign pen

pen desk vine

cement faith orts

love queen cup

bagel square coffee

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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What People Remember

  • Mnemonic devices, rhymes & rhythms

    • ROYGBIV (Roy G. Biv)

    • EGBDF (Every Good Boy Does Fine)

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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What People Remember

  • Emotions

    • Strong emotions provide a link to stored information

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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What People Remember

  • Primacy & Recency (First and Last)

    • People remember the first thing and the last thing.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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What People Remember

  • Uniqueness

    • Did you remember orts?

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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What People Remember

  • Chunking

    • What is your social security number?

    • What is your bank account number?

    • Did you remember chair, desk, pen & newspaper?

    • AAA BB CCCC

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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What People Remember

  • Repetition

    • I will not eat triple fudge sundaes

    • I will not eat triple fudge sundaes

    • I will not eat triple fudge sundaes

    • I will not eat triple fudge sundaes

    • I will not eat triple fudge sundaes

    • I will not eat triple fudge sundaes

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Memory

  • Short–term memory

    • 5-7 items

    • 20 seconds

  • Long-term memory

    • What was your first pet’s name?

    • Sensory links

    • Do we forget – or do we forget where we filed it?

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Memory

  • Information in short term memory is quickly forgotten.

  • To remember people need to practice, repeat, apply, and use the information.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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How do Adults Learn?

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Adult Learning

  • Adults expect to answer their own questions based on their experiences.

  • Learning involves incorporating new information into previous experience.

  • Collaboration

  • Mutual Planning

  • Problem Centered Learning

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Whole Brain Learning

  • The Triune Brain (three in one)

    • Neocortex

      • Talk, think, create, learn

    • Limbic

      • Feel, remember, interact with others

    • Reptilian

      • Survive, react, repeat learning, instinct

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Whole Brain Learning

  • Brain Dominance

    • Left brain

      • Facts, black and white

      • Numbers, data, predictable and organized

    • Right brain

      • Big picture, spontaneity, surprises

      • integration

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Whole Brain Learning

  • Brain Dominance

    The corpus callosum is a bundle of nerve fibers that connects the two sides of the brain.

    Try the exercise on page 90 & 91 of the Meier text.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Whole Brain Learning

  • Ned Herrmann’s research

  • Identified four brain quadrants

  • Learners tend to have a preferred quadrant

  • The most creative solutions arise when the whole brain is used

  • The most effective training occurs when trainers understand the role of each quadrant

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Upper Left (A)

Logical

Analytical

Fact-based

Quantitative

Expects precision, proof of validity, research references, textbook learning

Struggles with …

Upper Right (D)

Holistic

Intuitive

Integrating

Synthesizing

Expects spontaneity, freedom to explore, quick paced, variety

Struggles with …

Whole Brain Learning

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Lower Left (B)

Organized

Sequential

Planned

Detailed

Expects organized approach, complete subject chunks, examples, clear instructions

Lower Right C

Interpersonal

Feeling-Based

Kinesthetic

Emotional

Expects group discussion, sharing of feelings, emotional involvement

Whole Brain Learning

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Intake Styles

  • Visual

  • Auditory

  • Kinesthetic

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Intake Styles (VAK)

  • Visual

    • 60% of the US population

    • Print

    • Video

    • When a visual learner pauses to think their eyes drift upwards.

    • “I can see that” “that is clear to me”

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Intake Styles (VAK)

  • Auditory

    • 15% of US population

    • Radio

    • Books on tape

    • When an auditory learner pauses to think their eyes look straight ahead. Often pauses before speaking (to replay what they heard).

    • “That sounds good” “That is music to my ears”

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Intake Styles (VAK)

  • Kinesthetic

    • About 25% of the US population

    • Learns by doing

    • Likes to be in motion

    • Uses getures

    • When pausing to think a kinesthetic learner will look down.

    • “I get it” “I can do that”

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Intake Styles (VAK)

  • Review the chart on Meier page 44 – Intake Styles and Learning Behaviors

    • Find examples form your own experience of people with strong intake style preferences.

    • How can we design lessons to incorporate all learning styles?

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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SAVI

  • Somatic

  • Auditory

  • Visual

  • Intellectual

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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SAVI

  • Somatic

    • Tactile

    • Kinesthetic

    • Hands On

      “ If your body don’t move your mind don’t groove”

      How can we do it better in our lessons?

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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SAVI

  • Auditory

    • When people learn to read they read aloud.

    • Why is silence associated with learning?

      “Miss Loon is our librarian,

      She hides behind the shelves,

      And often she cries LOUDER

      When we’re reading to ourselves”

      Dr. Seuss

      How can our lessons be heard more effectively?

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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SAVI

  • Visual

    • Our storage capacity for images is much larger than that for words.

    • Imagery increases recall even for learners with other intake styles.

      How can we help learners to see the material?

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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SAVI

  • Intellectual

    • Creating mental models

    • Solving problems

    • Generating creative ideas

    • Applying new learning to existing situations

      How can we help learners to use the information wisely?

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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SAVI

  • Put them all together for the most effective learning and training experiences.

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Interpersonal

Logical/Mathematical

Spatial Visual

Musical

Linguistic/Verbal

Intrapersonal

Body/kinesthetic

(Added in 1997)

Emotional

Naturalist

Existential

Gardner’s Multiple Intelligences

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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Four Phases or 4P Model

  • Preparation

  • Presentation

  • Practice

  • Performance

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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4P Model

  • Preparation

    • Learner benefit statements

    • Clear, meaningful goals

    • Positive environment

    • Raise curiosity

    • Get people involved from the start

    • Calming peoples fears

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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4P Model

  • Presentation

    • Observations of real-world phenomenon

    • Whole brain involvement

    • Partner and team-based projects

    • Discovery exercises

    • Problem solving exercises

    • variety

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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4P Model

  • Practice

    • Learner processing

    • Hands on trial/feedback/reflection/retrial

    • Problem solving activities

    • Skill building practice

    • Individual reflection

    • Learning games

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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4P Model

  • Performance

    • Immediate real-world application

    • Post session reinforcement materials

    • Action plans

    • Peer support

    • On-going coaching

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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4 Keys to help people learn

  • Reinforce Desired Behavior

  • From Reinforcement Theory

    • Respect individuality

    • Immediacy

    • Rewards

    • Variability (slot machines)

    • Mutuality

    • Progress (small steps)

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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4 Keys to help people learn

  • Facilitate Learning

  • From Facilitation Theory

    • Minimize threats

    • Involve learners in setting goals

    • Let learners determine the sequence

    • Let learners evaluate their own learning

    • Trainers help learners make good choices

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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4 Keys to help people learn

  • Use the Learners Experience

  • Theory of Andragogy

    • Problem-centered

    • Examine past experiences in light of new data

    • Collaborate

    • Mutual planning and evaluation

    • Experiential

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook


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4 Keys to help people learn

  • Involve the Senses

  • Sensory Stimulation Theory

    • Use strong positive statements

    • Use color

    • Use bigger pictures

    • Use multi-media

    • Use activities that see, hear, touch, and do

Sources: Meier: The Accelerated Learning Handbook & Russell: The Accelerated Learning Fieldbook