Which would you prefer?
A learning environment that
Focuses on competition
Is trainer/teacher centered
In which learners “sit and get”
Is based on reward and punishment
Is content driven
Sends the learner a negative inner message, “You will never be able to do that.”
A learning environment that
Focuses on collaboration, learning and development
Is learner centered
Encourages involvement and interaction
Supports a win-win environment for all
Offers variety and choice in content
Clearly broadcasts the “YOU can do it!” spirit.
What, Why & How
Accelerated Learning is the name of a teaching and learning model which is based on the original work of Bulgarian psychotherapist Dr. Georgi Lozanov. Dr. Lozanov named his model Suggestopedia. In this methodology learning is enhanced by tapping into the power of positive suggestion and the reserves of the mind.
Developed in the 1960’s, the Accelerated Learning approach has been continuously updated and refined in conjunction with ongoing scientific findings on the brain, learning, and human development. This affords a constant flow of new ideas, best practices and technique developments, placing AL on the cutting edge in teaching, training, and learning.
Accelerated Learning is a method which addresses the needs of all learning styles and modalities. It is motivating, creative, varied, playful, and yet structured. This creates a learning process which is both agile and expeditious.
In the foreground of AL is the implementation of the trainer’s newly acquired knowledge of the learner, especially that regarding skills and tools which the learner is seeking for use in his professional and/or personal life. Accelerated Learning then provides the guideline and structure needed to facilitate the learning of these new skills. The guideline includes a 5-phase learning cycle with essential elements such as affirmative suggestion, friendly and synergetic learning sessions, as well as positive environment, attitudes and beliefs regarding learning.
Think of a delicious 5 course menu with special ingredients, herbs and spices, chosen to enhance the enjoyment of each individual dish, and also the meal as a whole. The 5 phases, or 5 courses of the learning menu, establish the basic structure for a rich environment – an environment in which the needs of all learners are met. These phases support, deepen and accelerate the learning, deliciously.
The result?
AL learners learn more. They can directly apply more of their newly acquired knowledge within their own worlds, and consequently retain more. Critical and innovative thinking evolves, and increases. Learners become more effective as participants, and also more efficient in their work and personal lives.
Who Benefits
- Trainers (all topics)
- Instructors from K – 12, university, adult education
- Language Instructors
- Instructional designers
Duration of the Training
All of the topics listed below can be booked as individual workshops. The duration depends on the topic. Generally, each topic lasts between 1/2 – 1 full day. See below for details regarding the complete Certification Program.
The AL Learning Cycle
Guidelines to Structuring Content
THE “MENU”
The Accelerated Learning Cycle provides guidelines for designing and facilitating learning programs. This unique structure is like a well-balanced meal with 5 courses. They include:
1st Course: The Preparation Phase
Part One:
Normally, participants leave their daily office routine, classroom, or other work area and step directly into a training session with little or no preparation or thought about the learning to come. This phase is designed to engage and motivate before the course begins. Learners are then mentally prepared to learn. In the form of brief questionnaires or interviews, participants express their goals for the course, their needs, as well as their possible objections or resistance to e.g. the topic, the group members, etc. This provides the facilitator with the information needed to establish rapport more easily at the beginning of the course, and to design the course according to stated needs and goals. In some cases literature is read or simple tasks for preparation are completed. This allows the participants to begin the thought process in advance of the sessions and encourages personal involvement.
Part Two:
The second part of this initial phase is called ‘Welcoming’. Just as we would our dinner guests, this phase is designed so that all participants experience a sense of welcome; a positive learning environment which encourages interaction and sharing of ideas. Room design, overview of the program, and the framing of each learning segment serve to create a sense of safety and direction. Activities include pair/group share, visualization, demonstration, review, and experimenting with new ideas through interactive games.
2nd Course: The Connection Phase
It’s the ‘starter’ of the meal.
Learners find ways or experience activities which help them to relate the new topic to their own worlds, and to their individual needs and goals. This phase creates significance and meaning, thus motivating participants to learn. Here the activities are designed to tap into the existing knowledge and wisdom of the learners. They begin to overcome previously limiting beliefs or attitudes, new ideas are sparked; an ’emotional hook’ is set in place.
3rd Course: The Creative Presentation Phase
The ‘main dish’
The new material is presented in a creative, memorable and stimulating manner which actively engages the learners. This includes simulation of real life situations, interactive lectures with props, World Café methods, videos and visual aids, creative and interactive texts, interactive PowerPoint presentations, and other models which demonstrate new content. This presentation is holistic in its nature; it speaks to all learning styles.
4th Course: The Activation Phase
It’s time to ‘digest’.
During the Activation Phase the learners will participate in a variety of activities which mobilize the passively learned material. These proceed in several advancing stages of proficiency. This is the longest phase and it is of paramount importance for the acquisition and deepening of the new knowledge and skills.
Participants begin using the new material in structured and controlled activities, either in pairs, smaller groups, or all together as one group, thereby allowing time for all to familiarize themselves with the new material. By using learning games mindfully it is possible for the sufficient repetition needed in order to build confidence.
As learner competency increases, the facilitator will turn more responsibility over to participants. They practice using the material in new, creative and individualized ways, demonstrating more and more mastery.
The final part of the Activation Phase allows time for all participants to transfer their newly acquired skills to situations which simulate the individual realities of each learner, thereby promoting deeper levels of learning and understanding. This phase will move the participants from abstract knowledge of the process, into use of concrete and positive actions, using the knowledge with a high level of mastery.
5th Course: The Integration Phase
The ‘Dessert’
A module, a day’s learning, or the entire course, is brought to a close by reflecting on what has been learned, by – once again – applying this learning in different situations, in different contexts, and, most importantly, in the participant’s own world. This process affords closure, and a sense of accomplishment at the completion of the program; a sense of empowerment to the group or individual which they in turn ‘take home’ for lifelong use.
Essential Elements
THE S.P.I.C.E.S.
S
S = Supportive messages
Sending positive and supportive verbal and non-verbal messages (i.e. positive suggestion) to participants leads to successful learning. The environment and the facilitator are key factors. The AL facilitator is like a chef creating and serving a delicious meal. For this to happen, the facilitator must be sensitive to the needs of the learners and provide for these by having key qualities such as positive mindfulness and humility.
P
I
C
E
S
Certification Program & Duration
The complete certification program covers 120 hours of instruction. This time can be structured in a variety of ways, for example, 4 day modules, or 2 day weekends, to list just two options. AOC suggests organizing the program so that participants experience AL, develop their individual skills, and have enough time between modules to apply what has been learned.
During the course, you determine the program you wish to design. Using AL guidelines and support from your facilitator, you are able to deliver a highly impactful design to the group at the end of the training. This provides yet another opportunity to receive feedback and support. Upon successful completion of the program, every participant is eligible for the internationally recognized and accredited Practitioner Certification in Accelerated Learning.
Certification
AOC is proud to be one of the pioneers of Accelerated Learning. In 1984 AOC was accredited by the Austrian Society for Suggestopedia; the first organization in Europe offering certification. In 1994 the DGSL, (German Society for Accelerated Learning), and in 2000 the IAALP (International Association for Accelerated Learning Practitioners, USA), also established their certification standards. AOC received accreditation from these organizations within the same year as the criteria was established, and also began offering certified training programs adherence. We have been facilitating AL learning ever since.
While gathering 30 years of experience, AOC has remained a front-runner in Accelerated Learning. We continue to develop our skills, to hone our approaches and materials, and our determination to more than meet the needs of our clients never wavers.
