The first initial comes from the word kNow: the learner and teacher should know how the brain works in a learning situation—that the brain has different parts, that the right and left sides of the brain should be active and ‘linked’ and that visual, auditory and kinaesthetic (VAK) inputs can enhance this (see multiple intelligences and metacognition).
The second principle refers to Open and relaxed learners: learning is said to be more enjoyable and longer lasting when the environment is enjoyable and the learner is confident and comfortable. For example, if music is played during a learning situation, this may help create the right environment for some learners. This assertion can be challenged, however; it can be the case that learning, especially outside the classroom, sometimes takes place under stressful or even traumatic conditions, e.g. at the scene of an accident.
The third initial L is for learning: by setting step-by-step targets, learners are given a challenging but supportive environment—experiencing success in achieving targets will motivate learners. Input, the fourth principle, is based on the idea that a variety of inputs is needed, e.g. VAK as above.
Fifth, the idea of multiple intelligences leads to the principle that different learners have different intelligences that need to be nurtured and different styles in which they learn. Children may be smart in one area, e.g. ‘number smart’, and can excel in this, if not in other areas.
The sixth principle is to invest in several strategies that can improve self-esteem and enhance learning—these are represented by another acronym, BASIS, with five elements: belonging, aspiration, safety, identity and success (Smith, 1996; Prashnig, 1998).
The final initial in NO LIMIT refers to try it, test it and review it: the idea of constantly reviewing work within a targetsetting system. All the above principles are said to create a supportive learning environment, with a range of sensory inputs, which can motivate learners, enhance their understanding and improve retention of learning (Smith, 1996).
Some of the principles of accelerated learning are said to be based on theories of the brain and how it works. In brief, the brain is said to have three main parts, each with different functions. The ‘reptilian brain’, at the base of the skull, controls our basic and instinctive functions such as breathing or ‘fight and flight’. The middle or ‘limbic’ brain is the seat of our emotions and long-term memory: it has been suggested that we remember best when our emotions are involved in learning.
inally, the ‘neo-cortex’ is the area where higher-order thinking skills and problem solving are said to take place. One of the benefits of this model of the brain is the realisation that all parts of the brain, including the emotions, are involved in learning. Cognition (i.e. skills, knowledge and understanding) is intimately connected with emotion. Positive emotions can encourage effective learning.
Conversely, the implication is that fear and stress can cause activity in the brain to move towards the ‘reptilian’ section, thus reducing activity in the neo-cortex area—consequently suppressing or even negating learning. Again, this hypothesis could be challenged because learning can occur in stressful or traumatic situations in everyday life.
Furthermore, the thinking part of the brain (the neo-cortex) is said to be in two hemispheres. The right side is responsible for creativity, images and visualisation, music, rhythm and rhyme, art and design, and gaining the holistic picture. The left-side processing involves words, language, logic, number, writing and reading and analytic activity. It has been said that artistic people are ‘right-brained’ while mathematicians are left-brained’, though this has been challenged (OECD, 2002).
If we assume that there is some value in these models of the brain, the practical question arises: what is the classroom teacher to do about them, especially when faced with a class of 30 pupils, each with different learning styles and preferences? On the one hand, the teacher could focus on the learning strengths and preferences of individuals and try to build on or exploit them; on the other, they could try to develop the underdeveloped learning styles in the hope of increasing each learner’s repertoire. This is a difficult choice for the classroom teacher to make.
In reality, many teachers opt for a mixture of VAK ingredients in their lessons when planning and conducting them, in the hope of giving something to all learners and learning styles. There are clearly dangers in relying on the two-sided model of the brain too closely as a basis for learning and teaching, especially if learners become labelled as ‘right-sided’ or ‘left-sided’ and this is deemed to be their learning style or learning preference, e.g. holistic imagers in contrast to analytic verbalisers.
Accelerated learning has become something of an industry in the twenty-first century, spawning a host of websites and consultancies. Certain activities and techniques have been developed, allegedly based on theories of the brain, and promoted at in-service and pre-service teacher training events, e.g., ‘brain gym’, target setting, VAK input and creating conducive environments using music.
However sound or unsound the scientific basis for these activities may be, my own view is that the emphasis on improving or even accelerating learning has had certain beneficial effects, e.g. more varied input by teachers built into their lesson planning; increased self-awareness by learners of the way they learn; realisation by teachers that different learners learn in different ways; and the use of activities and environments that can enhance the learning process for many pupils.
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