298

To learnanythingfast and

effectively,you have to

see it,hear it and

feel it.

*Published by EFFECT (European Foundation for Education,Communication and Teaching), Liechtenstein.

TONY STOCKWELLAccelerated Learning

in Theory and Practice*

300

The mindis not a

vessel tobe filledbut a fire

to beignited.

PLUTARCH*

* Greek biographer and essayist, written almost 3,000 years ago.

302

When I taught

new safe-driving

techniques

to truck drivers,

we welcomed them

with Dolly Parton

musicand

they loved it.

It immediately

told them they

were welcome.

CHARLES SCHMIDfounder of the LIND* Institute

*Learning in a New Dimension. Comment in author interview,San Francisco, California.

304

*Article in Holistic Education Review, Fall 1991.

Since the braincannot payattention

to everything . . .uninteresting,

boring oremotionallyflat lessons

simply will notbe remembered.

LAUNA ELLISONWhat Does The Brain Have

To Do With Learning?*

306

Human BingoFind someone who has done the following

and write each name in the square

A kinestheticlearner

Owns a rowboat Uses graphics intheir workshops

Has a piece of theGreat Wall

Plays an harmonica A visual learner

Slept in an airportovernight

Has been toBulgaria

Has taken part in afunny business

luncheon

An auditory learner Has taken a DaleCarnegie course

Is a good singer

Loves music Is a great highschool teacher

Is a fabulous cook

A Human Bingo Game: the type used by Libyan Labiosa-Cassoneand Philip Cassone to break the ice in a seminar session at anannual conference of the International Alliance for Learning.

Jeannette Vos uses the technique regularly, for example insocial studies classes. Each student may receive a duplicatedpage of questions on a subject such as China or Japan, andeach is encouraged to wander round the room at the start

of class to find the answers from fellow students.

She also uses it to bring out the importance of rapportand relationship as the foundation of teaching and learning.

308

Is it possible tolearn 1,200 foreign

words a day?The most remarkable claims for acceleratedlearning in foreign-language training have comefrom Dr. Georgi Lozanov.

He reports* that Bulgarian students haveactually found it easier to remember between1,000 and 1,200 new foreign words a day than500 words.

Here are the results he records from 896suggestopedic language-training sessions:

Number of Number of % of wordsof words given students in memorized

in session session per session

Up to 100 324 92.3%100 - 200 398 96.8%201 - 400 93 93.1%401 - 600 53 90.4%

1000 - 1200 28 96.1%

*Dr. Lozanovs results are reported fully in his book, Suggestologyand Outlines of Suggestopedy, published by Gordon and Breach,New York (1978).

Both the current authors were present during Dr. Lozanovskeynote presentation to the Society for Accelerative Learning andTeaching in Seattle, Washington, in 1991.

It is fair to report, however, that in all our research we have notencountered results outside Bulgaria that come anywhere nearmatching the ones reported above. Dr. Charles Schmid, in SanFrancisco, has reported students being presented with 400foreign words in a day and being able to use them in conversationwithin three days (see page 323), a remarkable enough feat.

310

Music reducesstress, relieves

anxiety,increases

energy andimproves

recall.Music makes

people smarter.JEANNETTE VOS

The Music Revolution*

*Published by The Learning Web Ltd.,Auckland, New Zealand.

312

STEPPING OUTMY OWN ACTION PLAN

1. GOAL:

2. ECOLOGY CHECK:

What resources do I have? Whats in it for me?

Whats in it for my world?

3. COMMITMENT:

Am I willing to put forth all the effort needed toachieve my goal?

4. ACTION:

First step:

Next step:

Follow-up:

5. ANTICIPATED ROADBLOCKS:

6. MONITOR:

How do I monitor? How am I doing?

Who can mentor me?

7. SUPPORT:

What support do I need?

8. REVIEW:

Do I need to adjust anything toachieve my goal?

9. SELF ASSESSMENT:

To what degree did I achieve my goal?

A simple checklist used by Jeannette Vos tohelp students set and focus on their goals.

314

Your mostvaluable

assetin learning

is apositiveattitude.

BOBBI DePORTERQuantum Learning*

*Published by Dell Publishing, 666 Fifth Avenue,New York, NY 10103.

316

WritingSpeakngListeningVisualizing

Open mindedLateral thinkingBrainstormingVisionary

LeaderSimplifierDelegatorSelf starter

FinancialStructuredLogicalSequential

To demonstrate to any group their individual learning andworking strengths, provide each with four different coloredballoons. And get each one to select, from the boxes below,his or her eight main strengths.

Communications (blue)Creativity (red)

Then get each person to blow the four balloons to match his orher main strengths. Thus, if you selected all four in the red boxand only one in the blue, youd blow your blue balloon up to aquarter the size of the red one. Then split your team into groupsof four so they combine strengths from each quartile.** The balloon-match, as used above, adapted from original conceptfrom Alistair Rylatt, Director, Excel Human Resource Development,P.O. Box 164, Newtown 2042, NSW, Australia.

Organization (green)Administration (yellow)

Try thisballoon testto matchyour abilitieswith others

318

Because musiccan both calmand stimulate,it offers one

of the quickestways to

influence themood of a group.

JEANNETTE VOSThe Music Revolution*

* Published by The Learning Web Ltd.,Auckland, New Zealand.

320

According toLozanov, a

well-executedconcert cando 60% of

the teachingwork in 5%of the time.

*Published by Accelerated Learning Systems,Norcross, Georgia 30092.

TERRY WYLER WEBB with DOUGLAS WEBBAccelerated Learning With Music:

A Trainers Manual*

322

Lozanovs music for thetwo concerts*

ACTIVE CONCERT PASSIVE CONCERT

Beethoven, Concerto for Vivaldi, Five ConcertosPiano and Orchestra No. 5 for Flute and Chamberin B-flat major. Orchestra.

Mozart, Symphony in D major,Handel, Concerto forHaffner, and Symphony inOrgan and Orchestra inD Major, Prague. B-flat Major, Op. 7, No. 6.

Haydn, Concerto No. 1 in J. S. Bach, Prelude in GC Major for Violin and Major, Dogmatic Chorales.Orchestra; Concerto No. 2in G Major for Violin andOrchestra.

Haydn,Symphony in C MajorCorelli, Concerti Grossi,No. 101, LHorioge; and Op. 6, No. 4, 10, 11, 12.Symphony in G Major No. 94.

Mozart, Concerto for Violin J.S. Bach, Fantasia for Organ& Orchestra in A Major No. 5;in G. Major; Fantasia inSymphony in A Major No. 29;C Minor.Symphony in G Minor No. 40.

Brahms, Concerto for Violin Couperin, Sonatas forand Orchestra in D. Major, Harpisichord: Le ParnasseOp. 77. (Apotheosis of Corelli);

LEstree; J.F. Rameau,Concert Pieces forHarpisichord Pieces declavecin No.1 and No. 5.

*From The Foreign Language Teachers Suggestopedic Manual,by Georgi Lozanov and Evalina Gateva, published by Gordon

and Breach, New York,1988. See other selections on page 180.

324

3

5

4

2

1

Getting students to design their own learning gamecan in itself be an effective learning tool.

Heres one designed by Gordon Dryden to teach thebasic principles of innovation: The Aha! Game.*

A brief but graphic color-slide presentationintroduces creative thinking and problem-solving, using examples from chapter 4.

The game is based around eight segments ofa pineapple, with each segment an aspect ofthe marketing cycle: the product or service;the customers; presentation; pricing andprofitability; distribution; promotion; buildingsatisfied customers; and taking on the worldthrough niche marketing.

In one version of the game, 11 key marketingtips are numbered in a workbook under eachsegment. Students roll two dice, and, what-ever the total, they discuss the implications orrun quiz shows to find telling examples.

Another version is a board game, with cardssimilar to Trivial Pursuit and Roger vonOechs Creative Whack Pack.

The Aha! game generally takes studentsthrough a mythical product-problem (such asselling surplus bananas)and the eightsegments provide plenty of statechanges and breaksbetween graphicvisual presentation, group workshops,discussion in pairs and quiz shows. Itteaches thinking and problem-solving skillsalong with marketing principles.

* The Aha! Game is copyright The Learning Web Ltd.,Auckland, New Zealand.

Sample design for a learning game

326

Novel ways toend seminars

Here are two of the many accelerated learning ways* toend a seminar or learning session on a high note, withplenty of fun while encouraging participants to crystallizethe main points they have learned:

a. Ask each participant to write, on one sheet ofpaper, a sentence summing up the mainmessage learned.

b. Participants then pair-off, and each has 45seconds to convince the other that his or hermain point is the key one.

c. Those two then pair off with another two, withthe same conditions.

d. Those four participants then line up with anotherfour, and so on until finally half the gatheringappoint a spokesperson to argue their agreedmain point with the other half.

Allowing about two minutes for each segment, and alittle longer for the all-in debate at the end, aconference of 300 people can complete the processin under 20 minutes.

a. Give all participants five minutes to writesingle-sentence summaries of all the main pointsthey have learnedeach on a separate sheetof paper.

b. Each one then attaches his or her sheets toa giant noticeboard.

c. They each then start moving the sheets about,matching like with like, discussing the reasons.

The size of each selection of main points will thenhelp crystallize the groups conclusionsand enablethe facilitator to sum up.

1

2

* Both examples here observed at workshop sessions at International Alliance for Learning conferences in America.

328

Our aim is stillfor our school

to be the best . . . aschool without failure,

where all childrenleave school havingidentified a talent, askill, an intelligence,through which they

can becomewhatever

they want to be.

MICHAEL ALEXANDERFormer Principal

Simon Guggenheim School*

*Author interview, in Chicago, Illinois.

330

The richest component of one

of our learning courses

is the activation phase.

This takes about 75 to

80 percent of the time.

We play board games,

card games, we play with

a ball, we play with

paper dolls, we play

musical chairs, we play

with construction paper.

Much like the games you

would buy in a toy shop

but adapted to

make learning fun.

*Second-language and accelerated learning consultant toSimon Guggenheim School; author interview, Chicago, Illinois.

LIBYAN LABIOSA-CASSONE*

332

Learn a languagein record time

In 1993, Bridley Moor High School in Redditch,England, tested the effectiveness of acceler-ated learning methods for studying a foreignlanguage.

One group of students German study includedten weeks of accelerated learning methods,and their examination results were comparedwith others studying at the same level byconventional methods.

On July 16, 1993, BBC television broadcast theexamination results:

Using new Using normalmethods methods

80% pass markor better 65% 11%

90% pass markor better 38% 3%

Thus, using new techniques, more than tentimes as many students achieved a 90 percentpass mark.

Sources:

School examination results from Mrs Val Duffy-Cross,Assistant Head, Bridley Moor High School, Redditch, U.K.Television program on BBC Midland TV, July 16, 1993.Course materials and methods from Accelerated LearningSystems, Aston Clinton, Bucks, England: the course outlinedon page 177, and used also by the Sydney high school withits French results reported on pages 331 to 333. The courseis designed for do-it-yourself home study, but can be suppliedwith an optional kit for teachers.

334

Three groups of American soldiers studied basicGerman for 12 weeks using standard educationalmethods (60 days, 360 hours).

Another group studied the same subject, usingaccelerated learning techniques, for 18 days(108 hours).

Only 29 percent of the standard groups reachedthe required level of understanding in 360 hours.

But 64 percent of the accelerated learning groupachieved the same ability to read German in 108hours; and 73 percent reached the required levelof understanding spoken German.

Statistically, that is a 661 per cent better learningrate: more than twice the results in one-third thetime.*

How to increase thelearning rate 661%

with these techniques

*These results are summarized from: The 661% Solution: Astatistical evaluation of the extraordinary effectiveness of Free-

man Lynn Dhoritys U.S. Army accelerated learning Germanclass, by Lyelle L. Palmer, Professor of Education and SpecialEducation Chair, Winona State University, Minnesota, in a joint

paper with Professor Dhority.

Former Boston Professor of EducationFreeman Lynn Dhority specializes in teachingsecond languages by many of the creativelearning techniques outlined in this book.

In one well-researched study:

336

Recommendedmusic guides

The multimedia revolution hasenormous potential for music inlearning.

It enables those teachers highlyskilled in the use of music, art anddrama to make their talents widelyavailable to the world.

The first breakthrough came inOctober 1989, when Voyager Com-pany launched Ludwig van Beet-hoven: Symphony No. 9 CD Com-panionthe first consumer releaseto link audio CDs and computersoftware to create multimedia.

It owed its beginnings to aUCLA classical music class run byProfessor Robert Winter in 1982and attended by Voyager co-founder Bob Stein. Winter usedslides, tapes and performances todemonstrate the art of the greatcomposers.

Seven years later, Stein wasable to turn teacher Winters abil-ity into a ground-breaking CD-ROM.

It uses a recording of the ViennaPhilharmonic, with soprano JoanSutherland and contralto MarilynHome, plus superb commentaryby Winter. The CD-ROM includesan essay on The Art of Listening, aglossary of musical examples, au-dio samples and the ability to pausethe music at any point and link to

related materials elsewhere on thedisc. Winter has since producedseveral other masterpieces forVoyager, and in 1994 co-foundedhis own interactive company, Cal-liope Media.

Accelerated learning teacherswishing to explore the potentialfor interactive musical CD-ROMsare urged to read Entertainment Inthe Cyber Zone, by Chris Mc-Gowan and Jim McCullaugh, Ran-dom House, New York (1995).

There are now many other ex-cellent music teachers specia-lizing in accelerated learning,among them: in Australia, GlennCapelli of the True Learning Cen-ter; and in the United States IvanBarzakov and Pamela Rand of theBarzak Educational Institute; DonCampbell of the Institute for Mu-sic, Health and Education; ChrisBrewer; and Dr. Arthur Harvey ofthe LIND Institute in San Fran-cisco.

The newest program availableis The Music Revolution, by co-author Dr. Jeannette Vos, for publi-cation in 1999. The total programincludes six CDs, covering allways to use music for teaching,training and learning, and a guide-book that gives specific sugges-tions for using each CD track.

338

Schoolshouldbe thebestparty

in town.PETER KLINE

The Everyday Genius*

*Published by Great Ocean Publishers, 1823 North Lincoln Street,Arlington, VA 22207.

340

Key points onlearning styles

Every human being has alearning style and everyhuman being has strengths.1

Its as individual as a signature.2

No learning style is betteror worsethan any other style.3

All groupscultural, academic, male,femaleinclude all types of learningstyles.4

Within each culture, socio-economicstrata or classroom, there are asmany differences as there arebetween groups.5

Quotations from research byProfessors Ken and Rita Dunn*

*The sources for the quotations on this page are cited in the chapter notes for chapter 10, to which they refer.

To obtain details of the Dunns learning and working style checks,contact Learning Styles Network, School of Education andHuman Services, St. Johns University, Grand Central and

Utopia Parkways, Jamaica, NY 11439.