298
To learn
anything
fast and
effectively,
you have to
see it,
hear it and
feel it.
*Published by EFFECT (European Foundation for Education,
Communication and Teaching), Liechtenstein.
TONY STOCKWELL
Accelerated Learning
in Theory and Practice*.300
The mind
is not a
vessel to
be filled
but a fire
to be
ignited.
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
music—and
they loved it.
It immediately
told them they
were welcome.
CHARLES SCHMID
founder 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 brain
cannot pay
attention
to everything . . .
uninteresting,
boring or
emotionally
flat lessons
simply will not
be remembered.
LAUNA ELLISON
What Does The Brain Have
To Do With Learning?*.306
Human Bingo
Find someone who has done the following
and write each name in the square
A kinesthetic
learner
Owns a rowboat Uses graphics in
their workshops
Has a piece of the
Great Wall
Plays an harmonica A visual learner
Slept in an airport
overnight
Has been to
Bulgaria
Has taken part in a
funny business
luncheon
An auditory learner Has taken a Dale
Carnegie course
Is a good singer
Loves music Is a great high
school teacher
Is a fabulous cook
A Human Bingo Game: the type used by Libyan Labiosa-Cassone
and Philip Cassone to break the ice in a seminar session at an
annual conference of the International Alliance for Learning.
Jeannette Vos uses the technique regularly, for example in
social studies classes. Each student may receive a duplicated
page of questions on a subject such as China or Japan, and
each 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 rapport
and relationship as the foundation of teaching and learning..308
Is it possible to
learn 1,200 foreign
words a day?
The most remarkable claims for accelerated
learning in foreign-language training have come
from Dr. Georgi Lozanov.
He reports* that Bulgarian students have
actually found it easier to remember between
1,000 and 1,200 new foreign words a day than
500 words.
Here are the results he records from 896
“suggestopedic” language-training sessions:
Number of Number of % of words
of 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. Lozanov’s results are reported fully in his book, Suggestology
and Outlines of Suggestopedy, published by Gordon and Breach,
New York (1978).
Both the current authors were present during Dr. Lozanov’s
keynote presentation to the Society for Accelerative Learning and
Teaching in Seattle, Washington, in 1991.
It is fair to report, however, that in all our research we have not
encountered results outside Bulgaria that come anywhere near
matching the ones reported above. Dr. Charles Schmid, in San
Francisco, has reported students being presented with 400
foreign words in a day and being able to use them in conversation
within three days (see page 323), a remarkable enough feat..310
Music reduces
stress, relieves
anxiety,
increases
energy and
improves
recall.
Music makes
people smarter.
JEANNETTE VOS
The Music Revolution*
*Published by The Learning Web Ltd.,
Auckland, New Zealand..312
STEPPING OUT
MY OWN ACTION PLAN
1. GOAL:
2. ECOLOGY CHECK:
What resources do I have? What’s in it for me?
What’s in it for my world?
3. COMMITMENT:
Am I willing to put forth all the effort needed to
achieve 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 to
9. SELF ASSESSMENT:
To what degree did I achieve my goal?
A simple checklist used by Jeannette Vos to
help students set and focus on their goals..314
Your most
valuable
asset
in learning
is a
positive
attitude.
BOBBI DePORTER
Quantum Learning*
*Published by Dell Publishing, 666 Fifth Avenue,
New York, NY 10103..316
Writing
Speakng
Listening
Visualizing
Open minded
Lateral thinking
Brainstorming
Visionary
Leader
Simplifier
Delegator
Self starter
Financial
Structured
Logical
Sequential
To demonstrate to any group their individual learning and
working strengths, provide each with four different colored
balloons. 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 or
her main strengths. Thus, if you selected all four in the red box
and only one in the blue, you’d blow your blue balloon up to a
quarter the size of the red one. Then split your team into groups
of four so they combine strengths from each quartile.*
* The balloon-match, as used above, adapted from original concept
from Alistair Rylatt, Director, Excel Human Resource Development,
P.O. Box 164, Newtown 2042, NSW, Australia.
Organization (green) Administration (yellow)
Try this
balloon test
to match
your abilities
with others.318
Because music
can both calm
and stimulate,
it offers one
of the quickest
ways to
influence the
mood of a group.
* Published by The Learning Web Ltd.,
Auckland, New Zealand..320
According to
Lozanov, a
well-executed
concert can
do 60% of
the teaching
work in 5%
of the time.
*Published by Accelerated Learning Systems,
Norcross, Georgia 30092.
TERRY WYLER WEBB with DOUGLAS WEBB
Accelerated Learning With Music:
A Trainer’s Manual*.322
Lozanov’s music for the
two “concerts”*
ACTIVE CONCERT PASSIVE CONCERT
Beethoven, Concerto for Vivaldi, Five Concertos
Piano and Orchestra No. 5 for Flute and Chamber
in B-flat major. Orchestra.
Mozart, Symphony in D major, Handel, Concerto for
“Haffner,” and Symphony in Organ and Orchestra in
D Major, “Prague.” B-flat Major, Op. 7, No. 6.
Haydn, Concerto No. 1 in J. S. Bach, Prelude in G
C Major for Violin and Major, “Dogmatic Chorales.”
Orchestra; Concerto No. 2
in G Major for Violin and
Orchestra.
Haydn,Symphony in C Major Corelli, Concerti Grossi,
No. 101, “L’Horioge;” 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 in
Symphony in A Major No. 29; C Minor.
Symphony in G Minor No. 40.
Brahms, Concerto for Violin Couperin, Sonatas for
and Orchestra in D. Major, Harpisichord: “Le Parnasse”
Op. 77. (Apotheosis of Corelli);
“L’Estree;” J.F. Rameau,
Concert Pieces for
Harpisichord “Pieces de
clavecin” No.1 and No. 5.
*From The Foreign Language Teacher’s 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 game
can in itself be an effective learning tool.
Here’s one designed by Gordon Dryden to teach the
basic principles of innovation: The Aha! Game.*
A brief but graphic color-slide presentation
introduces creative thinking and problem-solving,
using examples from chapter 4.
The game is based around eight segments of
a pineapple, with each segment an aspect of
the marketing cycle: the product or service;
the customers; presentation; pricing and
profitability; distribution; promotion; building
satisfied customers; and taking on the world
through niche marketing.
In one version of the game, 11 key marketing
tips are numbered in a workbook under each
segment. Students roll two dice, and, what-ever
the total, they discuss the implications or
run quiz shows to find telling examples.
Another version is a board game, with cards
similar to Trivial Pursuit and Roger von
Oech’s Creative Whack Pack.
The Aha! game generally takes students
through a mythical product-problem (such as
selling surplus bananas)—and the eight
segments provide plenty of “state
changes” and breaks—between graphic
visual presentation, group workshops,
discussion in pairs and quiz shows. It
teaches thinking and problem-solving skills
along with marketing principles.
* The Aha! Game is copyright The Learning Web Ltd.,
Auckland, New Zealand.
Sample design for
a learning game.326
Novel ways to
end seminars
Here are two of...
Descansos