effective teaching in accelerated learning programs

7/30/2019 Effective Teaching in Accelerated Learning Programs

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Effective Teaching and Learning 1

Running Head: Effective Teaching in Accelerated Learning Programs

Abstract

The purpose of this article is to review research and theory of accelerated learning and

show how teachers have to change their method of teaching for the program (Boyd, 2006). It also

offers practical suggestions on how teachers can provide an effective learning experience

through accelerated learning (Boyd, 2006). Teachers should use the collaborative method of

teaching because it gets the students involved and makes learning more enjoyable for them. The

teacher should also make the classroom environment very relaxing and safe.




Effective Teaching in Accelerated Learning Programs

Accelerated learning programs are a way that many students learn today in the classroom.

Accelerated learning programs are structured to enable students to take a course and earn credit

for them in a shorter amount of time compared to a regular semester long class. Accelerated

learning programs are taught very different from a traditional classroom setting. So, teachers

have to learn how to teach the program and provide an effective learning experience as well

(Boyd, 2006).

A Bulgarian psychiatrist, Georgi Lozanov, taught sixty students how to speak English

using non-traditional techniques (Boyd, 2006). He used different techniques such as meditation,

visual techniques, and the use of music (Boyd, 2006). He was interested in the student’s ability

to recall the information and to use both sides of the brain. (Boyd, 2006). He believed that his

teaching method was not only helping the students learn faster but learning in a more “holistic”

way (Boyd, 2006).

Accelerated learning is founded on the recent findings of research on the structure and

processes of the human brain (Boyd, 2006). It also recognizes that learning is social and when in

the classroom the students need to be motivated to use cooperation instead of competition. If the

students cooperate more than compete it will speed up their learning process.




Kasworm’s model draws on an adult learning theories, developmental theories, and

experimental learning theories (Boyd, 2006). This model made is visible to the reader that adults

could connect new knowledge and previously learned and apply this to their life. We can

understand this to be true because we do this on a day to day basis.

A very effective way of teaching and learning is collaborative learning. Collaborative

learning provides support from classmates while engaging in the learning process (Boyd, 2006).

When the students break into groups and do different activities they feel more comfortable with

the work. It also helps the learners in solving problems and creating solutions for the problems

(Boyd, 2006). Collaborative learning is based on students strengths and creates and environment

to learn from other students in the classroom. Everyone in the process of collaborative learning

is both a learner and a teacher (Boyd, 2006). An example would be if a group is given an

assignment and one student in the group is having trouble, then another student in the group can

be the teacher to that student. Teachers must recognize that they contribute to the positive

learning experience through having a caring attitude and enthusiasm (Boyd, 2006).

Collaborative learning is a very effective teaching tool as well as a very effective learning

tool. When student interact in the classroom they are gaining social skills as well as knowledge.

Begin an effective teacher is very important for a child’s future. Every moment a teacher has in

the classroom to keep the atmosphere enjoyable helps the student become more positive about

life.




References

Boyd, D. (2006) In Effective Teaching in Accelerated Learning Programs.

http://www.eastern.edu/academic/ccgps/vcst/pdf/Accelerated%20Learning-

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effective teaching in accelerated learning programs

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