Accelerated Learning

Helping Pupils to become a Super Learners!

Good teaching is as much an art as a science and all teachers have their own particular styles and preferences but there are ideas and principles that we should all use.

Many of the following suggestions are based on the principles of Accelerated Learning. The key points that we need to bear in mind are:

• self esteem
• security and safety
• self interest
• variety
• 'chunking' ie short activities

These are the key premises of Accelerated Learning. Remember, they are important because understanding them and taking account of them leads to more effective learning!This list is by no means exhaustive but it is a start. Let us know if you have any ideas. Most of which follows draws on the principles promoted by Accelerated Learning. 'Experienced teachers will recognise most of list- this suggestion is just the good practice that people have talked about for years but, perhaps, haven't really understood! Now you know why!

• Pupils are likely to be more receptive to learning if their journey between lessons is calm and without threat. Staff presence in the corridors between lessons can help promote this atmosphere.
• Start the lesson by greeting pupils at the door as they arrive. Try to say something to each pupil..."that was a good lesson last time"...."today we'll be doing some practical"....."I enjoyed reading your homework"
• The classroom must be a warm and welcoming place. Good displays involving the work of pupils and general tidiness and organisation will help.
• Try to have well established routines which punctuate and break up the lesson. Formal 'starts' and 'ends' make pupils feel more secure. Taking a register in silence, making pupils gather around at the front for the initial briefing and having a final routine all help. Take opportunities to assert your authority. Give pupils the security of knowing that you are 'running the show'.
• The lesson should be organised so that every pupil has the opportunity to achieve or succeed. Teachers should take every opportunity to recognise and reward this achievement with praise or merits, for instance.
• Never ridicule or show up a pupil.
• Give pupils prompt feedback by marking work as soon as possible. It helps them feel that you're bothered and encourages them to do the work.
• Share the purpose of the lesson with pupils at the beginning......"Today we are going to learn.......". Tell the pupils how they will know if they have been successful......"and you will be able to......". Explain the reason for the lesson and how it fits into the great scheme of things......"Last time we......., today we will learn about the other...........". Linking helps memory.
• Lessons should involve a range of activities to hold the interests of pupils, to break up lessons and in recognition of differing learning preferences. Try to break each lesson up into a number of well defined and formally defined 'chunks'.
• Try to make abstract ideas more concrete with the use of concrete examples and visualisations. Everything should have a picture or be based on an example which is relevant to the pupils.
• End the lesson with a review of what has been learned. This should be more than a summary of content covered but should give pupils the opportunity to demonstrate and recognise their new knowledge, skills and talents.
• Dismiss the class from the door. A few choice words can get pupils looking forward to the next lesson with you....."Well done"...."That was much better"......"Brilliant answer"

But what is the basis for all this? Check out.....