Transcript Adult and Accelerated Learning

Adult and Accelerated
Learning
Peter McBride, PMP
Cheetah Learning Canada/EMEA
McBride Consulting Group Inc.
Copyright ® Mcbride Consulting Group Inc 2006
Needs of the Adult Learner
Adults are autonomous and self-directed
Adults have accumulated a foundation of
experience
Adults are goal-oriented
Adults are relevancy-oriented
Adults are practical
Adults need to be shown respect
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Factors that Motivate the Adult Learner
Social relationships
External expectations
Social welfare
Personal advancement
Escape/Stimulation
Cognitive interest
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Goals of Accelerated learning
Actively involve the emotional brain
Synchronize left and right-brain
activity
Mobilize all eight intelligences so that
learning is accessible to everyone
and the resources of the whole mind
are used.
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The Learning Modalities
Howard Gardner, Frames of Mind: A Theory of Multiple Intelligences
Linguistic Intelligence
Logical-Mathematical Intelligence
Spatial Intelligence
Musical Intelligence
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
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Emotions are the gatekeeper to learning.
Part I
The body and brain form an inseparable
learning partnership.
The environment of the body is critical
Ensure that the classroom and school wide
environment enhance rather than impede
students’ abilities to focus
Create a sense of community
characterized by absence of threat (real
and perceived).
Robert Sylwester, Celebrating Neurons, ASCD,1996
Dr. Paul Maclean, National Mental Health Institute
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Emotions are the gatekeeper to learning.
Part II
The brain's search for meaning is a search
for patterns.
Learning is the acquisition of useful mental
programs
One's personality has an impact on
learning
David Keirsey and Margaret Bates, Please Understand Me:
Temperament and Personality
Leslie A. Hart, Human Brain and Human Learning
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Intelligence is a function of experience
The brain prefers to input information in a hierarchy depending on the number of
senses engaged.
1.
2.
3.
4.
5.
6.
Experiences that engages all senses
Input is taken in via "immersion" experience
input is taken in is by using "hands-on, real"
experiences
input is taken in is by using "hands-on
representational" experiences
input is taken in is "secondhand."
The most challenging way the brain takes in
information is "symbolic."
Leslie A. Hart, Human Brain and Human Learning
Time Magazine: February 26, 1996, "Your Child's Mind."
ABC News, PrimeTime, January 25, 1995, "From the Beginning."
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Putting it all together
Use of Color and Music
Stress management
Yoga
Stretching and breathing
Mind Mapping
Psycho-Acoustic methods
Smell and taste
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Use of Color and Music stimulates
both sides of the brain
In general, the left brain handles the following mental
activities:
Mathematics
Language
Logic
Analysis
Writing
And other similar activities
The right side of the brain handles very different activities:
Imagination
Color
Music
Rhythm
Daydreaming
And other similar activities
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The Mozart Effect
Research and the experience of many
educators confirm:
Most people learn better when they are relaxed
Only certain kinds of music truly enhance
concentration, retention and performance
Slow Baroque music seems to slow the heartbeat
and induce a relaxed state – The Mozart Effect
Modern “Accelerated Learning” Music is designed
to create the same effect
Steve Halpern – Music for Accelerated Learning
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Stress Management
Stress is the enemy of learning
Reduces uptake and inhibits recall
Limbic System in the brain responds to
stress with “Fight or Flight” chemicals
Response is two-way – triggered by
outside stimulus AND by internal stress
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Stress Management
Use of stretching (Yoga)
Use of Diet to reduce ingested
stressors
Coffee/caffiene
Sugars and some carbohydrates
Tobacco
Alcohol
Use of Deep (Yogic) Breathing
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Mind Mapping
Tony Buzan, UBC Canada, late ’60s
Gives you an overview of a large subject/area.
Gathers and holds large amounts of data.
Encourages problem solving by showing you new
creative pathways.
Very efficient.
Enjoyable to look at, read, muse over and
remember.
Attracts and holds your eye/brain.
Lets you see the whole picture and the details at
the same time
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Accelerated
Learning in
Project
Management
Improvisational
comedy
Activity
Segue
Beginnings
and Endings
Rituals
Improve
Retention
Laughing
Course
Props
Instructor
scripts
Context
music t-up
Context
Scenario
Classical
music during
activities
Procedural
Knowledge
Game
Accelerated Learning
In
Project Management
Keep it “Safe”
Course
Structure
Emotional
Gradient T Up
Using Wall
Templates
Kinesthetic
Use Multiple
Learning
Modalities
Logical
Spatial
Basic Needs
Linguistic
Brainstorming
in Team
Interpersonal
Physical
Space
Visual
Buildup
Step by Step
Progression
Emotional
Agenda
Posted
Competition
Intrapersonal
Mathematical
Food
Writing
Comfort
Breaks
© 2001 Cheetah Learning LLC
www.cheetahlearning.com
Physical
Exercise
Rituals
Music
Be Someone
Else
Personas
Pre-course
Prep
Mind Map
One module
per /hour
Debrief
Situational
Humor
Course
Guidelines
Posted
Ten minute
break/hour
T-Up
Team Based
Simulation
Debrief
Scheduling
and budgeting
Presenting
Timing
Exhibit 1
Psycho-Acoustic Methods
Brain has four basic brain-wave “states”
Alpha – Very Relaxed, suggestible, accepting
Beta – Awake, aware, alert and easily stressed
Delta – Deep sleep
Theta – Deep relaxation, similar to hypnotic
state
Brain State can be induced in willing
participants
Alpha state is excellent learning state
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Smell and Taste
State Conditioning
Smell is the most evocative sense
The "Proust effect" - odor associated with
experience
Use of sharply scented mints to associate
class experience with taste and smell
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Peter McBride, PMP
 MCGI, 1993 to present
Training
Microsoft developer
PC and Network technician
PMP

Cheetah Learning Licensee, 2001 to present
Copyright ® Mcbride Consulting Group Inc 2006