Accelerated Learning

Accelerated Learning is not a form of ‘hot housing’, nor is it for a specific group of learners! It is an approach to learning; one that attempts to pull together new and innovative thinking about how children learn. It involves looking at how we learn, how the brain works, structured challenges and learning through multiple ‘intelligences’.

Philosophy:

Accelerated Learning is the title given to a more recent approach to teaching and learning. It is based on theories and developments that have evolved over the past ten years, and at its heart is the belief that…

“It is what the learner says and does that creates learning and not what the teacher says and does…
…This idea is at the heart of Accelerated Learning, which engages and involves students and is done with them and by them and not simply to them.”
Smith, Lovatt, Wise. Accelerated Learning: A User’s Guide

This is a philosophy we have long cherished at Netherton Moss and so are happy to incorporate as many of the motivating strategies and approaches as possible.

Meaningful learning takes place when the challenge is structured, and has within it achievable risks; when connections between the subject and others are made and the child is engaged actively – using mutli-sensory approaches. Learning needs to be consolidated through the child internalising and interpreting the information in their own way and through having time and space to reflect on what has taken place. The model, in the diagram above, demonstrates a cycle with at least four stages that learners need to experience.

Much of the Accelerated Learning philosophy neatly dovetails with the Early Excellence Philosophy. Environment is important – ensuring physical needs are met (ventilation, lighting etc), the class is positive and encourages high expectations. Also there is a strong emphasis on each child’s learning styles: whether they learn best through, visual clues, auditory – listening, with kinaesthetic– physically doing, or with a mixture of these. But increasingly the child becomes more responsible for their learning, actively engaging and taking a lead in it, understanding which strategies and approaches will work best for them.