Many people interpret Accelerated Learning Program (ALP) in different ways for varied purposes. Based on our experience we can summarize ALP as an effective learning process using active learning strategies which makes learning natural, easier and faster.
Most of the ALP advocators agree on eight to nine basic principles based on research on the brain functionality when it comes to learning.
The ALP principles can be applied to a learner of any age who is committed to acquiring knowledge and skills.
- A Positive Learning Environment
A positive learning environment is not only the physical aspects of the building but also the general setup of the classroom which creates a safe environment for the children to learn in.
- Team Learning & Collaboration -collaboration among learners.
Cooperative learning activities facilitate the learning process by allowing the participants to benefit as mentors and learners regardless of their individual capability. They also help participants develop interpersonal skills. Cooperation and shared learning turns participants into a supportive community helping each other to become their best.
- Positive Emotions Greatly Improve Learning.
Human beings require emotion to learn. When our emotions are positive, they promote easy, stress-free learning. When they are negative, they hinder it. Feelings determine both the quality and quantity of one’s learning. Negative feelings inhibit learning. Positive feelings accelerate it. Learning that is stressful, painful, and dreary can’t hold a candle to learning that is joyful, relaxed, and engaging.
- Personal Motivation
The ability to learn ultimately depends on intrinsic motivators within each individual, such as desire, self-confidence, and personal expectations—not on extrinsic motivators like grades, rewards and prizes.
- Variety That Appeals To All Learning Styles- Multiple Intelligences
Learning takes place simultaneously, on many levels and in different ways. Learning involves the whole mind and body but it is not all “head” learning (conscious, rational, “left-brained,” and verbal). It involves the whole body and mind with all its emotions, senses, and receptors. Learning also comes from doing the work itself (with feedback).
- Contextual Learning
People learn best in context. Things learned in isolation are hard to remember and quick to evaporate. The real and the concrete are far better teachers than the hypothetical and the abstract, provided there is time for total immersion, feedback, reflection, and re-immersion.
- Imagination, Visualization
Imaginative games and activities enrich verbal and written information with physical movement, color, depth, and positive emotion. The ability to visualize not only enhances our creativity, but also our ability to spell, remember, and learn.
- Suggestion & De-suggestion
The power that suggestion—both from others and from ourselves—has on our ability to learn is enormous. Human beings have many pre-conceptions about themselves, the world around them, and the subject matter they are learning. Personal suggestions, often called beliefs or mental models, either enhance the ability to learn or limit it.
- Learning is Creation, Not Consumption.
Knowledge is not something a learner absorbs, but something a learner creates. Learning happens when a learner integrates new knowledge and skill into his or her existing structure of self. Learning is literally a matter of creating new meanings, new neural networks, and new patterns of electro/chemical interactions within one’s total brain/body system.
- The ultimate goal of ALP is to enable the learners to become successful self-learners