Basic Four Strategies for Implementing Accelerated Learning
We acknowledge that there could be unfinished learning however we consider that an entirely different thing as opposed to loss of learning. If we believe in the loss-of-learning story then we are more likely to concentrate on remediation, which could result in a slowing of progress and focusing on specific abilities. Students feel that they are being punished as well as humiliated and sluggish. They are often overwhelmed by remediation and don’t pay focus on the process. Instead we should focus on the acceleration. With thriveps.org individualized coaching, strategic consulting and training that is just in time, teachers like you are speeding up learning and making lasting changes at their school.
There is no need to skip courses and grades but instead we should draw upon the latest research in speedy learning of students who have been recognized as gifted and gifted. The lessons we learn from this research can be applied to the benefit of all students.
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Learn What The Students Still Need To Know
Make use of the first assessments prior to each lesson to determine what the students already know. In addition, it is important to take out lessons that are focused on the abilities and concepts that students already understand. We should not spend time “teaching” content students have already mastered. Instead, we must determine areas that need to be addressed and create learning experiences that address the demands. For instance, a brief vocabulary inventory could be used to gauge students’ knowledge of an area. If they can identify concepts and explain them then it’s not necessary to explain those concepts.
Elements of Knowledge Needs to Developed Timely
To ensure that students move from what they know to the unknown it is essential to ensure that the students are well versed in their subject matter. Without a solid background is difficult to comprehend the new knowledge. Teachers in the past needed to develop foundational knowledge, conceptual knowledge or vocabulary skills in class and did not have enough time for new learning. With all the knowledge we have discovered about technology, teachers are now able to provide students with access to video clips and even interactive ones with devices like Play Posit or EdPuzzle in order to ensure that the students are aware of their surroundings prior to their live lessons. This way instructional time is allotted to new learning and learning may be achieved.
Need to Change the Significance of Lesson Values
If students see lessons as relevant and relevant, they are more likely to participate in self-regulation behavior. Learning can be accelerated by allowing students to choose to participate and dedicate resources (time and attention, as well as effort) towards learning. It’s not that we suggest that lessons are only geared towards students’ interests at the moment however, some lessons could be easily linked to the students’ interests. In other instances, the passion of the teacher enhances students’ belief in the relevance of lessons. Other times teachers ensure that students are given the opportunity to develop their own knowledge and appreciate the value of the information for their future.
Fast-Paced, Active Lessons
Acceleration and remediation are slow; however, acceleration is fast. There must be a sense of urgency to learning experiences but not too much that students feel nervous. Teachers must make sure that there is enough waiting time for students to process and think. However, it’s crucial to understand the importance of a pace for a lesson which communicates the students this information is essential and that the teacher is highly regarded and believes that students will be able to complete the lesson. Additionally, students must be involved throughout the lesson, engaging in various tasks like discussing possible solutions with classmates and pondering ideas, observing the thinking of their teachers and others, and the list goes on. The lessons must be broken up into segments that take into account the cognitive load put on students. Additionally, concepts must be reviewed and implemented.