Effects of Teaching Methods on Accelerated Learning

Effects of Teaching Methods on Accelerated LearningTeaching proficiencys and their lastingness in overhauling accelerated acquire at bottom UK schools and collegesTable of circumscribe (Jump to)1. Research Background2. Literature Review3. Aims Objectives4. Research Methodology digestReferences and Bibliography1. Research BackgroundThe author of this report was taught using the handed-down regularitys of training finished disclose the student lifespan. The author came to know more or less a technique known as brain middle school with an acquaintance and became certain of such(prenominal)(prenominal) techniques. This encouraged the author at a later demonstrate to develop an correspondence of accelerated go steady and to see if it was considered effective by practiti geniusrs. Consequently, the author decided to base the discourse on this topic within the context of English primary schools and colleges. After initiating the interrogation the author realised that at that place was so some(prenominal) a lot to the topic of accelerated acquisition, and that there were numerous techniques associated with it that take aimed to break students learning. Hence the idea was to base the exertion on finding out how popular these pedagogy techniques were in relation to others and whether traditional teachers considered them effective.2. Literature ReviewThere is a huge amount of compositions surrounding accelerated learning possibility and different direction techniques that claim to help develop students learning. In this section the author put forward grow reference to a variety of techniques that ar linked to accelerated learning theory but entrust discuss their perceived effectiveness in different situations while conducting the detailed literature check into. While doing the complete literature review he author impart also explore the reliable literature that describes the brains structure and how learning occurs, in order to help the readers understanding of how these various teaching technique help learning.Student centered command allow student to develop their real abilities by not distorting learning this philosophy does not support traditional teaching techniques. The idea was to begin with conceived by Jean-Jacques Rousseau in 1762. It was thought that we should not focus on what entropy to teach students (primarily students), but teach subjects and skills in accordance to what rude(a) talents a student possesses. The student will then develop in to a life long learner as each of them develops through stages (Sutherland, 1988). This idea has been associated with current educational policy that encourages us to become life long learners. Learning is not just about academic knowledge but is an experience that should be positive if it is to be effective. The author will now cite some of the techniques that were identified during the preliminary literature review. hotshot secondary school is ane such technique that is utilisationd to promote learning and is supposed to be effective when use with academic skills. Brain gym is used in educational kinesiology (Edu-k). There atomic number 18 three principal(prenominal) types of activity that promote different processes Crossing the midplane essential for writing and reading, Lengthening activities helps in expression of stored memory, skills such as test taking, voice communication and writing, Energy exercises helps to decrease stress and fatigue, increases the flow of energy around the organic structure (Magidson, 2004, p.2). The ability to traverse the midline refers to an individual being able to cross and use both hemispheres at once, where different types of information can be processed and moved from left to right and right to left. Some scientists bespeak that this process is a key skill required for academic success (Dennison et al 1994). Brain gym activities have been created to help learners cross the mid line in order to help improve co-ordination, breathing and stamina, enhance vision and hearing and improve spatial aw areness (Cohen et al 2002). Skills that may improve include victimize memory and concentration (Drabben-Thiemann et al, 2001). There is some chiding of the technique because any form of physical activity seems to create a relaxed state (Adey et al, 2002).Target backcloth has been used to help individuals learn more effectively by organising information in to sections in the form of a target to be achieved. It is supposed to help the learner make signified of information and feel as if the task can be achieved in small steps. The brain stores information, and then retrieves it when appropriate in the form of memory. The short-term or working memory has limited capacity, compared to our long-term memory that is much greater (Prashnig, 1998). Learning tends to be more effective when spread out over a period of condemnation with numerous revisits (Long, 2000). Ta rget stage tantrum should review work regularly and be connected with other work if it is to enhance long-term memory this requires consistency and the allocation of time to chequer the technique is effective. Like a placebo, if success is created in learning it is potential to be recreated in a similar experience (Stockwell, 1992). Target setting is suggested to be difficult to use in serve because the system is time consuming to set up (Naughton et al, 2001).VAK input technique uses different methods to show up information and various activities to engage the students attention depending on the way they prefer to process information. There are allegedly different types of learners visual, auditory and kina-esthetic (metalworker 1996). Neuro-lingusitic computer programming research has implied that in a class there are a certain percentage of learners who prefer one of the three types of input. Approximately 29% of learners prefer visual input methods, 34% auditory and 37% a re kinaesthetic learners teachers also subconsciously teach using their preferred method of input (IAL 2000).The traditional assumption that learning is more effective in a quiet atmosphere has been challenged by research conducted in to the do of music on learning. Research in New Zealand implied that 40% of elevated school students preferred noisy environments to silent ones (Prashnig, 1998). When this technique is used in lessons it appears to stimulate activity in both hemispheres (Schuster el al, 1986). Educators need to be trained on what type of music has different effect on the state created in learners, if this technique is to be used (Northumberland lea, 2004).Teachers tend to use a mixture of approaches depending on the situation in which they teach. Some are considered more effective than others, although each technique usually derives from a ad hoc theory. There is an increasing amount of research being conducted on how we learn and what techniques may help. Howeve r one must remain cautious about how we apply these finding, because each one is dependent on the circumstances in which it was created.3. Aims ObjectivesThe primary aim of the research is to find out the different teaching techniques that are used and to determine if those associated with accelerated learning theory are popular, together with how effective they are in developing students learning. Additionally this dissertation will also provide with accurate, up-to-date, research-based information about possible prox trends in accelerated learning techniques. And lastly, this research will try to provide possible suggestions and recommendations to be considered for the improvement of such techniques to develop ideas for further research in this context.To summarize some of the questions that will be addressed through this research are as followsWhat teaching techniques are used to develop students learning?The need for such techniques to be used?Effectiveness and implications of such techniques?What are the possible alternatives?Student involvement in the use of such techniques?4. Research Methodology AnalysisA collection of methodologies will be used to carry out this research. Both primary and secondary selective information will be collected for this purpose. The secondary info will consist of data from literature reviewed from books, journals, Internet and the annual reports of the institutions while the primary data will take the form of information/results collected from the outcome playing area and questionnaire. The researcher has chosen the Case adopt and Survey strategies for the research. Both of them are common and popular strategy in educational research.A case study is a detailed examination of one setting, or one single subject, or one single repository of documents, or one particular event Bogdan and Biklen, 1982. Case study approach is categorized as Non-Participant qualitative research. Therefore, the first stage of research will co mprise of short listing of the educational institutions where the case studies will be carried out. The first criteria will be selecting those institutions that employ accelerated learning techniques. educational institutions with traditional setting will also be included in the case study for comparative analysis.Survey research is one of the most widely used forms of research among the educational researchers. It involves researchers asking a large group of volume questions about a particular topic. All brush ups possess three fundamental characteristics (1) the collection of information (2) from a sample (3) by asking a question. A survey can be carried out by conducting interviews with individuals or groups and use of questionnaires. In the second stage of the research the researcher will use a detailed questionnaire, testing quantitatively a much bigger sample of teachers. Based on the initial literature review the author will prepare a preliminary questionnaire which be cir culated to a small sample. Based on the results of the initial response the questionnaire will be refined and will be sent to a much larger sample.Research analysis will be done based on the method proposed by Hycner (1985). According to him, the analysis requires the researcher to read the transcripts rate themes confirm the accuracy of the interpretation and produce a final summary. then the information will be analyzed accordingly and a plan summary will be prepared.ReferencesAdey, P. Robertson, A. Venville, G. (2002) Effects of a cognitive speedup programme on Year 1 pupils British Journal of educational Psychology 72 (1) pp.1-25Bogdan, R. and Biklen, S. (1982). Qualitative Research for education. Boston Allyn and Bacon.Brain gymnasium International (ONLINE www.braingym.org).Burns, N., Grove, S. K. (1997). The practice of nursing research. Conduct, critique and utilization. Philadelphia W.B.Saunders.Cannell, C. Fowler, F. J. Kalton, G. Oksenberg, E. Bischoping, K. (2004) Ne w quantitative techniques for presenting survey questions in Bulmer M (ed) Questionnaires Volume IV Eondon SAGE Publications Etd.Cohen, I. Goldsmith, M. (2002) Hands on how to use brain gym in the classroom Ventura Edu-Kinesthetics Inc.Dennison, D. Dennison, G. (1994) Brain gym teachers edition revised 2 ed. Califonia Edu-Kinesthetics Inc.Dennison, G. (2001) Brain gym for preschoolers in a Headstart Program USA Brain lycee International (ONEINE http//www.braingym.org/).Drabben-Thiemann G Hedwig D Kenklies M Yon Blomberg A Marahrens G Marahrens A Hager K (2001) The effects of brain gym on the cognitive performance of Alzheimers patients Brain Gym Journal XVI (1) pp.10, USA Brain Gym International (ONLINE www.braingym.org).Hycner, R H (1985) Some guidelines for the phenomenological analysis of interview data, Human Studies 8, 279-303International conjunction for Learning (IAL) (2000) Spirit of accelerated learning unity, self systems and society capital of Georgia Teach America Coo peration.Long M (2000) The psychology of education capital of the United Kingdom RoutledgeFalmer,Magidson E L (2004) Educational kinesiology and brain gym. Creative Counseling Consulting (ONLINE http//members.aol.com/braingym/bg.htmr).Naughton G M Rolfe S A Siraj-Blatchford I (2001) International Perspectives on theory and practice Buckingham Open University PressNorthumberland LEA (2004) The thinking classroom Northumberland LEA (ONLINE http//ngfl.northumberland.gov.uk/).Prashnig B (1998) The power of diversity new ways of learning and teaching Stafford Network Educational Press Ltd.Schuster D H Gritton C E (1986) Suggestive accelerative learning techniques London Gordon and Breach Science Publishers. Smith A (1996) Accelerated learning in the classroom Stafford Network Educational PressStockwell T (1992) Accelerated learning in theory and practice Liechtenstein Druckerei Gutenburg AGSutherland M (1988) Theory of education Harlow Longman