4 Ways to Design Accelerated Learning

mouse turtle accelerated learning image

You can actually stop accelerating just short of ramming speed, please.

There are four major elements that are fundamental to accelerated learning; any attention paid to them will improve the effectiveness of your teaching and the success of your students. Attention on any one of them alone can create a radical transformation in your students’ ability, and what you think is possible. Harness all of them and the sky’s the limit!

These elements are: Performance, Signal Strength, Focus, and Environment.

(High) Performance

Your new goal for your students is not to have them know a lot about your subject, but to gracefully perform at a high level in your subject’s context. Prioritize doing over knowledge.

In the fluency hunting system, we call this technique (tq) “Fluency”.

(Boosted) Signal Strength

You need to remove all hesitation and ambiguity in reception of what you’re sharing to your students. No trickery, guesswork, or puzzling.

In the fluency hunting system, we call this technique (tq) “Obviously!”.

(Narrowed) Focus

Zero in on the number objects, or chunks of information, that your students can easily focus on.

In the fluency hunting system, we call this technique (tq) “Limit”.

(Designed) Environment

Remove visual, auditory, and kinesthetic distraction and noise from the environment. Intentionally create as close to 100% of the learning environment as possible.

In the fluency hunting system, we call this technique (tq) “Set-up”.

5 thoughts on “4 Ways to Design Accelerated Learning

  1. Great! Nice short list. That’s great. But a questions one needs to ask… is that the “necessary and sufficient” list to achieve the purpose? I’m not questioning your 4 techniques… but would 3 do just as well – would 5 do better, are these the “perfect” 4? For example – I don’t see the concept of a simulated learning environment – a simulation lab – not the real world – but a safe place to play in. However every time I’ve seen Language hunting played – that simulation lab – concept was there. Perhaps it is part of what you call “set-up”, or a sim-lab may be a synergy of Environment & Focus and I’m just viewing it with a different lens.

    None the less – that is a fine start for designing a learning play area… what ever the name.

    • David,

      We’ll never find a “perfect 4” – however, we’ll be improving our understanding for a long, long time how many techniques to introduce right away, to offer a big-picture sense of accelerated learning. I’ve since experimentally added another technique, “Alive”, to this beginning set. In addition, what you’re illuminating is the game/skill split, the difference between the learning laboratory and learning in the wild. Does that belong here too? Maybe. I think that’s a bit much to start out with. In any case, what I’m hoping is that experimentation with these four (or five, or six, or…) will generate the techniques relevant to your situation, your skill. These are a good start – the next step is playing with them!

  2. Thanks Willem, was looking for these after you so beautifully explained the “(Signal Strength, Limit, Set-up) -> Fluency -> Alive!” flow to us at xp2012. It has stuck with me, particularly the sign for alive — the hand expanding in flow over the heart.

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