The application of accelerated learning techniques with special reference to multiple intelligences

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Focus on the brain

Technology has made it possible today to know so much more about the brain and how it learns that we cannot ignore the gap that exists between this knowledge and present teaching approaches (Clark 1986:22; Smith 1998:18- 20). Hart, as referred to by Sousa (2006:15) made the statement: “With our new knowledge of the brain, we are just dimly beginning to realise that we can now understand humans, including ourselves, as never before and that this is the greatest advance of the century, and quite possibly the most significant in all human history.” This new information holds particularly far reaching implications for education in general.

Accelerated learning and multiple intelligences

Accelerated learning (AL) is developed through information and evidence gathered by amongst others the neurosciences as stated above. It provides a systematic procedure for helping pupils more effectively to utilise and integrate their various sensory modes and contrasting cerebral functions (Entwistle 1987:100). The concept of AL attempts to give educators and learners a blueprint to teach and learn effectively. AL recognises that we are indeed individuals who all have a preferred style of learning that would fit our intelligence profile best. When you learn the techniques that fit your personal learning style and intelligence profile best, you will be learning in the way that is most natural for you. “Because it is natural, it is easier; because it is easier, it is faster. That is why we call it Accelerated Learning” (Rose & Nicholl 1997:19;).

The successful implementation of accelerated learning

by means of MI Sir Christopher Ball, chancellor of the University of Derby in the UK, made a bold statement in the urgency of having to change course with educational reform when he said about accelerated learning: “Our aim is to change the culture. To persuade people that they should care about learning in the same way we are all gradually learning to care about the environment and our own health” (Rose & Nicholl 1997:368). Success achieved by implementing MI at the McClearly School in Pittsburg Pensylvania, embraced MI not for the sake of “doing the theory” but to enable students to produce their best work and to make it possible for students to draw on all their intelligences in ways that will advance their learning (Kornhaber, Fierros & Veenema 2004:42). At Searsport Elementary School in Maine, USA, the MI approach had a profound influence on how teachers think about their work and about their students.

The relationship between MI and Outcomes-Based Education (OBE)

South Africa adopted an outcomes-based approach to teaching and learning in 1997. Outcomes-Based Education (OBE) focuses on the learning outcomes to be achieved rather than on the content to be learnt. According to Van der Horst and McDonald (1997:7), OBE is a learner-centred, results-orientated approach to learning. There is a clear relationship between Outcomes-Based Education (OBE) and MI as described by Van den Berg (2004:3; 143-144) and Ridge (1998). Outcomes-Based Education focuses on the total development of the learner – just like the theory of multiple intelligences – which is in contrast with the previous content based education system. The focus on total development becomes possible through clear predetermined outcomes which are to be developed. Learners should be able to achieve the predetermined outcome by the end of the lesson or unit of work.

Current problems in education and the need for a better teaching approach

Taylor and Vinjevold (1999:131) who researched the South African Education system with the aim of finding solutions for the problems identified said in their report that teaching and learning in the majority of South African schools leaves much to be desired. Educational reform is no longer a mere possibility but an urgent obligation. Leaf (2005:10) states that the poor teaching educators expose learners to produces a generation of “educational casualties”, which are people who have emerged from schools around us as uneducated, functionally illiterate, with no self-confidence or self-esteem.

TABLE OF CONTENTS :

• Chapter General orientation
  • 1.1 Introduction
  • 1.2 Focus on the brain
  • 1.3 Accelerated learning and multiple intelligences
  • 1.4 The successful implementation of accelerated learning by means of MI
  • 1.5 The relationship between MI and outcomes based education (OBE)
  • 1.6 Current problems in education and the need for a better teaching approach
  • 1.7 Research rationale
  • 1.8 Problem statement
  • 1.9 Research aims
  • 1.10 Research design
    • 1.10.1 Research participants in the study
    • 1.10.2 Research methods
  • 1.11 Chapter division
• Chapter 2 The application of accelerated learning techniques with special reference to multiple intelligences: A theoretical exposition
  • 2.1 Introduction
  • 2.2 Intelligence defined
  • 2.3 Theories of intelligence
    • 2.3.1 The theory of intelligence as intelligent quotient (IQ)
    • 2.3.2 The theory of emotional intelligence
    • 2.3.3 Intelligence as the “g” factor
    • 2.3.4 The Triarchic theory of human intelligence
    • 2.3.5 Intelligence theory as seven or more distinct factors
  • 2.4 Concerns about intelligence measurement
  • 2.5 Accelerated learning
  • 2.6 The theory of multiple intelligences
  • 2.6.1 Background
    • 2.6.2 Gardners’ view of intelligence
    • 2.6.3 Criteria that an intelligence has to meet
    • 2.6.4 The eight intelligences
    • 2.6.4.1 Linguistic intelligence
    • 2.6.4.2 Logical-mathematical intelligence
    • 2.6.4.3 The musical intelligence
    • 2.6.4.4 Spatial intelligence
    • 2.6.4.5 Bodily-kinesthetic intelligence
    • 2.6.4.6 The intrapersonal intelligence
    • 2.6.4.7 The interpersonal intelligence
    • 2.6.4.8 The naturalist intelligence
  • 2.7 Summary
• Chapter 3 Research design and methodology
  • 3.1 Introduction
  • 3.2 Research aims
  • 3.3 Research design
  • 3.4 Research methods
    • 3.4.1 Selection of participants
    • 3.4.2 Visit to the USA
  • 3.5 Data collection
    • 3.5.1 Computer generated brain profile assessment
    • 3.5.2 Content analysis
    • 3.5.3 Direct observation and participant observation
    • 3.5.4 Field observations, field notes and supplementary
  • techniques
    • 3.5.5 Meetings
    • 3.5.6 Reports (school records)
    • 3.5.7 Questionnaires
  • 3.6 Data processing
  • 3.7 Validity
  • 3.8 Ethical measures
  • 3.9 Summary
• Chapter 4 Data analysis and interpretation
• Chapter 5 Overview, conclusions and recommendations

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APPLICATION OF ACCELERATED LEARNING TECHNIQUES WITH PARTICULAR REFERENCE TO MULTIPLE INTELLIGENCES