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NLP and Accelerated Learning

As NLP explores and builds models (modelling) of how we do what we do (through providing a methodology that studies the relationship between how we think, communicate and behave), NLP provides a technology for accelerating learning. NLP deals in patterns of effective thinking and communication, so accelerated learning occurs as a byproduct of NLP methodology (multi-sensory teaching, multiple descriptions, pattern detection). NLP provides accelerated learning in and of itself without using the ‘accepted’ rituals of ‘Accelerated Learning’ (background music, coloured pens, scripted lessons, short activities). These were designed by Lozanov specifically for learning languages and later modified by Rose for wider application. They are part of a content description of a teaching method designed to engage the learners’ attention fully, in all senses and in different mind states. The engagement of these criteria is found in our Graduate Certificate in NLP without the content ritual of formal ‘accelerated learning’.

Jarett Lefers Grad Cert NLP graduate

“I put my business success down to my appreciation, understanding and application of NLP… It is a key to reaching goals and achieving excellence. It is an accelerated learning strategy for detecting and utilizing patterns in the world and turning them into models that can be replicated by others for success”.

Jarett LefersBusiness EntrepreneurClue XMelbourne

There are significant differences between multi-sensory engagement as a naturally occurring phenomenon and as a consciously driven outcome as it is in formal accelerated learning classes. In a New Code of NLP class, the framework for teaching any topic is a process first articulated by John Grinder from his own practice. The topic is introduced by way of one or more metaphors in which the patterns to be taught are embedded in stories and demonstrated covertly, while the students’ attention is on the stories. Then the process is demonstrated with one or a series of volunteers. Then the students are given process instructions and sent off to follow the instructions as an exercise, with a partner. They each experience leading someone through and being taken through. Only after they have done the exercise and experienced what they experienced are they permitted and encouraged to ask questions.

With this method of teaching, you need to know your subject matter, as you do with anything you are teaching. There is no extra work in your preparation, associated with engaging the students in all senses. The Grinder presentation framework as a methodology for teaching has done it all. Good NLP trainers using this way of teaching can do a whole program, with engaged students who come out with impressive skills.

Compare this with accelerated learning. Knowing your material is only the beginning. You have to invent games, make props, create diversions, record music, print new flashcards and crib-sheets. One authority on training the accelerated learning approach has observed that preparation for a new course takes at least three times as long as delivering it. This is the content approach, where “what” to do has become more important than “how” to achieve your outcome. Good accelerated learning does produce students who remember the material – and exhausted teachers.

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