The Accelerated Trainer: Using Accelerated Learning Techniques to Revolutionize Your Training PDF
Preview The Accelerated Trainer: Using Accelerated Learning Techniques to Revolutionize Your Training
The Accelerated Trainer This page intentionally left blank The Accelerated Trainer Using Accelerated Learning Techniques to Revolutionize your Training LEX McKEE (cid:1)LexMcKee2004 Allrightsreserved.Nopartofthispublicationmaybe reproduced,storedinaretrievalsystem,ortransmittedinany formorbyanymeanselectronic,mechanical,photocopying, recordingorotherwisewithoutthepriorpermissionofthe publisher. MindMaps(cid:1)arearegisteredtrademarkofTheBuzan Organization.TonyBuzanistheinventoroftheprocessofMind Mapping.FormoreinformationaboutTonyBuzanorthe processofMindMapping,visitwww.buzancentres.com. Publishedby GowerPublishingLimited GowerHouse CroftRoad Aldershot HantsGU113HR England GowerPublishingCompany Suite420 101CherryStreet Burlington,VT05401-4405 USA LexMcKeehasassertedhisrightundertheCopyright,Designs andPatentsAct,1988tobeidentifiedastheauthorofthiswork. BritishLibraryCataloguinginPublicationData McKee,Lex Theacceleratedtrainer:usingacceleratedlearning techniquestorevolutionizeyourtraining 1.Employees–Trainingof2.Educationalacceleration I.Title 658.3(cid:2)124 ISBN:056608077X LibraryofCongressControlNumber:2003057011 TypesetbySetSystemsLtd,SaffronWalden,Essex PrintedandboundinGreatBritainbyMPGBooksLtd,Bodmin, Cornwall Contents ListofFigures vii FirstWordsandDedication ix Introduction:TheBIGPictureOverview 1 PhaseOne:MindsetandMindsetting–Make Ready! 8 Advancedcommunication 9 Thewelcomingenvironment 15 Connectingandclearing 22 Summary 29 PhaseTwo:Entrance–MakeSense! 31 Levelsofconsciousness 31 TheBIGpicture 34 Fromdependencetoindependenceto interdependence 36 Thecontent 37 Usingbreakstoenhancelearning 40 Summary 42 PhaseThree:SwitchOwNership–Makeit Intelligible! 44 Definingtheintelligences 46 Puttingittogetherintelligently 49 Summary 50 PhaseFour:Store–MakeitStick! 53 Hierarchies 54 HowtoMindMap 55 Fivecoreprinciplesofmemory 64 Summary 66 vi Contents PhaseFive:Act–MakeitShow! 68 FormatsfortheActphase 68 Howareyoudoing? 69 OtheractivitiesfortheActphase 71 Summary 73 PhaseSix:Go-Again–MakeitFlow! 75 Thereviewconcert 76 Howtoconstructareviewconcert 80 Practice 82 Summary 83 PhaseSeven:Engage–MakeitSo! 85 Memoriesofthefuture 85 Thehabitofreview 89 Becomingengaged 92 Follow-through,validationandevaluation 95 Summary 96 WhereNext? 99 InClosing 100 AppendixA AnswerstoquestionsfromAct phase A1 AppendixB Professionalcriteria: Theelementsofcompetence fortheaward,‘Certificatein AcceleratedTrainingPractice’ B1 AppendixC Listofusefulresourcesand contacts C1 AppendixD Somesuggestedmusic D1 FurtherReading 121 Index 124 List of Figures 1 TheoverviewoftheM.E.S.S.A.G.E.(cid:3) modelofAcceleratedTraining xii 2 Transformingfeaturesintobenefits 14 3 Connectingandclearing 23 4 AreviewMindMapoftheMindsetphase 30 5 AreviewMindMapoftheEntrancephase 43 6 Multipleintelligencetable 47 7 AreviewMindMapoftheSwitch OwNershipphase 52 8 OverviewofthecoreprinciplesofMind Mapping 56 9 AreviewMindMapoftheStorephase 67 10 AreviewMindMapoftheActphase 74 11 AreviewMindMapoftheGo-Again phase 84 12 AreviewMindMapoftheEngagephase 98 13 Storyboardsummaryofthe M.E.S.S.A.G.E.(cid:3)model 102 This page intentionally left blank First Words and Dedication Iwonderif,likeme,youoftenbypassthe Dedicationtoabook,yet,inthiscase,the dedicationisaresultofthededicationofothers.I wouldliketosharetheirdedicationwithyou. Twoteachersmodelledformeallthatisgoodand preciousaboutthevocationofteaching.Thisbook iswritteninthehopethatweallbegintorealize whatapowerandaprivilegewehaveinhelping othersrealizetheirpotential. Mostpeoplehavestoriesofexceptionalteachers whostoodoutfromthecrowd.Perhapsthe teacherhadadistinctivestyle,awayofbringing thesubjecttolife,ofgroundingitinour imagination–orinreallife.Thisbookhasastory andapedigree.Thestorybeginswiththevision andskilloftwooutstandingteacherswhose transformationalbeliefinmyabilityallowedmeto becomemorefullymyself.Theirnamesare BarbaraMacKekeandJosephRayner.TothemI dedicatethisbook.I’mnotsureBarbaraknewthe impactherpassionandwarmthhadonher students,andIamnotabletotellhernowbecause shewentonfromthislifemanyyearsago.Atragic losstousandtoeducation.Fortunately,Ihave beenabletoexpressmythankstoJoe. JoeandBarbarastartedthejourneyintoeducation forme.Havinghelpedmebelieveinmyself throughtheirextraordinarykindness,Iwantedto belikethem–tomakeadifference.
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