Much has been made in the news of accelerated learning, yet myths abound about this pedagogical approach. One of the biggest culprits behind this misinformation is the loose definition used to explain accelerated learning. Many companies claim to provide accelerated learning curricula when what they ought to advertise is intensive or overwhelming lessons.

Contrary to what its name may suggest, accelerated learning isn't about simply "speeding up" the learning process. Rather, it focuses on how people best acquire, retain, interpret, and retrieve information, the end result of which is usually "accelerated" learning. The reality is that students are learning faster through this approach, but not because teachers are cramming more information down their throats.

How We Learn

One of the most powerful tenets of accelerated learning is that individuals create meaning themselves. While teachers may introduce new ideas and skills, the learner must take ownership of them, not passively receive them. This allows students to code information in ways that are natural for them, not imposed upon them by teachers. What exactly does this mean?

One of the bedrock assumptions of accelerated learning is that students acquire and store information in unique ways. Many people consider themselves "auditory" learners, for example, and understand the most when things are described in words. Others are visual learners who assimilate information best when it's presented in diagrams, schematics, or three-dimensional models. Accelerated learning embraces these differences and recognizes them as equally valid rather than forcing students to learn in a single regimented manner.