A mind unchallenged
is a waste of your ability.
It is terrible to let your mind
go to waste.
Spend time learning techniques
that will help you focus
selective attention
to enhance your mind's
capabilities and possibilities.
--------------------------------
ACCELERATED THINKING 555?
What does Accelerated Thinking mean?
What does it do for me?
Can I do it?
You will learn to demand and receive
more from your idling brain.
Accelerated Thinking methods
help you turn your audio and visual
memories into meaning.
A key method in Accelerated Thinking
is our 555. This innovative technique
turns ordinary listening
into deeply processed learning.
The learner listens to
carefully chosen text for 5 minutes
while taking notes using our
special memory pattern technique.
The next step in learning is 5 minutes
talking and telling back what is learned.
Finally, the learner writes
and reprocesses the information
in our 'fast-write' format.
These three steps
mean that students
can learn much faster and remember more.
555 is much more exciting
than ordinary learning.
555 helps you think of ideas
that deeply challenge
your underused mind.
555 allows you to explore feelings
or possibilities
you previously ignored.
555 lets you experience
the incredible excitement
of rapid discovery.
555 turns your discoveries
into structured memories
for future use.
How Can I Learn
Accelerated Thinking?
Use a 555 plan that sets up
quick comprehension,
quick retelling and writing.
-------------------------------
ACCELERATED THINKING -
DESIGNED TO HELP YOU
IMPROVE YOUR STANDING
IN EDUCATION AND BUSINESS
Students:
Be prepared to learn
a multi-subject curriculum.
Enjoy high excitement as you grow
into a wide range
of educational systems.
ORGANIZING KNOWLEDGE
It is hard for us to know everything
about our world.
There is just too much information
to try to digest.
Accelerated thinking
and phrase learning
techniques can help.
We need to sort through new information
and use this knowledge
to make better decisions.
Accelerated Thinking allows
an intensive and far-reaching
education in a much shorter period
of time.
It assembles many parts
of curriculums
into an organized system
for remembering and using knowledge.
It allows students to be superior
because they have superior skills.
It teaches curiosity
by quickly reinforcing
small curiosities.
The more skilled you are
the more you can transfer
parts of specialized knowledge
to new areas.
You will understand the nature
of knowledge and how to acquire it.
----------------------------------
HOW IS IT POSSIBLE?
We use different priorities
and procedures in the classroom.
We emphasize verbal re-organization
of input and written organization
while listening.
Students immediately start getting
ideas on paper.
High speed and high volume practice
is emphasized until quality writing
is the result.
Progress is measured by gains
on Standardized Achievement Tests,
writing quantity
and scores on essay tests.
----------------------------------
STUDENTS LEARN SKILLS
TO LEARN
Students are unsure
of their knowledge.
They learn information
only to forget it
in a matter of minutes.
They need to reprocess their thoughts
through writing and speaking.
Students find surprise,
entertainment and wonder
in learning the ideas
and accomplishments of those
who preceded us.
Students learn that understanding
can change over time
as they accumulate other opinions.
Students develop more specificity
as they study rules and principles.
Eventually they move
to comfortable applications
of their knowledge.
---------------------------------
WHY DOES IT WORK?
With enough practice a good listener
learns evaluative
and organizational thinking.
LISTEN TO:
Understand
Write
Speak
Read
Perfecting meaning requires practice
of the following list
of steps and skills:
Literal comprehension
Symbolic language
Memory
Translation
Evaluation
Interpretation
Inference
Analysis
Relationships
Generalizations
Synthesis
Original thoughts
Thinking conclusions
Evaluation
Judgment
Application
Output
Students further develop concepts
as they tell stories
or tell back information.
They demonstrate the results
of their thinking
by writing the stories or essays.
-------------------------------
GOALS -
ADVANCED SKILLS
Tell the story in proper sequence.
Enhance problem solving by combining
concepts and principles
to obtain a new solution.
Increase ability to ask questions.
Increase capacity to comprehend
new material.
----------------------------------
QUOTATION
"From what little we know
about how information
is processed through our brains,
perception appears to be
both total and spontaneous.
Our senses pick up every minute,
seemingly insignificant detail.
Since details are transmitted
to the brain virtually
at the speed of light,
what we consciously recognize
is only a small portion
of the total.
Some theorists have speculated,
as little as 1/1000th of a total percept
is consciously available.
The remaining 999/1000th remains
in the brain for varying periods
before being stored permanently
or dumped as irrelevant."
-- Wilson Brian Key, Ph.D.,
-------------------------------------
HOW DOES THE BRAIN WORK
LIKE THE INTERNET?
I apologize in advance
for this over-simplification.
I may be using or misusing outdated
computer and internet jargon.
Your brain has some similarity
to the internet.
Your brain has more
capacity than 100,000 computers.
Think of the largest number of gigabytes
you have ever used.
That number is probably not close
to the number of gigabytes
of storage capacity
in your brain.
Your hard drive contains billions
rrrYour 'hard drive' contains billions
of websites of different sizes.
rrrof 'websites' of different sizes.
Your brain stores and retains
all you hear and see
into files and back up files.
New experiences and all information
inputs create more links
between the sites.
555 Memory patterns trigger
auditory and visual searches
by thousands of your brain's
"search engines".
These engines find and discard
the less usable information
within milliseconds.
Your search engines select
the most correct answers
to your queries much faster
than a direct connection
to your service provider.
The brain retrieves
creates scenarios and places
them in auditory memory.
This enables you to talk
and write the information
to meet the needs
of your listener or reader.
What has this got to do
with Accelerated Thinking?
1.
555 divides information
into short 5-minute
auditory segments.
This is a small 'auditory file'
the memory can convert
to usable visual scenarios
without "locking up"
and losing most of the input.
Making memory patterns
creates webs and links
needed for rapid
Storage and retrieval.
These links are visual and auditory.
2.
The second 5 minutes,
"tell-back,"
is a spoken review
of the first 5 minutes.
While you are speaking and listening
the mind races through
a "sorting or learning" procedure.
The mind organizes the material
for speaking and writing.
3. The third 5 minutes,
"fast-write,"
condenses the original 1000 words
of input into 10 to 20
short sentences totaling
100 to 150 words.
Your hand "prints" them on the paper
at 20 to 30 words per minute.
During the fast-write,
the brain works like
"artificial intelligence" and analyzes
the "look" and meaning
of the sentences.
It may substitute a different
and more appropriate ending
to most of the sentences
you started to write.
Your "grammar" and "spellchecker"
work simultaneously to arrange
the words in understandable formats.
--------------------------------
MORE ABOUT THE MEMORY PATTERNS
Accelerated Thinking
uses several unique
methods of notetaking.
The memory pattern is a written "map"
or indexing of the material.
Mapping enables you to "save"
then then retrieve
or re-assemble the input.
During re-assembly you draw
conclusions of your own.
The two-word phrases you scribble
on the memory pattern
are connected with lines
to create a "cluster."
This cluster diagram creates
supplemental "links."
These links guide your re-creation
of the thoughts
in your own personal order.
You demonstrate your processing
with the following:
restatements during the "tellback."
restatements during the "fast-write."
---------------------------
SORTING AND RETRIEVING
The mind performs thousands
of multiple assembly practices
within milliseconds.
Each re-sorting and comparison
with your memories results
in minor variations.
This massive number of placements
and linkings of data
makes the retrieval process
possible and even relatively easy.
The cumulative total
of countless billions of linkings
is essential to good conclusions.
------------------------
PETERSON PHRASE LISTS
An essential starting point
for learning new subjects.
Efficient rapid input
of learning components.
Two or three-word phrases
combine to make
meaningful units of thought.
Common usage phrases
are more likely to be remembered.
Multiple word inputs get stored
in multiple files in your brain.
Rapid vocalization (chorusing)
while listening quickly trains
your mouth and voice muscles
to make the correct output sounds.
Chorusing practices reduce
This "chorusing" practice reduces
time wasting regressions,
and overwriting.
------------------------
QUESTIONS ABOUT WRITING
Why do you want students
to write so much?
We learn most when we
are espousing our views.
------------------------
WRITING
An opportunity to state a viewpoint
without interruption.
Let the ideas flow
and be kept or discarded.
--------------------------
3000 PAGES PER 9 MONTHS
Accelerated Thinking is a new way
of converting high content
difficult textbooks to usable papers
for school and college.
It is particularly good
for fact laden history,
and science subjects
that are usually difficult.
Full time students average
over 3000 pages each school year.
The Accelerated Thinking course
was developed by Carl Peterson
who has supervised the teaching
of reading and study skills
to over 100,000 students
since 1964.
The Accelerated Thinking course
has been tested
with several thousand students
at Accelerated Schools since 1989.
-----------------------------------
ACCELERATED THINKING
QUESTIONS ANSWERED.
Q.
Why does it work?
A.
Strict timing 555 classes.
Our students participate
in learning rituals that:
-reduce anxiety
-reduce distraction
-allow concentration
-focus more on the input material.
In each 555 class of 45 minutes
students integrate and re-process
the input material.
-2250 words of input
-225 Key words or notes
-1025 words of tell-back or restating.
-450 written words consolidated on 3 pages
------------------------
555 STRICT TIMING
Learning to listen then train to speak.
Minimize all criticism
from teacher, other students and
from self.
Students use thinking processes
and procedures.
Grasp significance.
Make educated decisions.
Become fluent.
Become informed participants.
Students do writing that will earn
them wider recognition.
--------------------
INCLUSIVE CLASSROOMS
Students like to be part of a group:
Safe group.
Positive group.
Dynamic Group.
Special "Peterson Meaning Phrases" are used.
Meaning Phrases are carefully complied
to create necessary links for understanding.
Each knowledge area has Meaning Phrases
that have been established
to accelerate learning.
We solve avoidance
of difficult words like:
Historical names and places.
Science terminology.
Business vocabulary.
Medical terms.
Students say the sounds and then match
the sounds with the shapes of words
on Peterson Meaning Phrase lists.
Repeating and chorusing
the meaningful phrases improves
comprehension and retention.
Students in Accelerated Thinking
experience significant success
within a few hours.
------------------------
SHOULD EDUCATION
BE EASY?
Some students ask the question
"Why is this school so easy?"
"It's so easy I'm not sure
I am learning anything."
A.
Accelerated Thinking was designed
to make learning easy.
A.
Strict timing and strict rules
make school safe and easy.
The massive 42 text curriculum
The massive 42 volume curriculum
is divided into small parts.
There are thousands
of 5 minute assignments.
45 assignments in 4 hours.
225 per week.
7080 per school year.
Each 5 minute assignment
is scored immediately.
Assignments gradually increase
in difficulty.
------------------------
EASY PERFORMANCE
60 to 100 pages of writing per week
including notes,
rough drafts and finished papers.
1960 to 3600 pages
in a school year includes:
-One 2 page research paper
per week for 36 weeks.
-One documentary or book report weekly.
-One practice mastery test per week.
-One practice ACT/SAT test each week.
-One AP essay per week
copied or original.
-One mastery test per semester.
-One Standardized Test per month.
-------------------------
PRIORITIES TO MAKE GAINS:
Srict timing
Fast auditory inputs
Verbal output practices
Listening to others
-------------------
SUCCESS WITH LEARNING
Correct instructional model.
Exposure, Exposure, Exposure.
Listen, Listen, Listen.
Notes, Notes, Notes.
Restate, Restate, Restate.
Write, Write, Write.
Result is usable memory.
Acknowledge, understand, comprehend.
Perform an integration with prior knowledge.
Oral tell-back rehearsal before writing.
You may also write or call for information at:
ACCELERATED SCHOOLS
2160 S. Cook St.
Denver, Colorado, 80210
Phone: 303-758-2003, 1-800-SCHOOL3
Fax: 303-757-4336
10713 Barkley,
Overland Park, Kansas, 66212
Phone: 913-341-6666
Copyright© 2004.
All Rights Reserved.