Chapter 9 - True learning: the fun-fast way

Home | TLR Contents | Search | Discussion | Events | Own the Book | UNLIMITED Learning Preview | Contact us

Click to see and/or print this poster

Search The Learning Web Site

 

True learning: the fun-fast way

323


UNLIMITED Learning - the new learning revolution and the seven keys to unlock it.

  Schmid explains a typical activation session, after French-language students have slept on a concert-session: "The next morning, or within 48 hours, the students come in; they haven't said a word of French yet - or at least not in the new vocabulary. Now comes three or four hours of what we call activation.
  "Now we play games with the vocabulary. We're feeding their brains in different ways. We've already done it consciously in showing them the words and pictures of their French play. Then we've fed it into their subconscious, with the aid of music. And now they're activating their brains in different ways to make sure it's stored. And I tell you: now I wouldn't teach in any other way."
  Schmid, who unfortunately died not long after our interview, had degrees in music, psychology and foreign language instruction. He taught at the University of Texas and New York University for many years with traditional methods before "getting hooked" on the new techniques.
  "I started to teach French and German and sometimes Italian with these new techniques; I wanted to see if the system worked, if it really was all it was cracked up to be. And I was amazed. I would teach students in a three and a half hour class. I'd give them 400 words of French, say, the first day. And by the end of the third day they were able to repeat them in forms of conversation. And that had never happened before."
  "Previously at the university, if I gave students 25 words a day in the old way, they'd be lucky to remember ten the next day. I was convinced."
  "In fact, when I first started using the techniques myself, I started dreaming in the language after about the third day. And I had never had that feedback before."
  Schmid's experience left him no doubt as to the benefits of the new learning methods: "I would say the speed-up in the learning process is anywhere from five to 20 times - maybe 25 times - over what it was in traditional methods. But it's not only the acceleration; it's the quality of learning that goes on. And the feedback. They say: 'This is fun. Why didn't I learn this way in high school?'
  "Recently at a New England telephone company students were using these methods to study optic fibers and some technical telecommunications work. The trainees were sitting on the floor, playing with wooden blocks, fitting them together and understanding what goes on in an optic fiber. The trainer said: 'OK, it's time for a break.' And the trainees said:

 

Contents Page   Preface    Introduction