The SAVI approach to learning.

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$ The SAVI approach to learning

( SEPTEMBER 10, 2012 BY MIKE MORRISON

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The SAVI approach to learning
1.0: Introduction:

In Accelerated Learning, the acronym SAVI stands for Somatic,

Auditory, Visual and Intellectual methods of imparting
education. In non-technical terms, it is learning through physical
activity, talking and social interaction, listening and watching,
and thinking, reecting (and) analysing respectively. It was
developed by the Center for Accelerated Learning.

In this article, we propose to deal developments in the background of this concept.

2.0: How SAVI works:

Fundamentally, it combines two modes in order to create one primary learning type
and consists of four layers.

Layer 1The connector wherein the connection to learning takes place through
tapping the auditory and visual skills of the learners.

Layer2The Analyser in which the observational and analysing skills of the learners
are brought into focus.

Layer3The Applier wherein the learning takes place through a process of analysing
and doing.

Layer4The Innovator who learns by doing and talking.

3.0: Practical Applications of SAVI:

Maxeld (1990) was of the opinion that consciousness, thinking and learning are
active through out the body as against the conventional wisdom that it was restricted
only to the brain. This implied that the body through its movements is capable of
causing attitudes, beliefs, and expectations through the manifestation of physical
feelings and reactions which are capable of either enhancing or inhibiting the process
of learning. In order to enhance the capacity for learning, he proposed a combination
of rational and non-rational methods of learning and the use of a variety of mind-
body tools as bio-feedback, meditation, hypnosis and similar auto suggestion
techniques all aimed at enable learning through relaxation.

One of the important foundations on which the Accelerated Learning Theory has
evolved relate to the principle of collaborative learning. In simple terms, this as
postulated by Meier, (2000) meant that learning is social in nature and the guiding
principle of it should be cooperation rather than competition between the speeds of
the learners and the learning processes. It provides a community of support for each
and every individual in the facilitation of their learning (Brooks, 1998) and builds on a
constructionist conception of knowledge creation, solving of problems and creation of
solutions. This is accomplished by pooling in the strengths of variety of intelligences
available with the learners in the group and sharing of such knowledge (Drago-
Severson et al, 2001). Collaborative learning, in the process, strengthens the relational
and emotional lives of the students (Imel, 2002). It is not out of place to mention that
we have already pointed out in earlier articles that Howard Gardener had established
that each individual possesses at least two strong intelligences and collaborative
learning enables them to shine in the most optimal manner.

READ Tips for those thinking about going freelance in training or

consultancy

Kasworm (2003) through her research on adult degree completion program had
identied three components that are essential if Adult Learning in an Accelerated
Learning environment were to succeed.

Firstly, the trainers/teachers would have to assume primarily that adults are
competent contributors to the congenial growth of the society. This in other words
means that Accelerated Learning works because the learners do not come into the
class room with a blank mind, but are there to build on the learning that has already
taken place in them.

Secondly, adult learning programs take the personal, social, and cultural context of
learners seriously. In practice, this means successful Accelerated Learning programs
seek a class room environment aligned with the learners realistic day-to-day world.

Thirdly, Accelerated Learning programs in order to be successful build on adult

identity theories (Baxter, Kegan, 1994) which postulate that an adults identity
depends on a sense of mastery and internally motivated authorship. Adult learning
should be distinguished from, say, the learning programs for children, as it has to
focus on solving real-life problems. This means that the learning should be based on
experience, out of which newer theories are created which again are applied in a new
experiential context (Kolb, 1984).

It in eect, what we have discussed above as a whole confers innumerable benets

on the learners. They could clarify their values, actualise self-realisation through
introspection, understand the self better, monitor, and modify their attitudes. They
strengthen inter personal skills, enable experimentation of new ideas and develop
positive attitudes through a mechanism of receiving feedback on a concurrent and
continual basis in a supportive and secure environment.

READ Lozanov on learning "double plane"

4.0: Conclusions;

It may be appropriate to conclude this Article with some suggestions for practitioners
which they can use gainfully in their training programs. The fundamental requirement
for any program to succeed is the realisation on the part of the teacher/trainer that in
an Accelerated Learning Module that every one is a learner as well as a teacher.
Further, it is their enthusiasm, content expertise, inter-action with the learners with a
caring attitude that would go a long way in the fruitful fortication of their sessions.
Building up an atmosphere of trust and nurturing relationship, the trainer can
encourage the learners to share their goals and experiences. Collaborative learning in
eect implies the working together of the group in learning/training programs and
this can be achieved if the trainer acts as a bridge in connection the members of the
group as a cohesive entity. The trainer should aim and accomplish the goal of holistic
learning by controlling even such factors as the arrangement of the class room to
using a variety of Accelerated Learning Techniques that draws the varied strengths of
SAVI. It goes even beyond that which would encourage the learners to present their
learning in ways reective of their dominant intelligences (Costanzo, 2001) as
originally propounded by Howard Gardener in his Multiple Intelligence Theory. The
key to success lies in the drawing the learners into active learning, avoid monotony
and engage all aspects of the brain-mind-body connection.

References

Baxter Magnolia, M. B. (1999): Creating contexts for learning and self- authorship.
Nashville, TN: Vanderbilt University Press
Brooks, P. (1998). Cohort communities in higher education: The best example of adult
education. Proceedings of the 39th Annual Adult Education Research Conference, San
Antonio, Texas, May 15-16, 1998
Costanzo, M. (2001): How can teacher and student, working collaboratively, a) identify
the students strongest intelligences through MI-based assessment and classroom
activities? b) Use the understanding of these intelligences to guide the learning
process? In S. Kallenbach & J. Viens (Eds.), Multiple Intelligences in practice: Teacher
research reports from the Adult Multiple Intelligences Study. NCSALL, Occasional
Paper. (pp. 27-60). Boston, MA: National Center for the Study of Adult Learning and
Literacy
Drago-Severson, E, Helsing, D., Kegan, R., Popp, N., Broderick, M., & Portnow, K. (2001):
The power of cohort and collaborative groups; National Center for the Study of Adult
Learning and Literacy, Available at http://www.ncsall.net/?id=254 and accessed on
31st Jan, 10.
Gardner, H. (1983): Frames of mind. New York: Basic Books
Imel, S. (2002): Adult learning in cohort groups; (ERIC Practice Application Brief No.
24). Columbus, OH: Clearinghouse on Adult, Career, and Vocational Education
Kasworm, C. (2003): From the adult students perspective: Accelerated degree
programs, New Directions for Adult and continuing Education 97(Spring 2003), 17-27.
Kegan, R. (1994). In over our heads: the mental demands of modern life. Cambridge,
MA: Harvard University Press.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and
development. Englewood Clis, NJ: Prentice Hall.
Maxeld, D. (1990): Learning with the whole mind. In Robert Smith and Associates
(Eds.) Learning to learn across the lifespan (pp. 98-122). San Francisco: Jossey-Bass.
Meier, D. (2000): The accelerated learning handbook. New York: McGraw-Hill.

READ Micro-learning accelerated learning made practical?

Filed Under: Management

Tagged With: accelerated learning, Accelerated Learning Theory, Auditory, holistic learning, Intellectual, kolb, layers, learning
to learn, SAVI, Somatic, visual
 About Mike Morrison
Mike Morrison is founder of RapidBI
Mike is a consultant and change agent specialising in developing skills in
senior people to increase organizational performance.
Mike is also founder & director of RapidBI, an organizational eectiveness
consultancy.
Check out his linkedin prole https://www.linkedin.com/in/mikemorrisonrapidbi

Comments
Mike says:
March 3, 2010 at 09:20

New Blog post: The SAVI approach to learning: In Accelerated Learning, the acronym 'SAVI'
stands for Somatic, Audi http://bit.ly/96LyuW

Mike D Morrison says:

January 4, 2012 at 22:42

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Reect Services says:

January 5, 2012 at 14:03

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Sharon Gaskin says:

September 10, 2012 at 15:37

RT@rapidbi The SAVI approach to learning: In Accelerated Learning, the acronym 'SAVI'
stands for Somatic, Audito http://t.co/ZPebRGFu

Stacy Lindenberg says:

September 10, 2012 at 15:39
New Blog post: The SAVI approach to learning http://t.co/cmxY5kiu

Heather Townsend says:

September 10, 2012 at 16:39

RT: @rapidbi The SAVI approach to learning: In Accelerated Learning, the acronym 'SAVI'
stands for Somatic, Audi http://t.co/46osKYIf

dave says:
September 11, 2012 at 00:34

The SAVI approach to learning In Accelerated Learning, the acronym 'SAVI' stands for
Somatic, Auditory, Visual and http://t.co/aXJT0JiR

Trackbacks

Neil Ryder says:

March 3, 2010 at 09:20

New blog from friend The SAVI approach to learning I hope it is useful

Gary Gorman says:

March 3, 2010 at 10:54

RT@rapidbi The SAVI approach to learning: In Accelerated Learning, the acronym

'SAVI' stands for Somatic, Auditory
 Paula Jones MCT says:
March 3, 2010 at 16:49

RT @Rapidbi The SAVI approach to learning: In Accelerated Learning, the acronym

'SAVI' stands for Somatic, Auditor

topsy_top20k_en says:
March 3, 2010 at 20:39

New Blog post: The SAVI approach to learning: In Accelerated Learning, the
acronym 'SAVI' stands for Somatic, Audi

Heather Townsend says:

March 3, 2010 at 20:39

RT: @rapidbi The SAVI approach to learning: In Accelerated Learning, the acronym
'SAVI' stands for Somatic, Audito

chris barras says:

August 14, 2010 at 05:25

http://rapidbi.com/the-savi-approach-to-learning/

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