Accelerated Learning


Accelerated learning provides an environment
where students are easily able to assimilate, understand and retain
concepts, theories, and formulae
by overcoming traditional barriers of learning.
Accelerated learning was evolved over time in the belief
that traditional methods are not as effective, more so in the new digital age.

Bulgarian psychiatrist, Georgi Lozanov,
termed the new approach as ‘suggestopedia’’ or ‘suggestology’
which focusses on the role of the subconscious
in the assimilation of knowledge and skills.
Lozanov ably demonstrated that ‘subliminal’ instruction stimulates
the right brain which helps a great deal in enhancing learning. 

Three cheers to the Bulgarian!


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Accelerated Learning Kits (Patents Pending) used during the workshop


Accelerated learning

Accelerated learning helped me both in school and IIT. 
Here are a few examples:
The sentence below helps you to get to know the valences of all metals and compounds. If found in this sentence, they have a valency of 1, else 2 or 3. 


(Cop is Copper, Maggie is Magnesium and so on and so forth) 

Here’s another: Man Dies Carrying Zeenat Aman’s Clothes that tells you the four important chemical ingredients in a Leclanche cell: 

MAN DIES (manganese dioxide)
CARRYING (carbon)
ZEENAT (zinc)
AMAN’S CLOTHES (Ammonium Chloride) 

The following gives you the famous colour chart in Physics 

 (R for Red, V for Vermilion and so on)

Each tough concept in Physics and Chemistry was reduced to one single very meaningful diagram abundantly illustrated with coloured pencils and neat illustrations (alas! No sketch pens those days!). At one glance, it gave me a quick recap of the essential points of the concept. Revision before the finals was just a mere two hours followed ritually by a round of badminton! No wonder I stood an impressive 107 all-India rank in the IIT entrance exams. With no coaching! 

Accelerated Teaching

Accelerated Teaching, on the other hand, helped me a great deal in my lectures/workshops on branding, marketing and IMC at the post-graduate level. My talks are full of them, right from storytelling to right-brain note taking.  

For instance, for the Brand Ladder concept I weave an interesting story around Preeti, a glamour girl who had recently taken up residence with her Colonel dad in our neighborhood. I doubt any of the students, particularly the males will ever forget the concept! I even have a STuPiD marketing strategy and a PORT for Above-the-line media platforms. Then, there’s the all-time favourite – ADCLAP (Aughi Dalton Consumer-Competitor Landscape Analysis & Planning), a model that makes fleshing out a cutting-edge strategy a breeze!  

Here’s just one of the many number of accelerated learning models I use to illustrate Value Proposition, the bedrock of a marketing plan: 

A student’s rendition of the Value Proposition


Total 163 concepts IMC, Branding, Marketing & Media telescoped into one full scap!
Sscaffolding in progess…

Besides this, I employ Scaffolding, Flipped Classroom, Collaborative Learning, Competency-Based Learning and other such techniques. 

Being in the field of education, we, more than anyone else, will have realized how important it is in today’s time-challenged era to align our teaching to instructional strategies that would provide more learning content in lesser time with better assimilation and longer retention curves

Besides the time factor,  students of today maybe victims to a garden variety of distractions, interests, stress, and priorities which, sadly at times, relegates learning to back-burner status, all this inevitably leading to, interest levels severely plummeting, and attention spans sorrowfully diminishing. Clearly, the need of the hour is student engagement! 

This is precisely where accelerated learning and teaching techniques step in! And help dramatically reduce both learning and teaching time by an impressive half or more. 

Accelerated learning is a multidimensional approach where learners are in fact in direct contact with their learning content. Traditional teaching methods are hopelessly out of sync with today’s digitally immersed student. It is time to move forward . Undoubtedly, learning how to learn is important if one is to keep in lock step with the advancement of knowledge and skills. Yes, a distinct shift from linear methods to geodesic thinking. 

Like students have different processing styles (left brain, right brain, whole brain), they also have different perceiving styles (visual, aural and kinesthetic). Hence, instructional delivery should be global or holistic, that is it should engage students at different levels – verbally, kinesthetically, aurally, visually. 

Thus, it is necessary for educators to shift from one  instructional mode to another in order to engage different segments of the class. Of course, this may not be always possible to implement and does call for experience and versatility on the part of the instructor. Also, unexperienced teachers may falter in the process learning process on speed breakers. If mastered well it’s a superb technique when applied. 

The Jumping Jack strategy: 
There are some subjects that are unfortunately boring, tedious to the mind and at times difficult to

Attention spans are waning…

fully grasp. Media Planning is one such.  A subject that finds favour with the left-brainers because

of its number-crunching activity. After 20-30 minutes into the subject one can see students switching off. Understandable. No sense carrying on. So, what does one do? Jump to another topic, maybe a more interesting one. Then, after a while return to the Big Bore. 


 Competency-based instruction means a highly flexible, scalable and actionable individualized programme that affords the student the choice of learning at his own pace. a student-centric approach that promotes self-paced learning & students’ skill development. This unique approach is outcome-based and enables students develop knowledge and  values. What’s more, they become lifelong learners.

Sidebar Note: I find that many management institutes are still dragging their feet on implementing drastic changes not only in the obsolete curriculum but also in the concepts and practices of instructional delivery. These changes, sadly accepted by few, will be viewed as radical, unorthodox, and just what the doctor ordered for a depressingly ailing academic system. Others will consider such changes as academic heresy. 

But one sees a light at the end of the tunnel. A time will come soon, hopefully in the post-pandemic era where such vibrant instructional techniques will be valued and implemented with gusto. 


It is time that we broke the four-minute mile in learning…