Accelerated Learning as an Innovator method for teaching English

Partes: 1, 2

Justification

It is very important that students in our times know how to learn efficiently, so their knowledge get useful as a base in this race for the financial support in a globalized world that use as a strategy the English language for the communication. Starting at this necessity this project is centered in Accelerated Learning as a bound of flexible techniques and easy to access them for the use of teachers and specially those who teaches languages. Based in the more recent scientific theories that let students to learn and create for their own develop.

This new method constitute a mechanism to achieve specific objectives in the academic performance, how to increase the interest of students for education and help to reduce the levels of dropout in schools, as many students do not feel good about their classes nor the methods used by the teacher, so they think they are acquiring useless knowledge to this society.

I intend to research the issue: ACCELERATED LEARNING AS AN INNOVATOR METHOD FOR TEACHING ENGLISH IN THE 8TH YEAR OF BASIC EDUCATION AT ¨ISMAEL PÉREZ PAZMIÑO¨ AND ¨NACIONAL NUEVE DE OCTUBRE¨ HIGH SCHOOLS IN THE CITY OF MACHALA, ACADEMIC YEAR 2012 - 2013.

This project is framed in my professional education, also to develop this thesis I am able to develop it because of all the resources like technology, money and time for this research, so it can identify and propose options as solutions for the progress in the academic performance, and therefore to be a tool for future generations, and so I aspire to be approved by the authorities of the Social Sciences School.

Problems

Central Scientific Question.

Why Accelerated Learning is considered as an innovative method in the teaching English Language?

Specific Scientific Questions

What characteristics identify the Accelerated Learning in the process of English Language Teaching?

What is the impact application of this innovative method in the English Language?

What teaching resources are required for the implementation of Accelerated Learning in English Language?

• General Objective

To determine the traits that the Accelerated Learning is regarded as an innovative method.

Specific Objectives

To establish the characteristics that identify the Accelerated learning in the English teaching - learning process.

To determine the impact of the implementation of Accelerated Learning as a method in the classroom.

Identify the teaching resources required for the implementation of the Accelerated learning in English.

Theoretical Outline

Chapter I

• Accelerated Learning

This research study is presented with the following theoretical framework in order to define and describe properly the object of study.

• Conceptualization According to Colin Rose and Malcolm J. Nicholl, Accelerated Learning "is a method to develop the ability to absorb and understand new information quickly and also keep it. This method recognizes that each of us has a preferred learning fits us best, when you learn the techniques that are linked exactly your personal learning style, you'll be learning in a way that is more natural for you."5.1.2 Brief History of Accelerated Learning.

Bulgarian psychiatrist Georgi Lozanov discovered that by relaxing psychiatric patients with baroque music (instrumental music born in Europe in the years 1600) and positive suggestions about their healing, many have made great progress using something in the deep psyche into consciousness rational.

(He called this "the hidden reserves of the mind.") This research psychiatrist with his thought that these methods could be applied to education. Under the sponsor of the Bulgarian government did research on the effects of music and positive suggestions that combination, plus games suggestions that allow children to learn much faster and more efficient. The news caught the imagination of language teachers and other educators in other fields. In 1970 `s Don Schuster of Iowa State University, and educators Gritton Bordon Ray Charles, applied these methods to high school and university education with positive results. They and others set IAL (International Alliance for Learning) which sponsors annual conferences in the country to international audiences. In Europe there are other alliances as these.

5.1.3 Importance of Accelerated Learning.

The importance of Accelerated Learning is in the times in which we live today are the transformation of the way of learning which means that improve their effectiveness.

Accelerated Learning to know how our brain is essential because through this knowledge we can use and develop the intellect to its full potential. However for the full development of our skills and talents need to carry a learning involving the whole body and mind, and considering that humans have a myriad of sensations and perceptions, intelligence knows no bounds.

5.1.4 Characteristics of Accelerated Learning

Here are the most common features with the aim of better defining the method.

- The Context of the Individual

When talking about the context of the individual refers to the classroom, under what conditions is the classroom? And what is so equipped? Students must have to develop their skills using the senses, such as auditory, visual, and kinesthetic. This is necessary to have teaching resources and technology, including computer and other gear. Also important is the color of the walls as seats, trim, climate, assertive aromas and communication between

teacher - student to motivate them.

- Use of Music for Learning.

The music accompanies us at every stage of our lives is why the Accelerated Learning makes use of it by building this relationship; music to improve mood and thus absorb and understand information. The music has to be selected for a specific type of activity, Rose and Malcolm Nicholl Collin indicates that the most appropriate music for the classroom is classical music, however you can choose from other genres but care should be taken to relate the song or tune with the activity because it could give the wrong stimulation.

- Reading with images.

Reading about images is a key feature of this method, the government of the United States, Dr. Owen Caskey of Texas Tech University and Dave Meier Author of "The Accelerating Learning Handbook" performed a year of study the effect of images in learning and concluded that the brain is primarily an image processor rather than a word processor.

The objective of using graphics, icons, symbols and pictures in the classroom is to help make abstract concepts concrete things for the student to assimilate information quickly and can make use of it. Such as Tony Buzan's Mind Mapping involves the use of words and images combined with lots of color as a factor in student creativity.

- The Body Language

Accelerated learning is characterized by implementing what they learned using presentations, and create simulations in the classroom, dressing up with whatever is close at hand and do a roll play, as the lesson of how to order your ticket in English Aero port and simulate the situation in class with phrases and verbs learned in the lesson.

5.1.5 Principles of Accelerated Learning.

According to Professor Dave Meier many factors have contributed to sustained growth of this learning, these are just some of them:

- Learning involves the whole mind and body. We are just learning with the head conscious, rational ('left lobe of the brain "), and verbal, but it involves mind / body with all its emotions, and senses.

- Learning is creation, not consumption. Knowledge is not something that a student only absorbed, but something that the student creates.

- Collaborative learning aids. Competition among students learning slows. Cooperation between students accelerates it. A genuine learning community is always better for learning than a collection of isolated individuals.

- Learning occurs at many levels simultaneously. Learning is not a question of absorbing a small thing at a time in a linear fashion, the brain is not a sequence, but a parallel processor is when you have the challenge of doing many things at once.

- Learning comes making an action (with feedback). You learn to swim by swimming, how to manage through the management and how to serve customers by taking care of customers. The real and concrete are better teachers than the hypothetical and abstract, provided always time for feedback, reflection and re-immersion.

- Positive emotions greatly improve learning. Feelings determine the quality and quantity of learning because they rule in our state of mind.

• The Theory of the three brains or brain Triple

This theory was proposed by Dr. Paul McLean an American doctor and neuroscientist who made significant contributions in the fields of psychology and psychiatry. His evolutionary theory proposes that the brain triple the human brain can be considered in three separate areas and interconnected at a time each with their specialization: the reptilian brain, the limbic system and neocortex. Colin Rose and Malcolm Nicholl in his book "Accelerated Learning for the 21st century" make mention of this theory.

- The Reptile Brain

At the base of the skull, leaving the spine, is the element of the brain we share with other life forms, such as lizards, crocodiles and birds, hence the of "reptiles". This part of the brain controls basic functions like breathing, circulatory system and other instinctive behaviors, and repetitive.

- The Limbic System.

It is part of the brain similar to that of mammals, controls emotions, it also helps maintain homeostasis (balance in the body), metabolism, immune function, and an important part of the long-term memory.

This system tells us that emotions are more effective arguments to influence human behavior and memory. When any life situation involving strong emotions is usually very well remembered for example the first date.

- The Neocortex

The neocortex is divided into the same special parts (lobes) for speech, hearing, vision. And touch. This means that our sensory memories are stored in different places and if we have a good memory should involve all our senses in learning.

• The theory of the two hemispheres.

British neurologist John Hughlings Jackson in 1878 described one of his ideas on the functioning of both hemispheres of the brain being one of the theories currently based in the Accelerated Learning approach to the use of these together, according to Dr. John Hughlings "The left brain specializes in language and mathematics in hand, the right brain focuses on the arts such as paintings, and music" (http://es.wikipedia.org/wiki/Hemisferio_cerebral) Access: August 14 2011. When we use both hemispheres in a class by using the factors already mentioned our students develop their potential so that amplifies their knowledge in less time.

5.4 The Four Types of Brainwaves

Dr. Hans Berger (1873-1941) found that the brain transmits information at different frequencies like a radio or a TV the same as that generates electrical impulses and thoughts, is a brief explanation of the four waves of the human brain according to Dr. Hans Berger.

• Beta: Opera from thirteen to twenty-five cycles per second, ie, when we are alert, aware or involved.

• Alpha: This brain wave is characterized by relaxation and meditation, she operates from eight to twelve cycles per second.

• Theta: The state of this brain wave it is related to a deep state of relaxation or when we associate ideas, operates from four to seven cycles per second.

• Delta: It is related to sleep as only operates from a half to three cycles per second.

(Http://www.onirogenia.com/lecturas/ondas-cerebrales-y-bio-retroalimentacion/) Access: August 13, 2011.

Accelerated Learning For the best states are beta and alpha, beta and that we are focused on academic or scientific process information and in an alpha state of relaxation which are available for long-term data storage and allows us to be more intuitive emotional and creative.

5.5 Howard Gardner and his theory of Multiple Intelligences.

"This is not how smart you are, but how you play"

Howard Gardner.

He argues that we all have a repertoire of skills to solve various problems. He defines intelligence this way: "intelligence is an ability to solve a problem that is valued in one or more cultural settings." Colin Rose and Malcolm Nicholl (Accelerated Learning for the 21st century)

In other words, intelligence depends on the context in which we find ourselves, if we bring a native to our customs work in a corporation does not know what to do, he would be totally unable to perform some action on the computer or customs process, but if we We the residents of urban areas that we should be a sector in the East Ecuadorian Amazon then we would be unable even to survive, this makes us to analyze in greater depth than the intelligent person is one who knows how to develop in their own context which makes a very capable person within their culture, but when the context changes, we are helpless.

H. Gardner gives in his book Frames of Mind a different view of human intelligence in which then defined as the seven intelligences;

• Linguistic intelligence, the ability to read, write and communicate with words. As authors, journalists and poets.

• Mathematical Logic Intelligence, the ability to reason and calculate, to think systematically and have a logical thought. As example, engineers, scientists, economists, accountants and detectives.

• Visual Intelligence - special is the ability to think in images, to orient themselves when traveling, visualize a future outcome. As an example, architects, sculptors, photographers, artists, marine, or mining.

• Musical Intelligence is the ability to compose or sing well, keeping up a tune. For example; musicians, composers and singers.

• Kinesthetic Intelligence is the ability to use the whole body, create products or present ideas, express emotions. As an example, dancers, athletes, actors and people who are very clever with his hands to make.

• Interpersonal intelligence, ability to work effectively with others, to empathize and understand the state of others. As an example, psychologists, psychiatrists, political, religious, and so on.

• Intrapersonal intelligence, the ability of self-analysis and reflection of what was achieved by one, our goals achieved and take a look at our feelings. As example, philosophers and advisors.

• Naturalist intelligence, ability to recognize species, flora and fauna, to recognize oneself as part of nature and be distinguishable as human beings. As an example, farmers, biologists, botanists, environmentalists, etc.

Accelerated Learning chosen by the vision of multiple intelligences to develop all our abilities, but taking harder to accelerate the learning process, it is noteworthy that we all have these seven intelligences but some more than others and that is not to draw as only one linguistic, mathematical, or naturalist. Because the test is based on Howard Gardner tastes and preferences of each other as humans changing these preferences may change at any time which would make the test results change. (Test of Multiple Intelligences in Annexes).

Chapter II

An Innovative Method

Accelerated learning and innovative way for teachers and students in general as a tool for modern consumer demands for knowledge acquisition.

5.6.1 Conceptualization

It is a set of techniques ranging from the didactic to the coupling technology with great flexibility to the context and knowledge would be needed to acquire or impart.

5.6.2 Importance

The importance of Accelerated Learning is that as a method meets the needs of a changing world of knowledge and therefore helps people adapt to these changes without learning is hindered.

The continuing education on an accelerated life is something that currently demands due to changing working conditions for the implementation of advanced technologies that increase profits but they are leaving many without jobs, which is why this method is becoming the tool of academic support for the use of students, teachers and other professionals from different areas.

5.6.3 Features of the Methodology

The characteristics of the methodology of the Accelerated Learning by Colin Rose and Malcolm J. Nicholl are:

- Enable students in a stress-free state, building a good rapport (it is the biological connection we have with others during a conversation) as number one factor in whether or not they enjoy learning.

- Explain to students that the key is to find and use the techniques that fit better with their style of learning.

-Students have to see the importance of spending time with the teacher the next school year in their area and the disadvantage of not knowing.

- Encourage students giving high marks to start the year in their psychology causing the large difference in what it would feel to lose and the immense satisfaction of having it knowing how hard it is to do.

- Give students a sense of control by letting them be the ones setting the rules of discipline, homework and behavior of talking during class.

- Create a slogan for the class by themselves discuss and decide, thus the slogan gives the class an identity as a group.

- The classroom environment should be managed by a group of students each week with posters, and inspirational messages.

- Teach students the value of positive suggestions as reinforcement for a culture of success.

- Use one minute break every twenty and increasing attention in class and improves mood.

5.6.4 Learning Resources Required

Requires several types of educational and technological resources, both including multimedia devices found, although not strictly necessary for a student or teacher have to buy high-tech gadgets to teach or learn with this method because it always tries to focus relaxation and creativity. Here are the most important requirements for a good class by Dave Meier business workshop facilitator using the accelerated method.

• Conventional Learning Resources

Photos, drawings, paintings and pictures are needed to explain the issue of class in order to transform any abstract concept into concrete.

Mental maps or pictures made with colors to stimulate creativity allowing the student to associate to better internalize new information and power.

The use of texts, dictionaries and books should be used with the help of colors, highlighters and notes made by the student to form holding a dialogue with the author and thus develop better memory.

• Technology Learning Resources

The computer technology could be well in a lab and they should have; computers with internet access for students to make inquiries about current events articles written in English.

Speakers placed at strategic locations in the classroom for surround sound so that students can hone English much more ability to listen and understand the language

Focus for students to manage presentations on computers so that material technological support for students to develop confidence in speaking English.

Chapter III

Process Teaching - Learning in the English Language

5.7.1 Conceptualization

According to Dr. Ruben Navarro teaching-learning process is key to enter the world of education and modern education as one that checks whether these processes work.

(http://www.redcientifica.com/doc/doc200402170600.html)

Access: August 14, 2011

5.7.2 Importance

The importance of the teaching-learning process is of great relevance to this age where the individual is seen not as an apprentice in a linear fashion, but naturally, to the extent that each individual is aware of how they learn, recognizes their style and it maintains high performance.

Here's where to develop an EAP with students through the method proposed in this project is one of the essential requirements for this model of education in which students construct knowledge through image association, assigning meaning and relationship of events occurring in their environment or the world.

Education

5.8.1 Conceptualization

The etymological root of the concept of education has two meanings: the first is from the Latin etymology: "educere" from ex, out; ducere: lead, for which Pestalozzi said: "Education is development." The second etymology, also from Latin, is "Educare", which was used as livestock feed culturally: Herbart and the Socialists, who take this second definition, believe that education is "transmission of culture." Taking the first meaning, we conclude that education is the attempt to bring out (out) what we have inside, a discovery capabilities (Encyclopedic Dictionary, editing the Savior, authors Picardo Joao Oscar (Ed.) Juan Carlos Escobar, Rolando Balmore Pacheco)

5.8.2 Importance of Education

"If you want a year of prosperity, plant rice.

If you want 10 years of prosperity, plant trees.

If you want prosperity for all, educate a nation"

(Chinese proverb)

The importance of education is very especial in these times of scarcity in which more effort looking for the proper training for economic livelihood, but going beyond to get the daily bread, education is a very special able to transmit the culture of the people to form new and better societies less corrupted by the bad habits already established many times by the same culture, or economic needs that are taken for the differentiation of social classes and a wrong distribution of resources. Pythagoras said "Educate children and do not need to punish men." However many of the needs that our society happens to be the abandonment Ecuadorian product of ignorance or selfishness, Miguel Angel Cornejo says "Education is expensive, but ignorance is more. "That is why this law is already in many countries highlighted as a cornerstone for development.

5.8.3 Characteristics of Education

a) Role of receptivity.

Education involves the one hand, proper reception of information from sources, especially educators.

b) Human influence.

Education requires human influence, the presence of the man who acts as a model, as issuer, which enables the production of stimuli and information that enable the student to develop or build their personality according to a predetermined pattern.

c) Performance Objectives.

Education requires and demands the presence of a purpose or goal that guides the process and action.

d) Intentionality.

Education tries to man "build" your personality according to a predetermined pattern which is initially on the teacher.

e) Gradual process.

Education is gradual processes that can reached from every level aspire to follow.

f) Integral process.

Education is a comprehensive process that relates and links to the individual as a unit. The person who is educated to arrive at a skills training integrates

g) Communication.

Education is an interpersonal relationship in which the teacher conveys to students a message, by half, with the aim of improving the recipient in some way.

h) Active process

Education is an active process of the subject to education. It is the starting of the person producing the educational process. In its process, it must attend the activity of the educator and the student activity

i) Process timeless

Education is a process without time, because he identifies with life. Man is imperfect and is permanently its construction everything has its vital time. (Www.yahoorespuestas.com). Access: August 13, 2011.

Teaching

"Education can be described as a continuous process of meaning negotiation, establishment of shared mental contexts, fruit and platform at the same time this process of negotiation" (Coll and Solé, 1990) (Encyclopedic Dictionary, editing the Savior Picardo Joao Oscar authors (Coordinator) Juan Carlos Escobar, Rolando Pacheco Balmore)

Sant Rajinder Singh ji says "Teaching is a noble career in this world because he who teaches another helps remove the veil of darkness that blinds, and make light shining on that person."

Learning

Learning is a process that does not occur in isolation, but rather the self-structuring of the subject activity is mediated by the influence of others, so the learning is actually a reconstruction activity of knowledge of a culture. In the case of the learnings that occur in schools, the possibility of enriching knowledge, broaden perspectives and students' personal development is determined by the interpersonal communication and contact with teachers and classmates. (Encyclopedic Dictionary, edition El Salvador)

Learning implies being receptive, there are many factors that can engage in effective learning, but it is of great relevance for humans to learn something new must first be in a state of total receptivity, that is emptying your mind things that might impede him to assimilate new knowledge, this is first make a self-analysis and realize the barriers that might impede learning, once done that you can walk to the wonderful insurance that brings learning something again.

5.11 English Language Teaching

There have been many methods for teaching English and they arise with greater force from World War II, for example had great influence on learning theory behaviorist John Watson, who ignored the rational consciousness of the individual chose to form Learning mechanistic and remained that way for long.

The oral method was born audio for the years of World War II so it also was called the military approach to language learning was one of the most attention at the time and that after these events began to be used in certain educational institutions in the United States and then in countries like Cuba supported the socialist movement (the former Soviet Union) in support of that country.

Around the seventies implements the method developed by audio visual Belgian, French and English were professional psychologists, linguists and educators.

Was used, then the audiovisual method, structuralist, in its essence, but also applies in the presentation of new material, translation and readings that rely on long glossaries that allow the understanding of content.

It is after this time that others begin to form their own methods for learning languages, in this case English, and one of which Accelerated Learning is based on certain assumptions which cooperative learning is that students themselves teach each other, and without forgetting prior to that meaningful learning Educational psychologist David Ausubel where the child conceived as the heart of learning or an active processor of information.

(Www.wikipedia.com \ learning + English) Access: August 13, 2011

5.12 Elements of Teaching and Learning Process

According to Prof. Dave Meier many of us adults are learning disabled and so we do not realize it. What we have been unable to continue learning in this way are beliefs and practices of the past wrong and are now part of our culture, here is a synthesis of ideas that led to certain elements of the EAP through history.

5.12.1 Education in time of the Colony

In the nineteenth century the Catholic Church took the form of guidance to educate our native inhabitants, in this case the types of education was the Christianization of the Indians and the other was an elite education designed to handle the estates of the colony.

Educational programs of the time they were imposed, was a copy of an encyclopaedic nature schemes in Europe, under the signature of the Christian religion.

Teachers at the institutes of the colony thought the process of education was the tool to preserve the crown, and means that the Church should be used to better serve God. But this was alienating and authoritarian.

Discipline was the central system. Pain and corporal punishment are essential components of education of a child.

Christian educational system continued to work in our public schools for decades with some changes in their programs because of people like our Christian brothers and nuns of the Sacred Heart convent, but almost always at the service of rich people that reproduced social prejudice and ideology of colonial times.

5.12.2 Individualistic Education

Here are our modern examples, the solitary pioneer, the businessman alone and obsessed. Most societies throughout history believed differently. They focused their lives on the family, tribe, group. However, many schools in Ecuador teach that each person may itself be smarter than others and therefore better than the rest.

Led by their excessive individualism, the universities developed almost without any sense of the social nature of learning, the emphasis on individual achievement in education. The rating is narrowly individualistic and sometimes based on a curve, lot 20/20, or 12/20. Apprentices all competing for high grades and honors. A rule that could be applied to "learn from your teachers and compete with your peers.

Some recent multimedia learning systems have become more complicated, often retaining the addiction for individual learning.

This excessive individualism and competition in education and training have cost a heavy price of suffering. The isolation often has elevated levels of stress and reduced speed, quality, and durability of learning.

5.12.3 Company Type Model.

This model was made in New England during the prosperous times of the Industrial Revolution, but in Ecuador appeared around the 1950's with the idea that education was an investment, and that the best economic strategy is to invest in human capital to and then get low-cost workers with basic skills, and so the line of such school was created with all controlled and standardized.

Children were separated by age, control of the discipline is done through painful punishment. All adhere to the strict schedule of production and a large bureaucracy rose to monitor, measure and manage this "business".

To the extent that they would call this the model of successful school was only for schools in cities and universities in the country, but not for schools in rural areas.

The business school has also had a profound effect on corporate training. The only way, standardized shaped like cookies, based on time limits, and confined only to the classroom (some schools currently confined to computer education) became the norm.

Many corporations and even some educational institutions expect a new line to follow-computer and web-like solution to all your training problems.

5.12.4 Western Scientific Thought

The scientifically developed since the sixteenth century formed the modern world.

Two important beliefs (part of the work of René Descartes, Isaac Newton, and others) helped to shape this vision.

1. There are two separate realities outside world of physical nature, and the inner world of mind. (Often referred to this as the separation of mind and body)

2. Each separate component in the outer world of nature (including human body) is well organized machine that operates according to mechanical laws we can learn to default to understand and manipulate. The inner world of the mind and spirit is by comparison less significance and little consequence.

These beliefs embraced the industry and the technological revolution in the West that changed the course of history. But this vision also brought a wealth of unwanted things: This led us to neglect the spirit in the Western world, the exploitation of nature, too individualistic competition, the dehumanization of working life, and human alienation on many levels.

The fragmentation of knowledge and learning. Training was divided into areas, each taught in isolation from one another.

5.12.5 The Split of Body and Mind

Western scientific thought has been disconnected individuals themselves. Like everything in nature was thought of as separate, then just as the mind and body. The rational mind became the focus of education, and the body was seen as irrelevant to the process of learning. Learning became verbal, abstract and sedentary. Physical movement was considered be unnecessary and a distraction. And in some cases be a sign of low intelligence or a learning disorder.

5.12.6 Male Dominance

European culture for centuries emphasizes the "sensitivity" masculine over the feminine. And this had a profound effect masculinization effect in all educational institutions in the West.

The whole system of our society was for men, reflecting the male perception of ways of dealing with reality.

All teachers in the educational system were men. women did not become teachers so later when the men discovered that they worked for a cheaper price than a man.

We can use the hormones; testosterone and estrogen as a metaphor, there are usually more testosterone in men and estrogen in women.

5.12.7 Printer

Printer, invented by Johannes Gutenberg in 1440, has had a profound effect on education. This has caused the following:

1. He emphasized the words in the process of learning about the pictures.

2. He's learning something linear.

3. He emphasized the learning of abstract concepts over concrete learning experiences.

4. Increased individualism over cooperation in learning.

Considering the force of imposition of these ideas to education is perhaps easier to understand why the delay of the world and our society in particular, often only to favor the interests of certain people, but now the story takes a completely different twist to learning accelerated is just a start towards the measurement and adjustment of human evolution in terms of education.

5.13 Accelerated Learning For Teaching Learning Process.

According to the theory of Accelerated Learning in the classroom fun set of classes is essential not only for children but for adults as well as an atmosphere of joy creates motivation and energizes students.

Peer tutoring is another important element for accelerated learning, study the world prestigious universities such as Stanford University have shown that these peer tutoring create links that strengthen memory, some researchers such as Daniel Goleman, Harvard University , in his book Social Intelligence depth the importance of group living and its effects on individuals and other jobs like Lilia Rosas Rubio Paz professor at the National Pedagogical University of Mexico speaks of peer tutoring in the university context as a successful program. Accelerated Learning highlights this as an important event for the XXI century education because the students collectively develop knowledge and strengthen their memory in an increase of four times resulting in being more effective than isolated for its formation.

Finally, the Accelerated Learning creates in students the need to test those theories studied. Students must go in search of their own experiences as absolute and not assume what they have read in a book or received by the teacher in the classroom.

Contextual Frame

• Institutional Context

• Brief History of Colegio Nacional Nueve de Octubre

In 1986 some Machala families met to seek ways of establishing a campus in the city and in conjunction with the parish priest Dr. José Ochoa León and Coronel Don. José Madero, it is possible to start the first registrations for the academic year 1886 - 1887, later school start being named its first principle Dr. José Ochoa León and Colombian Vice principle educator Don José Santos Ortiz.

According to Executive decree of September 1, 1887 legalizing the creation of the school, the school name was given in honor of the libertarian quest for independence of Guayaquil 1820, the same that supported Machala.During the first decade of operation of the high school took turns in manage men of great intellectual prowess, from some regions, among them include: Dr. José Ochoa León from 1886 to 1894, Dr. Daniel Jaramillo from 1894 to 1896, Dr. Michael J. Bonaventure from 1896 to 1901. On the chairs that were early taught: French, Religion, cosmography, philosophy, Rational, Geography, Math, Grammar, Castilian, Literature and Manners and Hygiene, whose teachers were Mr. José Santos Ortiz, Jose Zamora, and B. Lozano, Dr. Adolfo Serrano and Dr. Mariano Mera.

First the high school ran in the Parish House in 1886 in 1887 in the Municipal House in 1888 again returned to work in the Parish House and finally in 1889, set out in the private home of Don Fernando Salcedo, located on Nueve de Octubre and Santa Rosa street, not charging any rent, working until January 12, 1904.

On Thursday, January 1, 1891 opened the first part of the campus, it was called Casona Octubrina, which kept the glorious memories of past decades, should have been preserved and declared as National Heritage.On August 8, 1964 the contract was signed with the architect Béjar for making plans about what would be the new construction intervening Mr. Minuche and Mr. Diego Garrido as the principle and President of Board, created by ordinance whose function was to seek ways to build the new building. The architectural plans, structural calculations and layout for the new building were handed over to the high school on February 20, 1965. The tender for the work was awarded to Mr. Gonzalo Bolívar Arteaga and Decree No. 757 issued by the International President of the Republic Mr. Clemente Yerovi.

On July 26, 1966 is authorized for the Ministry of Education on behalf of the government sign the deed before the Notary. First of Machala, Dr. Milton Serrano Aguilar August 1, 1966, speaking of gentlemen, Dr. Luis Monsalve Pozo as Minister and Mr. Diego Minuche as the Principle.

In 1921, he inaugurated the first course with the tuition for girls giving opportunity to educate women machaleña, having graduated from high school for young ladies who entered. Augusta Esmeralda Mora, Guadalupe Cruz Fernández and Mercedes Criollo. During the presidential administration of Dr. José María Velasco Ibarra, was available on the high schools from this year would Pilots by Ministerial Resolution, invoking the school to this article from 1966 becomes the pilot schools.In 1980 he lost the Ministerial resolution that declared Pilot and called it since then as state schools.

• Vision of Nueve de Octubre High School

The public high school "Nueve de Octubre" is a leading educational institution in the city of Machala and the Province, offered through a comprehensive education, training and participatory active academic excellence of students with humanistic and social development according to the scientific applying technical curriculum and pedagogical processes that meet the current needs of our young people to develop their life projects and continue their studies at university, production and employment.

• Mission of Nueve de Octubre High School

With social-humanist inspiration, information leading integrated BSc in Agricultural and Technical, creative, participatory with high technical and scientific capabilities within an educational environment generator and potentiated, with teachers committed to change and transformation through practice of values, reflected in a true corporate identity in the service of the canton, province and country.

• Brief History of Technological Institute "Ismael Pérez Pazmino."

The school operated from July 16, 1952, Ministerial Resolution No. 487, as Minister of Education Mr. Fernando Chavez, is located at the intersection between General Serrano and Santa Rosa street in the city of Machala. Later, responding to the needs of the environment and the advancement of technology, through Ministerial Resolution No. 837 of 28 February 1991, is upgraded to a high school community, allowing the bachelor ismaelina offer two more years of education the upper level, which has implied the improvement of educational quality. Facing the challenges required to articulate the new millennium Secondary Education with the University, the Institute continues its work ethic and high schools aims to adapt to meet the needs and requirements of society, considering and addressing the input profiles Universities and other higher education institutions, then enacted the new Law on Higher Education, 15 May 2000, there is open to institute, to submit proposals for curricular innovation and regulation specified in the law ; for the qualification, registration and approval by the CONESUP and, so as by Resolution 027 of June 30, 2003, the institute was elevated to the level of technological careers Administrative Assistant, Accounting and Secretarial Administration.

5.14.5 Vision of Technological Institute "Ismael Pérez Pazmiño" Meeting the needs of individual and social learning, which contributes to strengthen cultural identity, to promote unity in diversity, to build a society with cultural awareness, with a universal vision, reflective, critical, participatory, supportive and democratic, with knowledge, skills and values ??to ensure conditions of competitiveness, productivity and technical and scientific development to improve the quality of life and achieve sustainable development of the city, province and country.

5.14.6 Mission of Technological Institute "Ismael Pérez Pazmiño" Offer a quality education institution whose curriculum can fulfill the vision, based on the principles of quality, equity, inclusion, relevance, participation, accountability, diversity, flexibility and efficiency, which articulates the various components of the national education system try to human development that meets the requirements of the community.

Hypothesis

• Central Hypotheses.

Due to teachers do not have sufficient theoretical and methodological knowledge on accelerated learning and innovative method, the process of teaching English language is affected, mainly in the domain and development.

• Particular Hypothesis

• Teachers do not have a complete grasp of the characteristics that identify the Accelerated Learning and innovative method of teaching English language, so therefore the application of this method is not given properly and affect student learning related to this language.

• Not applied as often accelerated learning method in the teaching innovative learning English, complete incident on the creative abilities of students, the search for specific experiences, and to consider a self-taught.

• Due to the scarce resource teacher uses technology required for the implementation of Accelerated Learning, constitutes another factor that prevents a proper implementation of this innovative approach in teaching-learning process.

7. Variables and Indicators