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Suggestopedia Georgi Lozanov Brain Friendly Learning Superlearning Accelerated Learning

Concepts and Features:

Concepts and Features

Mental Reserve Capacities (MRC):

Mental Reserve Capacities (MRC) We all possess considerable mental reserves which we rarely if ever tap under normal circumstances.

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Examples: the ability to learn rapidly and recall with ease large quantities or material, solve problems with great rapidity and spontaneous ease, respond to complex stimuli with facility and creativity. The primary objective is to tap into the MRC. 5 ~ 10%

Psychological Set-up:

Psychological Set-up Our response to every stimuli is complex, involving unconscious processes which become automatic responses. The responses  tend to be automatic and typical for them - the result of an inner, unconscious disposition or set-up, which is the product of automatized , conditioned responses. Our inner set-up operates when we encounter any situation - entering a school, consulting a physician- as examples.

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Our unconscious set-up is extremely basic and important to our behaviour and to our survival – and it can be extremely limiting, for it can imprison us in unconscious, consistently patterned responses which prevent us from experiencing and exploring other alternatives - which might be far more desirable and beneficial to us.

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Prevailing social norms, instilled in us by all our social institutions, including family and schools, are the main carriers and enforcers of the beliefs and responses which contribute to the formation of our inner set-up.

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Only when a teacher or a doctor is able to penetrate the set-up, engage it in a way which allows it to be accepting and open to extensions and transformation does the real potential of a student/patient begin to open up.


Suggestion Suggestion is the direct to the set-up. Suggestion is the key which Lozanov found to penetrate through the “set-up” and stimulate the mental reserve capacities.  

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Even more, through suggestion we can facilitate the creation of new, richer patterns of conscious/unconscious responses or new (set-ups). It creates and utilises such types of set-ups which would free and activate the reserve capacities of the human being


Suggestion DIRECT Direct suggestions are directed to conscious processes, i.e., what one says that can and will occur in the learning experience, suggestions which can be made in printed announcements, orally by the teacher, and/or by text materials.


Suggestion INDIRECT Indirect suggestion is largely unconsciously perceived. It is always present in any communication and involves many levels and degrees of subtlety. Lozanov speaks of it as the second plane of communication and considers it to encompass all those communication factors outside our conscious awareness

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Examples: voice tone, facial expression, body posture and movement, speech tempo, rhythms, accent, etc. Other important indirect suggestive effects result from room arrangement, decor, lighting, noise level, institutional setting - for all these factors are communicative stimuli

Anti-Suggestive Barriers:

Anti-Suggestive Barriers The first task of suggestology and suggestopedia is to remove people’s prior conditioning to de-suggest, to find the way to escape the social norm and open the way to development of the personality.

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This is perhaps the greatest problem suggestology is confronted with, since the person must be ‘convinced’ that his potential capacity is far above what he thinks it is.

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The individual protects himself with psychological barriers, according to Dr. Lozanov , just as the organism protects itself from physiological barriers

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Why was it developed?

Stages of Suggestopedia:

Stages of Suggestopedia 1. Presentation 2. First Concert—“Active Concert” 3. Second Concert—“Passive Review” 4. Practice


Presentation A preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun.

First Concert–“Active Concert”:

First Concert–“Active Concert” This involves the active presentation of the material to be learnt. For example, in a foreign language course there might be the dramatic reading of a piece of text, accompanied by classical music.

Second Concert–“Passive Review”:

Second Concert–“Passive Review” The students are now invited to relax and listen to some Baroque music, with the text being read very quietly in the background. The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material.


Practice The use of a range of games, puzzles, etc. to review and consolidate the learning.

Learner Roles (Relaxer, True-Believer):

Learner Roles (Relaxer, True-Believer) Students volunteer for a suggestopedic course, but having volunteered, they are expected to be committed to the class and its activities. Students are expected to tolerate and in fact encourage their own “ infantilization .”


Infantilization In the child's role that learner takes part in role playing, games, songs, and gymnastic exercises that help "the older student regain the self-confidence, spontaneity and receptivity of the child.

Learner Roles (Relaxer, True-Believer):

Learner Roles (Relaxer, True-Believer) Groups of learners are ideally socially homogeneous, 12 in number, and divided equally between men and women. Learners sit in a circle, which encourages face-to-face exchange and activity participation.

Teacher Roles (Auto-hypnotist, Authority Figure):

Teacher Roles (Auto-hypnotist, Authority Figure) To create situations in which learners are most suggestible and then to present linguistic material in a way most likely to encourage positive reception and retention by learners.

Teacher Roles (Auto-hypnotist, Authority Figure):

Teacher Roles (Auto-hypnotist, Authority Figure) Lozanov lists several expected teacher behaviors as follows: Show absolute confidence in the method. 2. Display fastidious conduct in manners and dress. 3. Organize properly, and strictly observe the initial stages of the teaching process—this includes choice and play of music, as well as punctuality.

Teacher Roles (Auto-hypnotist, Authority Figure):

Teacher Roles (Auto-hypnotist, Authority Figure) 4. Maintain a solemn attitude towards the session. 5. Give tests and respond tactfully to poor papers (if any). 6. Maintain a modest enthusiasm.

The role of instructional materials :

The role of instructional materials Materials consist of direct support materials, primarily text and tape, and indirect support materials, including classroom fixtures and music.

Suggestopedia apprentices use the Learning Hypothesis :

Suggestopedia apprentices use the Learning Hypothesis I will learn because I was accepted I am now a native speaker, I can speak and understand the language I learned the text during the concert session, I know the language. The material is getting easier, I must be learning. I have successfully graduated from a language course, I can use the language.

What are the benefits of this approach?:

What are the benefits of this approach? You will address the learning needs and styles of every student in your class. You will guarantee a higher and faster success rate among learners. You will increase retention and recall of material and long-term memory.

What are the benefits of this approach?:

What are the benefits of this approach? You will instill higher confidence and self-esteem in your learners. You will promote the creativity as well as the learning and social competence of your students. You will create a pleasant, cooperative and fun learning environment in your classroom.

What are the benefits of this approach?:

What are the benefits of this approach? You will have motivated students coming to your classes -- students who have rediscovered the joy of learning. And -- … motivated students make motivated teachers!!