Page 24 - International Journal of Process Educaiton (Special Issue)

Figure 1 The Accelerator Model
Figure 2 Consequences of Weak Versus Strong Affective Skill Sets
happy or comfort zone. As their affective skills grow, they
are better able to increasingly meet more difficult learning
challenges that build their cognitive skills.
A learning environment in which the Accelerator Model
works and in which students evince a willingness
to take risks and embrace a “try it” attitude must be
conscientiously and deliberately created. The Methodology
for Creating a Quality Learning Environment (Smith &
Apple, 2007) from the Faculty Guidebook, includes the
10 steps available in Figure 3, as the process for creating
just such an environment, with Steps 4, 5, 6, and 10
speaking directly to the importance of learners having the
opportunity to build strong affective skills (see also Setting opportunities become available to them, and assess failures
High Expectations by Smith, 2007).
While many learning activities available to students may
target affective skills and raise the level of challenge over
the course of the activity, the bulk of discussion available
22 International Journal of Process Education (February 2016, Volume 8 Issue 1)
Figure 3
1. Establish initial respect.
2. Start with no prejudging.
3. Obtain shared commitment.
4. Foster and support risk-taking.
5. Permit the learner to fail.
6. Set high expectations.
7. Establish clear performance criteria.
8. Implement a quality assessment system.
9. Document performance.
10. Continuously challenge performance.
about the Accelerator Model and what comprises a quality
learning environment is written for educators rather
than students. In Learning to Learn: Becoming a Self-
Grower (Apple, Morgan & Hintze 2013), we tip our hand
in Experience 12: Using Failure as a Stepping Stone to
Success, actively challenging students to step outside their
comfort zone. While the Accelerator Model itself is absent,
students are given appropriate context and information
about the affective skills discussed previously, in the context
of personal development. The learning objectives for this
experience are to help students learn the value of failure
as a frequent and productive means for achieving success,
increase their willingness to take on greater risks so that new
so that they can turn them into successes—all skills evident
in engaged, confident, and successful learners.