AL Accelerated Learning / Suggestopedia

The DGSL-Training Method: A Scientific Viewpoint In Furthering Adult Learning


How can you further natural science knowledge in adult learners?

The DGSL-Method using Accelerated Learning / Suggestopedia with its multi-sensory approach is predestined for any learner at any age and can easily be used to "sell" natural sciences at any institution.

The Real Questions Seem To Be:

* How can we manage that deciders at the various institutions - be it public, company, adult education, schools and even universities - recognize the value of the certified DGSL-training and have a closer look at the contents and meaning of it - and even try it out? Experience it?

* Why is it so tremendously difficult to get users - the ones that want training done - to ask specifically for DGSL-certified training methods?


DGSL-Training using AL Accelerated Learning /Suggestopedia supports a holistic approach to teaching and learning and inevitably takes care of a deeper understanding of the matter with an excellent retaining span.

Through this method even complicated matter can be prepared to make just about anyone to comprehend more easily and wanting to delve more thoroughly into the many aspects of the natural sciences. Einstein once said: "Make it as simple as possible, but not simpler than it is." This fits almost exactly to our kind of teaching.

How can the lopsided relation between research and our standards of education be improved?

The questions are:

* How can we overcome the tenacity of the various educational institutions (universities, pedagogical institutions, the various types of public schools)?

* How will we manage to make them have a look at the results from research?

* And how do we manage to get them to do the necessary adaptations into the educational system?

We have to state, though, that we do not believe in the great strategic ideas. We are trying to discover/find those persons who want to change something, who are curious enough to find out, and to whom "innovation" is not just another word but a bitter necessity - changing contents as well as methodology.

How can vocational training support this aim?

DGSL-certified trainers can ...

* ... train all facilitators in a more effective, brain-friendly teaching methodology;

* ... train all managers of educational institutions so that they can hire staff accordingly - or have staff trained according to their specific needs.

In the area of internet training there has been a wave of private persons who offered their services.

What does it look like on a market where scientific contents in training are required?

There are e few aspects: people are supposed to learn "internet" via internet - and at at best language learning is supposed to be very successful via the net. Both doesn't seem to be very effective - new ideas, new programs, blended learning - again and again something new.

As far as natural sciences are concerned: lectures, that is frontal "learning" are supposed to be "it". We don't know anyone who teaches natural sciences via the net - although here and there learning programs for young students are popping up covering those subjects as well.

In our opinion the best learning always takes place through all the senses - regardless of subject and regardless of age, and that would always mean the presence of a facilitator, parallel to hands-on research, projects etc.

What possibilities are there to use knowledge from natural sciences as potential for innovation for business, especially in vocational training?

Maybe this question has to be answered a bit differently:

* Results from brain research indicate that structures of communication as well as working conditions in companies have to be changed somewhat. If there is such a thing as brain-friendly learning, there should be something like brain-friendly working conditions.

* In what way should a company have to change so that employees are able to bring out the best of their abilities without any negative side-effects to their personal life or that their personal aims, identities or believes won't suffer?

This seems to us a very interesting question, especially in view of many ever-changing slogans.

Which part play natural sciences in suggestopedia?

Natural sciences are very important to us, since our methods of training base on scientific knowledge and new findings which is why we are in constant contact with universities.

Depending on new research we adapt our methods, and we inform all our members through our magazine, via the newsletter and on our annual conferences.

Are there any scientists who teach or train in your methods at universities or in companies?

Yes, of course. There are some who teach natural sciences according to our certifies method at university, at schools and in companies, although not very many, yet.

At BASF there is a trainer who trains co-workers in the company.

At Hewlett-Packard, IBM, BMW, Siemens and Audi there have been DGSL-certified trainers who trained there.

All those firms manufacture products based on natural science, and in furthering vocational training they used DGSL-trainers.

DGSL-training is completely based on scientific research and knowledge and from findings of neuro-biology.  All aspects of have been verified through various empirical experiments and scientific publications, dissertations and diploma works.

The DGSL-training relies on findings from Lozanov (use of music, de-suggestion), Bandler and Grinder (non-verbal communication, learning styles) Rosenberg (NVC non-violent communication), Multiple Intelligences (Gardner) and EI Emotional Intelligence (Goleman).

Current research (Mandl, Spitzer, Thyssen, Schirp) proves completely the validity of the contents and the structure of this training method. Pet-scan findings continually confirm brain functions and the effectivity while learning and the retrieval of knowledge.


The findings concern all aspects of DGSL-training:

- Learning environment

- De-suggestion, that is: preventing learning barriers

- Congruency, prevention of stress, valuing persons

- Knowing neurological functions of learning, recognizing learning styles

- Presentation of new learning contents, making curios, creating relevancy

- Use of music, f.e. in various learning concerts

- Relaxation technics and learning through movement

- Activations, brain-friendly exercises for all learning styles

- Summary and repetition, integration and transfer

Is there such a things as natural sciences curricula?

If you address our teacher-trainers: completely, yes.

If you talk about the method of teaching natural sciences: yes, of course. The training would always be adapted to the contents for the particular age group.

What kind of members does the DGSL consist of?

Two-thirds of our members are teachers at public schools, one-third are certified trainers (employed or self-employed) as well as lecturers. Practically all members have done at least the basic education of AL Accelerated Learning / Suggestopedia. About 60 persons have the uppermost education of a DGSL-train-the-trainer which means: they finished in addition to the basic training a humanistic training plus 600 hours of additional personal training. They all are required to do supervision and 5 days additional training every year in order to keep their official DGSL-trainer-licence.

Ingrid Assmann

MoCep teacher training institute

Ausbildungstrainerin für Suggestopädie

Co-Trainer. Dr. Ernst Assmann

Alte Poststr. 37

D-85356 Freising

Tel. +49 (0) 8161-67890

Fax +49 (0) 8161-23.16.83