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Accelerated Learning

This course provides a comprehensive understanding of the brain, a crucial aspect of learning. Participants will be equipped to adopt a balanced approach that integrates traditional and innovative teaching methods. This course delves into the correlation between sensory input and memory, analyzes the interdependence of the body and brain, and explores the dynamics of the student-teacher relationship.

Carlow University ED 634 • Madonna University EDU 5960.25 • Mercy University EDUT 505

The required text for this course is Accelerating Learning for All, PreK-8 Equity in Action by Rebecca McKinney and Colleen Urlik. (ISBN 978-1071888988)

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes, and 60 hours of professional development credit for online classes.

Credit awarded by

Carlow
University

Credit awarded by

College of
Saint Rose

Credit awarded by

Madonna
University

Professional
Development

Course Schedule

1/9/24 - 4/9/24
3/12/24 -6/11/24
5/14/24 - 8/13/24
7/9/24 - 10/8/24
9/10/24 - 12/10/24
11/12/24 - 2/11/25

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

Print Online Course Outline Print Face To Face Course Outline

Outline

Session/Module 1: Brain Imaging, Neurons and Sub-Cortical Structures

Introduction to Accelerated Learning
Paradigm shifts for thinking about education
How brain imaging technology works
Interpreting brain imaging for educational purposes
Exploring neuron, synapse and sub-cortical anatomy
Examining myelination and neural plasticity
Synaptic pruning: the case for neural networks
How neurons communicate within the brain and body
How the brain organizes information and implications for teachers

Session/Module 2: Exploring the Central Nervous System (CNS)

The active testing of new ideas
Characteristics of the Spinal Cord and the Brain Stem
The seat of power in the brain: The Cerebellum
Gateway to the cortex: the thalamus and hypothalamus
The brain's alarm system: the amygdala
Remembering your immediate past: the hippocampus

Session/Module 3: The Cerebral Cortex

The visual cortex (the occipital lobes)
The auditory and the sensory/motor cortexes (the temporal lobes)
The sensory cortex
The frontal lobes: the conscious decision-makers
The developing sensory cortex
The role of the pre-frontal cortex and adolescent brains
Left vs. right and front vs. back cortex

Session/Module 4: How Neurons Communicate

Our neurons have action potential
The synapse and neurotransmitters
Peptides and the mind-body connection
Understanding addiction and the brain
Neural networks and prior knowledge
How neural networks grow
Errorless learning as a means to build upon existing neural networks

Session/Module 5: Making Sense of Sensory Memory

Introduction to sensory memory
Children and ADHD
From sensory signals to perception
Visual learning strategies
Auditory senses and language
The kinesthetics of writing
Experiential learning and the senses
From perception to attention
Emotions and attention
Emotions and motivation

Session/Module 6: Working Memory

Introduction to working memory
Personal meaning and memory
The multi-tasking myth
Memory tools part one
Memory tools part two
Teacher feedback and working memory
Working within the limits of short-term memory transfer

Session/Module 7: Long-Term Memory

Introduction to different types of long term memory
The what and how of implicit memory
Procedural memory
The facts and figures of explicit memory
Semantic and episodic memory
Lesson Planning using Implicit and Explicit Memory
Consolidation and reflection

Session/Module 8: The Levels of Learning

Concrete experience
The physical modality for learning
Representational or symbolic learning
Language and images
Involving students in problem solving
Problem solving from the teacher's perspective

Session/Module 9: The Future of Brain-Based Learning and Brain-Friendly Schools

The future of brain-based learning
Brain-based learning and the concept of change
Brain-friendly schools
Transforming your teaching and your school
Review for final exam

Session/Module 10: Final Projects and Final Exams

Review
Final project presentations
Final exam
Evaluation

Objectives

Examine the development of neural networks in the brain as they relate to the learning process
Assess student's existing neural networks based on understanding and prior knowledge
Examine how the "fight or flight" response affects students and teachers and the overall classroom environment
Identify the physical basis of learning and the mind-body connection
Describe methods that create opportunities for non-conscious learning in the classroom
Explain the process of how procedural and movement-based memory is stored and retrieved
Assess the balance between hands-on teaching approaches and the lecture method
Identify teaching strategies that can build onto existing neural networks
Assess the composition and function of neurons
Assess functions of the brain
Create strategies to positively enhance brain function in the classroom

Assess how areas of the neo cortex impact learning
Create classroom strategies based on assessing how the neo cortex impacts learning
Describe a situation in your classroom where you could employ the Errorless Learning technique
Analyze the impact of the VAK Learning Styles on teaching and learning
Assess how teachers can use knowledge of working memory to positively impact student achievement
Create a lesson for each type of memory
Complete the learning cycle for a specific topic
Create activities for the levels of learning
Design enrichment activities for the classroom
Develop a plan for creating a brain-based learning school

Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.