Teacher Education Institute
Call/Text (800) 331-2208 | Fax (407) 536-6000 |   
Teacher Education Institute Register Now
Courses

Accelerated Learning

This course examines the unique relationship between the body and the brain (Hart, 1998), and between students and teachers. It does not represent a new or brain-based curriculum. This course is based on current brain research and emphasizes and creates opportunities for a balanced approach between traditional and new teaching strategies and offers insight into the relationship of sensory input and memory. A working knowledge of the brain is essential to truly understand learning. This course is not weighted with complex terminology because the course rationale advocates and uses learning built upon existing knowledge and understanding. Students who have completed a Whole Brain Learning course will benefit from this class in particular, but it is not a requirement and students with no background in Whole Brain Learning will still benefit from the topics discussed. 

Carlow University ED 634 • Madonna University EDU 5960.25 • Notre Dame College ED 625 D • The College of Saint Rose EDC 687


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.

 

Register Here

Course Schedule

  • 9/11/18 - 12/11/18
  • 1/8/19 - 4/9/19
  • 3/12/19 - 6/11/19
  • 5/14/19 - 8/14/19
  • 7/9/19 - 10/8/19
  • 9/10/19 - 12/10/19
  • 11/12/19 - 2.11.20

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.

Face-to-face 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 tab for specific university information as well as course numbers which are specific to the university partner. 

Students are to purchase their own textbook, the information for which can be found here.  Most courses require a book but some do not, so check the list for your specific course. If no book is required it will be specified. 

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.