Infusing Accelerated Learning in Science “Combining the Art of Teaching with the Science of Learning”

Accelerated Learning Principals of brain based learning People do not learn effectively when placed under negative stress Concentration span is approximately 2 minutes in excess of chronological age People access information through all their senses People remember context rather than content People learn in different ways (Howard Gardner –” Multiple Intelligences” Recall is dramatically improved when information is regularly reviewed Learning is greatly enhanced when the whole brain is engaged “Combining the Art of Teaching with the Science of Learning”

4. Activity - The Search For Meaning 1. Create a supportive Learning Environment / Connect the Learning 2. Agree Learning Outcomes 3. Present New Information Through All The Senses 5. Demonstrate Your New Understanding 6. Review - Step Back And Reflect On Your Learning The Accelerated Learning Cycle

Create a supportive Learning Environment Prepare the Learner Motivation and readiness for learning Avoid classroom stressors Classroom rituals Developing skills for learning such as effective group work Being equipped with tools for learning e.g the use of graphic organisers, concept maps or mind mapping techniques

Create a supportive Learning Environment Prepare the Physical Environment Display – Attractive, Stimulating, Relevant Room Layout – Group work, Review, Presentation Room is tidy, resources are well organised and accessible Room is well lit Room is right temperature Music “I remember the look of that classroom as if it were Yesterday”

Connect the Learning Prepare the Learner by Connecting the Learning (at the beginning of the lesson): getting students to write down the 3 most important things they learned from the previous lesson - then pair share it with a friend and try to make it up to 5 Getting students to solve anagrams of keywords from previous lesson “You only understand information relative to what you already understand”

Agree the Learning Outcomes “Do your students know why they are doing what they are doing? Have you told them?” Learning Outcomes need to be clear and unambiguous Should be set within a context and the big picture May be based around an issue or key question May be focussed on content/skill/thinking or all three Share/Agree success criteria

Present NEW information VAK “The brain is an image processor not a word processor” Present new information through as many senses as possible See it Hear it Touch it and if possible Smell it and taste it

ACTIVITY-The search for meaning “There is little point giving students ready made meaning” Allow students to process information through their dominant learning style Intrapersonal, Interpersonal, Kinesthetic, Musical, Visual, Logical- mathematical, Activities which are designed to develop Higher order thinking Activities may be Closed Activities may be Open

Demonstrate new understanding “If you understand it you can explain it” Allow students to demonstrate their new understanding in a variety of different ways e.g. Each one teach one, Group Presentation, Assignment, Hot seating, Exam question Relate to learning intentions Seek to Develop Higher order thinking skills

Review-Step back and reflect on Learning “Learning without reviewing is like trying to fill the bath without putting the plug in” Allow students to step back and reflect on the learning experience Review of key learning points Teach memory techniques reflect on the process of learning (Debrief) preview the next learning steps

4. Activity - The Search For Meaning 1. Connect theLearning 2. Agree Learning Outcomes 3. Present New Information Through All The Senses 5. Demonstrate Your New Understanding 6. Review - Step Back And Reflect On Your Learning The Accelerated Learning Cycle