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Teaching In the 21 st Century . 1. How did your education and training prepare you to instruct 21 st century learners? pbs.org/digitalmedia/newlearners of the 21 st century. Teaching in the 21 st Century. 2. What is the role of memorization in 21 st Century instruction?. For Discussion.

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teaching in the 21 st century
Teaching In the 21st Century

1. How did your education and training prepare you to instruct 21st century learners?

pbs.org/digitalmedia/newlearners of the 21st century.

teaching in the 21 st century1
Teaching in the 21st Century

2. What is the role of memorization in 21st Century instruction?

for discussion
For Discussion

3.Is content learning a 20th century idea, while learning how to produce the content a 21st century skill?

teaching in the 21 st century2
Teaching in the 21st Century

4.How similar or dissimilar is your school/classroom to the industrial model that schools were built on?

teaching in the 21 st century3
Teaching in the 21st Century

5.Does a “one size fits all” type of teaching address the varying learning styles found in a classroom?

  • 5.Does a “one size
  • ts all” type of teaching address the varying learning styles found in a classroom?
teaching in the 21 st century4
Teaching in the 21st Century

6. Can you offer an example of a local educator that is focused on 21st century teaching skills?

brain based accelerated learning

Brain Based Accelerated Learning

The Art Of Teaching For the

21st Century

split brain theory1
Split Brain Theory
  • Roger Sperry and Robert Ornstein, Nobel Prize winning researchers developed the theory of brain lateralization.
  • Two halves of the brain’s cerebral cortex-left and right execute different function.
  • Helps us understand and use the proper mode of thinking when performing particular tasks.
left brain1
Left Brain
  • Specializes in analytical thought.
  • Deals with hard facts: abstractiions, discipline and rules, details, definitions, logic and rationality, deductive reasoning,etc.
  • The left hemisphere is emphasized in our educational system and society in general.
right brain1
Right Brain
  • Specializes in the softer aspects of life.
  • Intuition, feelings and sensitivity, emotions, daydreaming and visualizing creativity, (including art and music), color, spatial awareness, spontaneity, impulsiveness, humor,etc.
  • Ideally, we develop lateralization (the ability to use the proper hemisphere for task which we are doing).
  • We tend to use one half more than the other. We develop brain dominance during childhood.
  • We tend to distrust or even dislike the non-dominant half.
synchronize for whole brain instruction
Synchronize For Whole Brain Instruction
  • We need to develop both hemispheres
  • Be aware of the two modes: how do you feel in a left brain activity; how do you feel performing a left brain activity?
  • Always acknowledge other ‘s hemisphere-preferences, to enhance communication.
whole brain instruction
Whole Brain Instruction
  • Strive for whole brain activities to maximize instruction.
teach to the whole brain
Teach To the Whole Brain
  • This is one of the Foundations of Accelerated Learning.
teach to the whole brain1
Teach to the Whole Brain
  • Learners are given activities that utilizes both hemispheres.
triune brain theory dr paul mclean
Triune Brain Theory-Dr Paul McLean
  • Has provided insight into our behavior, ability to learn and emotional I.Q. and delineated the brain into 3 regions.
old brain reptilian brain
Old Brain/Reptilian Brain
  • Layer 1: oldest, the reptilian system, in charge of maintenance
reptilian brain old
Reptilian Brain (Old)
  • Survival-brain stem, the brain stem involved in flight or fight, response to stress.
  • Students unable to learn or think clearly in this mode.
  • When under stress, students will downshift to this mode for survival.
mid brain limbic system
Mid Brain/Limbic System
  • Layer 2: represents the limbic system, feels deeply and monitors emotions.
limbic system mid brain
Limbic System- Mid Brain
  • Governs the primary centers of emotions
  • It is essentially the seat of long term memory. Emotional events are easy to recall.
mid brain limbic system1
Mid Brain-Limbic System
  • Memory of cognitive material can be heightened when structured within an emotional context or in such a way as to elicit an emotional response.
mid brain
Mid Brain
  • Seat of long term memory!!!
neo cortex
Neo Cortex
  • Layer 3: neo cortex, creative and engages into complex analysis.
neo cortex the thinking brain
Neo Cortex- The Thinking Brain
  • Constitutes 80% of the total brain matter in the human brain.
the neo cortex
The Neo Cortex
  • It controls high level thought processes such as logic, creative thought, language processing and the integration of sensory information.
  • Most instruction is directed towards the neo cortex.
accelerated learning
Accelerated Learning
  • Learners are provided activities that access the limbic system.
  • Teachers provide a stress free learning environment and understand that students can not learn in the reptilian mode.
multiple intelligences dr howard gardner
Multiple IntelligencesDr. Howard Gardner
  • It is not how smart you are


How are you smart!!!!!

Can you name the 8 different ways of knowing?


spatial visual
Spatial -- Visual








accelerated learning1

Provides Multiple Opportunities for students to be taught in the best way they understand

enriched brain theory marion diamond berkley ca researcher
Enriched Brain TheoryMarion Diamond, Berkley CA,Researcher
  • Use it or lose it!
  • A stimulating environment increases brain cell connections
  • It is not just what we are born with, but what kind of nurturing environment is provided for us.
jane healy s endangered minds
Jane Healy’s Endangered Minds
  • The extreme amount of visual stimulation has changed the physiology of the brain of today’s students.
endangered minds
Endangered Minds

The over visual stimulation of today's students cause them to have difficulty creating mental pictures.

endangered minds1
Endangered Minds

Being inundated with loud music, videos, etc, keeps many in a fight or flight mode much of the town.

accelerated learning2
  • To keep the excitement of learning and creativity alive is the ultimate challenge of an educator.
  • Accelerated Learning provides a venue for that to happen.
processing memory beta
Processing Memory-BETA
  • BETA brain waves
  • Of the conscious mind; You are awake, attentive and alert. Your mind is thinking and analyzing situations. You are talking and actively involved.
processing memory alpha
Processing Memory-ALPHA
  • The brain waves pattern that characterizes relaxation and mediation. You are in a state of relaxed alertness. In this mode you can daydream and let your imagination soar.
processing memory theta
Processing Memory-THETA
  • Twilight, the early stages of sleep. It’s the “Twilight zone” when the mind is processing the day’s information and when you may have flashes of inspiration.
processing memory delta
Processing Memory-DELTA
  • Delta
  • The brain wave pattern displayed when you’re in a deep dreamless sleep.
accelerated learning3
Accelerated Learning
  • Utilizes information about brain waves and the optimal state for learning.
accelerated learning4
  • The Absence of Tension and the Presence of Joy in Learning.
  • Based upon the research of Bulgarian psychiatrist and educator, Georgi Lozanov who studied suggestion and called his research Suggestology.
  • His theory and practice were examined by UNESCO,in the late 70s, and proved to be effective.
accelerated learning5
Accelerated Learning
  • Used successful in corporate America, by American Airlines,
  • State Department, Lichenstein School System, Guggenheim School, Boston U German Class, many, many others.
main objectives of al
Main Objectives of AL
  • Actively involve the emotional brain-thereby making things more memorable
  • Synchronize left and right brain activity
  • Mobilize all 8 intelligences so that learning is accessible to everyone and the resources of the whole mind are used.
  • Introduce moments of relaxation to allow consolidation to take place.
  • Although understanding something and memorizing it are different, all learning –to be useful- needs to be stored in the memory
creating a climate of joy
Creating a Climate of Joy
  • Preparing the mind ( Affective Domain)
  • Preparing the body ( Physical Domain)
  • Learning new information can be quite stressful and tension inhibits memory and learning. The brain wants pleasure that uses dopamine, a neurotransmitter in the brain’s limbic system.
using the power of suggestion
Using the Power of Suggestion
  • Suggestion is ever present.
power of suggestion
Power of Suggestion



al teaching and learning phases
Al Teaching and Learning Phases
  • Environment
  • Opening of Class
  • Presentation
  • Active Review
  • Passion Review
  • Activations
  • Feedback Session
  • Completion/Celebration
creating a climate of joy1
Creating a Climate of Joy
  • The importance of rituals
  • The power of positive affirmations
  • How can you “gear up” the brain for learning?
learning the accelerated learning way
Learning the Accelerated Learning Way
  • Fun
  • Effective
  • Futuristic
  • Education
global introductions1
Global Introductions
  • Tap into prior knowledge by connecting the unknown to the known.
  • If the student has no prior knowledge it is necessary to provide it.
global introductions2
Global Introductions
  • Engage the learner in an activity that presents the big picture.
  • Gives the student a sense of familiarity and ease with the subject.
global introductions3
Global Introductions
  • Students are able to create mental images that help them put facts In sequence and help to facilitate recall.
  • Students are interested when they can relate to a subject.
active phase
Active Phase
  • Teacher is actively engaging students in a dialogue or written lesson.
passive phase
Passive Phase
  • Students in a relax state of mind to receive the content material that requires them to create mental images and become a part of the material.
  • Multi sensory activities activate the information that has been imputed.
feedback assessments
  • Tests will always be with us!!!!
metaphorical imaginative stories
Metaphorical/Imaginative Stories
  • Good story telling evokes emotions that are essential ingredients for long term memory.
  • It engages the student and teacher and puts the information into context.
  • Stories are told in a way that the student becomes a part of the story.
  • The student sees, feels, hears, smells the experience, creating high levels of creative relationship to the content
  • Student becomes a part of the content and is immersed in the subject matter.
learning styles
Learning Styles
  • What are Learning Styles
  • What are the types of Learning Styles?


  • 10% of what they read
  • 20% of what they hear
  • 30$ of what they see
  • 50% of what they see and hear
  • 70% of what they say
  • 90% of what they say and DO
begin to use