Extractions: styles='http://www.wcpss.net/styles/mail-popup.css'; Schools Jobs Newcomers Community/Business ... About Us QUICK SEARCH JUST IN Board of Education Congratulates 2004 WCPSS Valedictorians Davis Drive Middle Teacher is Wake County Teacher of the Year Board of Education's 2004-05 Budget Request ... TV Program HIGHLIGHTS 2004-05 School Transfer Request Form (in English and Spanish) WCPSS Job Application Magnet Programs Board of Education ... WCPSS History E-SERVICES Downloadable Forms E-Newsletters Notification Service Feedback ... School Stories March 25, 2002 - Wake County public schools are moving closer to Goal 2003 through the hard work of elementary students and their teachers. Helping the youngest students learn to read is a critical part of developing the skills students need to succeed. The Accelerated Learning Program II (ALP II) puts literacy teachers who are funded through the federal Title I program, to work with kindergartners, first-graders, and second-graders, helping them to read. The resources of Title I and locally funded positions place at least one literacy teacher in most of the county's elementary schools.
Russell Martin Teach Less To Learn More Speech Page This presentation offers suggestions for the successful implementation ofaccelerated learning in both course design and interactive teaching. http://www.russellmartin.com/teachless.asp
Extractions: Speech: Teach Less to Learn More The changing world requires that students become empowered to continue learning on their own. Classroom trainers must become facilitators, guiding their students towards future learning. WHO SHOULD ATTEND Individuals attending this session are involved in one or more of the areas below: WHAT THE SESSION PROVIDES A learning focus using accelerated learning techniques guarantees results by creating a learning environment which maximizes learning and encourages on-going application and learning. This presentation offers suggestions for the successful implementation of accelerated learning in both course design and interactive teaching. WHAT PARTICIPANTS LEARN After attending this session, the participants will be able to: Define themselves as facilitators of learning rather than as instructors. Describe the changing role of the trainee when accelerated learning principles are applied.
How To Use Anchoring For Accelerated Learning The Alpha State is considered very important for accelerated learning. to inducethe alpha state for teaching or training or for personal learning. http://www.howtoadvice.com/Anchoring
Extractions: Click Here for a Legitimate Money Making Opportunity How To Use Anchoring For Accelerated Learning by Stelios Perdios You could easily learn how to anchor resourceful states of mind in your self, and in your pupils and colleagues. What if you could anchor the alpha state onto your thumb or a pupil's thumb? The Alpha State is considered very important for accelerated learning. Scientific evidence shows that listening to music recorded at around sixty beats per minute is conducive to achieving a state of relaxed alertness, free from stress. In this state, you are enabled to learn new concepts and skills far more easily. Classical music by Mozart and baroque pieces are often played to induce the alpha state for teaching or training or for personal learning. You could learn how to anchor the alpha state so that a simple stimulus could accelerate your learning and the learning of others. http://www.easyteachepublishing.com Subscribe to NLP for Classroom Management by email: nlpforclassroommanagement@demandmail.com Powerful classroom management concepts which you can use right now. Free reports, valuable course previews and much more for innovative teachers. Start a Business Here's a way of making a living that you may have never considered. Did you know that there are a lot of people who sell their home to someone and finance it themselves?
Accelerated Learning In Our Schools involved.. What the pupils say about accelerated learning. One dayin our Head Start lesson our teacher taught us how to make a brain! http://www.huyton-today.merseyside.org/issue18/html/headstart.htm
Extractions: Previous Page Issue 18 Home Page Huyton Today Home Page What the Headteacher says about Accelerated Learning What the pupils say about Accelerated Learning The vision for the future is an exciting one, and many changes are taking place in classrooms all across Knowsley. Staff at Bowring Comprehensive have introduced a series of lessons about learning across the school, and staff in the Primary So, how are pupils and staff responding to these changes? At Knowsley Hey the pupils in years 7, 8 and 9 have been following the Headstart course; a series of lessons covering topics such as how our brains work, different learning styles, motivation, memory how it works, how to improve it and lots more. What the Headteacher says about Accelerated Learning What the pupils say about Accelerated Learning - Kate Annesley Daryl Wafer Hannah Sweeney
References LAURILLARD D (2002) Rethinking University Teaching a framework for Situated learning. LOZANOVG (1979) accelerated learning and Individual Potential Prospects http://www.dmu.ac.uk/~jamesa/learning/referenc.htm
Extractions: [A] [B] [C] [D] ... [Z] References Main citation in: ANDERSON G, BOUD D, and SAMPSON J Learning Contracts: a practical guide London; Kogan Page Learning Contracts APTER M J (1989) Reversal Theory: motivation, emotion and personality London: Routledge Motivation and Anxiety Organizational Learning: a theory in action perspective New York: Addison-Wesley Reflective Practice ASCH S E (1955) "Opinions and Social Pressure" Scientific American 193 (5) pp. 31-35 Authority and Learning ATHERTON J S (1999) Resistance to Learning: a discussion based on participants in in-service professional training programmes Journal of Vocational Education and Training vol.51, no 1, pp 77-90 Resistance to Learning ATKINSON R C and SCHIFFRIN R M (1968) Human memory: a proposed system and its control processes in K T and J W Spence (eds.)
Accelerated Teacher Resources accelerated TEACHER RESOURCES. radio. * PBS TeacherSource * TeachWith Movies Use Entertainment as a learning Tool. The http://www.dcn.davis.ca.us/~vctinney/teachers.htm
Accelerated Learning With Kevin Hogan accelerated learning and Memory Enhancement. tools that are available to them in thelearning process we have taught dozens of classes about teaching people how http://www.kevinhogan.com/AccelLearn.htm
Extractions: kevinhogan.com Learning is something that most people do fairly well...but only fairly. Our opportunity to learn more, faster and easier is something we can start to take advantage of immediately. Almost everyone fails to utilize the hypnotic tools that are available to them in the learning process. Most people are shocked when we tell them that their IQ can be raised. It was once thought that IQ was set like the Ten Commandments...in stone. Such is not the case. In Minnesota, where we have taught dozens of classes about teaching people how to learn faster and more efficiently, we have discovered that using simple hypnotic techniques, we can increase IQ by up to 10% and retention of facts by as much as 300% in some tests. What are the secrets?
Accelerated Basic Learning | Catholic Relief Services Sixteenyear-old, CRS-trained teacher, Morshal. A key component of the acceleratedlearning program is to compress one grade into six months or less. http://www.catholicrelief.org/where_we_work/asia/afghanistan/education.cfm
Extractions: Today, that legacy is a far cry from the thriving education network that CRS has built in Toghar Village for women and youth. Here, more than 1400 students take part in a CRS pilot project focused on Accelerated Basic Education. As part of this pilot, CRS created education centers in Kapisa and Parwan (both northern provinces of Kabul). In these centers, 90 facilitators conduct accelerated classes for young students that help them reintegrate into regular primary schools quickly. While these catch up programs instruct both male and female youth, particular emphasis is placed on female education and teacher training. The belief is that training future generations of teachers will sustain these education networks for many years to come. How the Accelerated Learning Program Works
Extractions: A useful practical guide for the classroom teacher This book is full of practical ideas along with the theory of why accelerated learning works. I immediately started trying out the ideas in my classroom, and already, after a week, I can see the difference in the childrens work. Suddenly, children who used to say "I cant do it" are attempting to write a substantial amount. On Fridays, those who achieve their targets come to the front of the class to jump in a hoop and shout "BULLSEYE!" while we all clap them. They love it! This book helps to make sense of the demands on you as a teacher, such as target setting. It puts the teachers job into the context of how the brain works and how best to teach. Every primary teacher should read it.
Whats This Got To Do With Anything? accelerated learning The ALPS Approach BrainBased Methods for Accelerating Motivation brainresearch and discover brain-friendly teaching strategies every http://www.kaganonline.com/Catalog/BrainBased1.html
Extractions: Enhance students' memory! Learn classical and innovative memory strategies to promote retention of academic content. In this SmartCard, learn the best mnemonic devices to use with your students. Students will make dramatic improvements in remembering that difficult-to-remember information. Master Acronyms, Acrostics, Keyword Mnemonic, Loci Mnemonics, Roman Room, Processing Mnemonics, Rhymes and Jingles, VocabToons, Link and Story Mnemonics, Letter Substitution Mnemonic, and the various Peg Mnemonics. Teach smarter, using powerful principles derived from brain science. Ignite your students' natural love for learning by delivering brain-compatible lessons. Stimulate students' brains by crafting a challenging, enriched curriculum. Increase motivation and comprehension with active learning. Boost students' memory through multiple channels. Uncover patterns in learning to help students make connections. Create an inclusive, nonthreatening environment to skyrocket learning. This SmartCard translates brain research into practical, easy-to-understand principles so you can teach with the brain in mind.
Accelerated Learning Is The Best Preparation For The 21st Century The Institute is committed to remaining in the vanguard of accelerated Learningteaching and supporting the personal development of teachers and trainers. http://www.learnalanguage.com/2DayCourse/page4.htm
Extractions: The number of attendees for each workshop is strictly limited. This guarantees personal interaction and insures that everyon's needs are fully addressed and catered to. For many people, compeltion of the coure is a beginning and not an end. The Institute provides ongoing support and dialog through it's Internet Web Site and discussion group.
Untitled Document You can also order an excellent book of accelerated learning tips and techniquesfor teaching computers that contains ideas collected from trainers and http://www.alcenter.com/links.html
Extractions: The leading international networking association dedicated to improving performance through accelerated learning. They host an annual conference each January that attracts some of the leading innovators worldwide in training and education. Toronto Accelerated Learning League (TALL) www.geocities.com/Wallstreet/Market/1003 TALL is a network of Toronto-based trainers who meet on a quarterly basis to share ideas about accelerated learning. Most are graduates of Dave Meier's Accelerated Learning Training Methods workshop. (Their network can serve as a model for other groups wanting to keep accelerated learning alive and growing in their cities or regions.) Trainer's Warehouse www.trainerswarehouse.com
Extractions: State Government State Services Select Program Area DOE HOME Advisory Councils Board of Education Career and Technical Education Charter Schools Compliance/Monitoring Curriculum Frameworks/Institutes Early Learning Services Education Reform Educational Technology Educator Licensure Tests (MTEL) Educator Licensure Employment Opportunities English Language Learners Family Literacy Forms Directory General Educational Development Grants: Information Information Services Health, Safety and Student Support Services MCAS MCAS Appeals MECC - (Career Center) METCO "No Child Left Behind" Federal Education Law Nutrition Programs Proprietary Schools Reading Office School and District Accountability School and District Profiles/Directory School Finance School-to-Career Education Security Portal Special Education Title I Virtual Education Space - VES News District/School Administration Educator Services Assessment/Accountability ... SDA NEWS The purpose of the School Panel Review Process is to assist the Commissioner of Education in determining whether State intervention is needed to guide improvement efforts in schools where students' MCAS performance is critically low and no trend toward improved student performance is evident from MCAS data. The Accelerated Learning Laboratory was one of twelve Massachusetts middle schools meeting this criterion that were selected for panel reviews in spring, 2001. The Panel Review of the Accelerated Learning Laboratory was conducted on March 15, 2001.
Accelerated Learning & Soulwork Life Coach Training learning styles of their parents and teachers, and some Does your learning style helpyou assimilate and you can design your own form of accelerated learning. http://www.soulwork.net/sw_articles_eng/accelerated.htm
Extractions: Transcript - Resources Soulwork Life Coach Training In a world where information is exploding, you must regularly increase, update and use your knowledge or you risk being left behind by those people who can. Accelerated learning knowledge management and expert modeling are important life skills that are rarely taught at school or even university. Systemic Education Knowledge Management Expert Modeling Your continued wellbeing includes learning and using appropriate intellectual, emotional and relationship skills. Some key intellectual life skills are: learn HOW to learn comfortably and efficiently learn HOW to organize information efficiently learn HOW to use information efficiently There are easier ways to learn than most people experience in school. In many schools, the natural curiosity of children is transformed into boring repetition of irrelevant data. Many children learn how to daydream - they learn to sleep with their eyes open.
Accelerated Schools Project Powerful Learning Framework These groups act as critical lenses for addressing teaching and learning in thecontext of the accelerated schools philosophy and process and help to create http://www.stanford.edu/group/ASP/plframework3.html
Extractions: Powerful Learning Framework Introduction Part One Appendices At Mary Ford Elementary School we were concerned to ensure that all students read at grade level. Teachers in the Reading and Communication Cadre used the Inquiry process to address this problem. We began the inquiry process by defining our challenge. Our challenge statement was simply, "All students are unable to read at grade level." In our discussions school-wide and in the cadre we came up with many reasons for why our students were not reading at grade level. It was easy to blame the students' home environment. It was harder to be introspective and come up with reasons that involved what we were doing at school. After much discussion we were able to categorize all our reasons into three areas: home environment and parental involvement, student interest and motivation, and school environment and teaching approaches. After engaging in the taking stock and vision processes one of the major challenges facing Mary Ford Elementary School was to ensure that all students read at grade level. Teachers in the Reading and Communication Cadre used the Inquiry process to address this problem. We began the inquiry process by defining our challenge. Our challenge statement was simply, "All students are unable to read at grade level." In our discussions school-wide and in the cadre we came up with many reasons for why our students were not reading at grade level. It was easy to blame the students' home environment. It was harder to be introspective and come up with reasons that involved what we were doing at school. After much discussion we were able to categorize all our reasons into three areas: home environment and parental involvement, student interest and motivation, and school environment and teaching approaches.
Creative Partnerships | Kuh_proj_teachingtalking These are only some of the strategies used in accelerated learning, which help sustainchildren s interest and concentration and improve teaching and learning http://www.creative-partnerships.com/projects/22265/
Extractions: You are currently browsing our National site... Change area... National Barnsley, Doncaster and Rotherham Birmingham Black Country Bristol Cornwall Durham / Sunderland Hull Kent London East London South Manchester / Salford Merseyside Norfolk Nottingham Slough Tees Valley Project Gallery Projects Showcase A group of teachers, artists and educationalists from the Hull area visited to Queen's Church of England School in Kew, Richmond, to find out about its unusual teaching techniques. Queen's is a Beacon School and aims to raise achievement for all through a 'thinking skills' project. The school works closely with Robert Fisher, Professor of Education and Director of the Centre for Research in Teaching Thinking at Brunel University. Professor Fisher has written numerous papers and books on thinking skills (see his website via the link above right) and sees creative thinking as enabling pupils to: * generate and extend ideas * look for alternative innovative outcomes The purpose of the visit by the Hull group was to observe the techniques used at Queen's and compare them with those used in their own schools. Alex Hallowes, an artist with Xceptional Designs from Barton-on-Humber, found the visit to Queen's reassuring: 'In some ways it reinforced the techniques I'm already using with children,' she said. 'As an artist I try and encourage the children to problem-solve for themselves and make sure that the end product, whatever that may be, is the child's work and not mine.'
Talking Teaching: Articles Archive When researching the use of accelerated learning (AL) techniques Iwas teaching a Year 6 class. The school I was working in at the http://www.talkingteaching.co.uk/resources/show_resource.cfm?id=123
Omega: Spanish Language & Dance Serrano has a doctorate in bilingual education and more than 20 years experienceteaching Spanish using the accelerated learning Method, which involves role http://www.eomega.org/omega/workshops/3c724302c6631ed977e3ec08e3205e14/
Extractions: Cotaught by experienced bilingual educator Judith Serrano and master dancer Isaac Shultz-Reyes, a former soloist with the world famous Ballet Folklorico of Mexico, this workshop provides a unique opportunity to learn Spanish while experiencing Mexico's colorful and rich heritage of traditional folk dances. During the weekend, we use Spanish to learn the basic steps to four authentic dances from different regions of Mexico, each with its own typical costume, music, and choreography. We also discuss the legends and facts surrounding the origin and history of the dances, costumes, and footwork techniques. Presented in a bilingual format, using an accelerated, whole-brain teaching approach, this workshop is appropriate for beginners in Spanish and dance, as well as those with experience in either or both. It is also great for Spanish language teachers, who will be able to teach the dances to their students. Come immerse yourself in the Spanish language and experience some of Mexico's rich cultural heritage.
Accelerated Learning/Accelerated Schools of promising strategies, model programs, and processes for implementing acceleratedlearning. Reviews research on the learning and teaching of spelling and http://www.cvesd.k12.ca.us/cvesd/inst_services/media-ctr/research.html
Extractions: How to obtain research files from the District Instructional Media Center Research files may be requested from the IMC in writing or through the district e:mail system. When requested, a research file will be sent to the district publications department and a copy will be made and sent directly to you. There is no cost to the patron for this service. Original copies of research files are not available for check-out. Individual research files contain many articles from journals and professional magazines. The number of articles contained in each file is noted. To obtain copies of research files via the district e:mail system, address your message to Judy Claunch. To request materials through Eudora or the Internet, address your message to jclaunch@cvesd.k12.ca.us Accelerated Learning/Accelerated Schools Describes Henry Levin's Accelerated Schools program, which is designed to improve the education of at-risk students through academic enrichment and acceleration techniques. Includes descriptions of promising strategies, model programs, and processes for implementing accelerated learning. (15 Articles) Acceleration, Elementary Students
Extractions: Here are some sample techniques that I have used to help my students master new software and other learning materials more quickly and easily. These methods come from my own classroom experiences along with well-known accelerated learning skills such as Neuro-Linguistic Programming (NLP), metaphorical thinking, brainstorming and other techniques 1. Quickly Mastering the Fundamental or Core Skills: A. Identifying Priorities- In all of my classes, I try to identify the most commonly used skills and describe them to students as either a "one", "two" or "three." "One" represents a very common or fundamental skill that needs to be quickly memorized since it will be used daily. A "two" is slightly less important and does not need to be memorized right away. A "three" is a skill or technique that is very rarely used and can be looked up if the student ever needs it. The advantage of this strategy is that it helps students prioritize the learning materials and focus their attention on the most valuable skills. Unfortunately, many instructors present all of their material as having equal importance ("it will all be on the test") and the students are often overwhelmed with memorizing details that will be rarely used by them later on in 'real life' situations. C. Partners- I often try to match up beginners with more experienced computer learners for some of our projects. This appears to benefit both the beginner and the advanced student and allows me to focus my time on directing the class as a whole rather than jumping around to help individuals who are not able to keep up with the flow.
