Credit: 1-Quarter Hours
Clock Hours: 10 Contact Hours

Course Description

It’s true; we can’t just unhinge their skulls and pour knowledge into their brains.  Successful learning is not a spectator sport; students must manipulate and rehearse what they have learned in order to make it their own.  Understanding how the brain learns is a vital component to successful instruction.  Students who learn too much to fast without taking time to process what they have learned will actually learn less and fall behind.  During this brain-compatible interactive workshop, participants will discover how the brain learns, the importance of relevance, meaning, patterns-and-context, and explore different types of memory.  They will also learn how to structure their instructional time with students to maximize learning and facilitate memory consolidation so that students will be more likely to recall what they have learned when they need it.  Come prepared to take a fresh look at how you teach your students and increase student learning.

Course Objectives

To increase understanding of brain structure and development as it relates to learning; brain anatomy, neural growth and development, synaptic formation.

To become familiar with the role of sensory memory, working memory, and long-term memory in the learning process.

To identify the importance of relevance, emotion, and patterns-and-context to creating meaning.

To understand how to develop and reinforce both semantic and procedural memory.

To understand the importance of downtime to learning.


To become familiar with learning states as a way to encourage, enhance, and reinforce learning.

Student Expectations

Attend all class sessions.

Actively participate in class discussions and activities.

Complete a written assignment by designated completion date.

Level of Application

This course focuses on application and implementation levels.

Target Audience

Teachers, classroom assistants, counselors, administrators, club and activity advisors of preschool through college students as well as parents, and community members, law enforcement officers, and everyone who works with children.

Methods of Instruction

During this course, the instructors methods of instruction will include lecture, large and small group activities, brainstorming, video presentations and/or participant presentations.

Grading Criteria

All participants must complete a written assignment to receive college credit. This course if offered for a letter grade. The following requirements are grading guidelines:

45% In-class activities

15% Class participation

40% Written assignment completed outside of class

Texts and Required Learning Materials

Participants will receive required text and materials the first class session.

Plans for Transferring Skills into the Work Setting

Methods for encouraging the transfer of newly acquired skills into the work setting will include discussion and problem solving groups; reading; sharing of successful strategies in class, and practicing new skills during the workshop.

Suggested Bibliography & Video References

Participants will receive a complete bibliography, print and Internet. Additional resources will be distributed in class, as appropriate.

Assignment Options

Explore the Internet and identify websites that promote brain-based learning.  Look for sites that are designed for educators, students, and parents.  Share your findings with the instructor and others.

Using the information you have learned in class focus on a lesson you currently teach and rework it with a focus on creating meaning through relevance or patterns-and-context.

Using the information you have learned in class focus on a lesson you currently teach and rework it with a focus on using emotion to help create meaning and memory.

Design a mini in-service for your peers to share the information you have learned in class.

Design a mini in-service for parents, based on what you have learned in class, regarding how about how the brain learns and what they can do to help and support their children.

Design a mini in-service for students, based on what you have learned in class, regarding how their brains learn and what they can do to become more productive learners.

Create an assignment of your choosing, based on your particular job or interests. Have the instructor approve your assignment choice.