Accelerated learning - Teaching to the whole brain

Wendell Park is developing strategies based on current research into Learning which aim to promote children’s understanding of cognition, meta-cognition, self-esteem and high standards.


In order for this to be successful Wendell Park places an emphasis on Accelerated Learning, knowledge about the brain, physical, emotional and psychological states and how this affects our teaching and learning. The teachers at Wendell Park should employ the Accelerated Learning Cycle as outlined below.

Connect the Learning
Lessons should begin by ensuring that the present learning experience can be situated between what has already been covered and what is to come.

This should be done by using child-centred connecting activities that involve a high level of participation.

Give the Big Picture
Teachers should provide an overview of the lesson by summarising what is to come and providing initial exposure to the key ideas.

An overview should be written, as Learning Objectives, to aid visual learners.

Key questions should be embedded to be referred to later.

Key vocabulary should be highlighted both in words and pictures.

Describe the Outcomes
Teachers should use this term to set and refer to targets.

Children should be taught to think in terms of achieving a successful and specific outcome

Give Input
Teachers should ensure that, whenever possible, input is given in a multi-sensory way in order to engage different types of processing pathways in the brain.

Teachers should provide activities that are visual, auditory and kinaesthetic whilst asking and encouraging challenging questions.

Activate Understanding
Children activate their understanding by representing it in some way;
Teachers should ask children to represent information and knowledge through different types of intelligences to aid recall, for example:

 - explaining to another person
writing a paragraph
-  summarising the three key points
-  selecting the five key words and putting them into a song
-  drawing the main facts
-  turning the information into a drama / dance etc

Demonstrate Understanding
Teachers should provide frequent opportunities for children to show and test their understanding.

This can be done through:

-  mapping (see model maps)
-  making a poster
-  explaining to a partner etc.

Review and Recall
Teachers should make provision for regular review sessions during and at the end of each learning experience.

Children should be taught to use Learning Journals and all participate in a weekly, timetabled review session.