Maricopa Community Colleges  AAA101   19886-19922 
Official Course Description: MCCCD Approval: 12/08/87
AAA101 19886-19922 LEC 2 Credit(s) 2 Period(s)
Activated Learning
Accelerated learning techniques that foster long-term memory and comprehension. Includes multi-exposure of content, musical and art stimuli, and voice intonation and rhythm as they apply to self-study, exam taking, and the teaching process. Application of techniques that enable higher level thinking skills, lateral thinking, and creative thinking. Prerequisites: None.
Go to Competencies    Go to Outline
 
MCCCD Official Course Competencies:
 
AAA101   19886-19922 Activated Learning
1. Describe the concept of triune brain. (I)
2. Describe the route and map learning centers in the brain. (I)
3. Identify individualized thinking style. (I)
4. Generate activities that stimulate different centers of the brain. (II)
5. Describe the steps of the self instruction model. (II)
6. Define imagery, visual action, peripheral, games, concert reading in the context of whole brain learning theory. (II)
7. List the steps of the test taking model. (II)
8. Explain congnitive levels of thinking using accelerated learning concepts. (III)
9. Identify creative problem solving techniques. (III)
10. Apply the concept of triune brain to your personal learning process. (III)
11. Apply the self instructional model to a real situation. (III)
12. Analyze the test taking model and customize it to your personal thinking style. (III)
Go to Description    Go to top of Competencies
 
MCCCD Official Course Outline:
 
AAA101   19886-19922 Activated Learning
    I. Brain Theory
        A. Triune brain
          1. Reptilian
          2. Limbic
          3. Neo-mammalian
        B. Route and map learning
          1. Characteristics of route learning
          2. Characteristics of map learning
        C. Thinking styles
          1. Left aned right hemispere dominance
          2. Concrete or abstract
          3. Kinetics
      II. The Accelerated Learning Process
          A. Essential elements
            1. Affirmations
            2. Concert reading
            3. Games
            4. Guided imagery
            5. Humor
            6. Metaphors
            7. Mind mapping
            8. Music
            9. Peripherals
            10. Relaxation techniques
            11. Storytelling
            12. Power of suggestion
            13. Multi-exposure
          B. Self instructional model
            1. The task
            2. The environment
            3. Designing activities
            4. Accomplishing activities
          C. Test-taking model
            1. The task
            2. The environment
            3. The approach
        III. Higher Level Thinking Skills
            A. Bloom's taxonomy
              1. Analysis
              2. Synthesis
              3. Evaluation
            B. Lateral thinking
              1. Characteristics
              2. Need for lateral thinking
              3. Tools for applying lateral thinking
            C. Creative thinking
              1. Characteristics
              2. Developing creative thinking skills
              3. Creative problem solving
            D. Applications of theories
              1. Self-instruction
              2. Education
              3. Parenting
              4. Performance
        Go to Description    Go to top of Competencies    Go to top of Outline