- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course will study learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained. Teachers will learn about the different types of memory, such as semantic, location, emotional, episodic, and procedural and location memories Educators will evaluate their teaching methods and apply brain memory and
- 3 Credits -
3 Semester Credits
(post-baccalaureate
PD credits for re-certification and
pay-lane increases)
- accredited nationwide
- start any time
- up to 5 months to complete
- independent study
- all course materials included with course tuition
- view FAQ
Course Description
This course will study learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained. Teachers will learn about the different types of memory, such as semantic, location, emotional, episodic, and procedural and location memories Educators will evaluate their teaching methods and apply brain memory and learning strategies for improving student achievement. Students will develop a writtings, lessons or activities for classroom applications to help students remember curriculum content.
$395
3 Semester Graduate Credits
Teaching Students How To Remember
- 3 Graduate Credits -
Course Objectives
- Educators will learn how to reach students so they can be taught specific subject content utilizing background knowledge and memory reflection.
- Teachers will explore how to reinforce content for memory retention and recode self-generated information to improve memory recall.
- Educators will review content reinforcement strategies the include student feedback and the discussion processes that reinforce learning and memory.
- Teachers will examine reviewing and practice techniques that reinforce information knowledge and retention for faster and easier content retrieval.
- Teachers will develop writings, lessons and activities to apply the seven "R's" of memorization into their classroom instructional practices.
Credit Hours
3 Semester Credits (post-baccalaureate professional development credit)
Course Instructor
Joseph C’de Baca MaEd.
Grade Type
University Transcript: Click Here For Details
Teaching Students How To Remember
TLC Testimonials
I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues
Theresa M. – PA –
“Hello, Dave. In my email to parents, I mentioned my very recent course with you [Designing an Online Classroom]. I had no idea how timely it would be. I do believe that my students and I haven’t skipped a beat! Of course, it changes things a fair amount, but I am very glad to already have experience with tools that were fun in the classroom but indispensable now!”
Tracey W. – WV –
“That was speedy! Thank you again for your time and all that you do!”
Kimberly W. – PA –
“I LOVED the Assertive Discipline text and have already begun to implement many of the aspects – behavior narration, 100% compliance-100% of the time- into my classroom”
Paul W. – OH –
” Thank you for the opportunity to reflect. I enjoyed the book! “
Vicki W. – OH –
“Thank you soooo much! I appreciate all of your help getting started (and finished) with this course! “
Jean W. – MN –
“The course I took was perfect for me as I am trying to write some Health curriculumwith two other Health teachers in the building. Teaching in Special education and regular ed allows me to see subjects from both sides. Instead of doing the two page paper at the end I chose to write a differentiated lesson plan for my Health class as that will be beneficial to me. Great course. I have recommended to a few others as well.Rubric for grading. My writing assignment corresponds with A/B grade area.”
