Workshops Overview

Upcoming Workshops

Tools for Learning August 8 – August 11, 2008 Oklahoma City, OK, USA
Neurological Learning Readiness September 11 – August 13, 2008 Guatemala City, Guatemala

View the full workshop schedule

NeuroNet workshops are generally held over a two or three day period and focus on NeuroNet Enrichment: TOOLS for learning or NeuroNet Readiness. NeuroNet Enrichment workshops will cover one or two TOOLS for Learning modules from the list below. The specific modules are selected by the workshop sponsor.

Workshop Agenda

A typical two day NeuroNet workshop has the following agenda:

Day One
session 1: from research to practice: research supporting the NN model; and applying the research
session 2: clinical practice guide: workshop participants watch and do exercises
session 3: patient demonstrations and applications of exercises
session 4: applications: how to use the exercises in individual and group programs

Day Two
session 1: from research to practice: research supporting the NN model; and applying the research
session 2: clinical practice guide: workshop participants watch and do exercises
session 3: clinical practice guide review: Q & A

Workshop Content

Workshop content varies by individual workshop, including but not limited to the following information:

Research topics include:

Clinical practice guide includes:

Patient demonstrations include:

applications include:

For professionals with continuing education requirements, a three day NeuroNet workshop counts for 16 contact hours or 1.6 CEUs.

NeuroNet Enrichment: TOOLS for Learning Workshops

Listen, Talk and Write

Handwriting is a TOOL for learning. Fluent handwriting is automatic, written without conscious attention to letter form or size. Automated handwriting reinforces auditory and visual memory for spelling, for vocabulary and for sentence structure. When handwriting is not automatic, it interferes with learning. A child will need extra time to complete his work, and may not be able to complete it independently. We can measure handwriting automaticity by using written letter dictation.

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English as a SPOKEN Language

Auditory memory, auditory analysis and visual/verbal integration are TOOLS for learning language. Retrieval of word names (vocabulary) and sentence structures (language comprehension) enables us to understand and speak language in conversation. When auditory processing is not automatic, it interferes with language comprehension and speaking. A child may not identify the words he hears, or recognize the meaning of words grouped together to form phrases and sentences. We can measure automaticity of auditory memory and auditory processing through word dictation and sentence dictation.

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Just for Math

Math facts are a TOOL for learning. Retrieval of basic math facts is automatic, and does not require extra time to count or calculate addition and subtraction facts, and multiplication tables. Automated retrieval of basic math facts enables us to use math facts for problem-solving, especially for language-based story problems and for lengthy math processes such as long division. When math fact retrieval is not automatic, it interferes with learning. A child may not know which math operation to use to solve a problem, or how to solve problems with several-digit numbers. As a result, he may need extra time to complete his work, and he may not be able to complete it without extra help. We can measure automaticity of math retrieval through visual number dictation (seeing number sets) and auditory number dictation.

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NeuroNet Reading Decoding

Symbolic visual/verbal integration is a TOOL for learning. Decoding of letter sequences (reading) enables us to look at written letters and turn them into spoken words. Encoding of phoneme sequences enables us to turn spoken words into written words (spelling). When visual/verbal integration is not automatic, it interferes with reading comprehension and written language. A child may not decode words correctly, or recognize the words he decodes as phoneme sequences. We can measure automaticity of reading decoding through syllable dictation and syllable analysis.

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NeuroNet Baby Steps

The Baby Steps workshop focuses on adapting the NeuroNet model for babies and young children, from birth to five years. This workshop includes exercises integrating balance, movement, listening, and talking. The exercises are appropriate for enrichment for typical children. They may also be very useful for children with developmental delays.

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NeuroNet Readiness Workshops

Neurological Learning Readiness

Some children who come to the NeuroNet Program have difficulty turning their skills into TOOLS for learning. They may learn a new skill, but not be able to automate it. In handwriting, they may be self-distracted by struggling to form letters correctly. In math, they may be self-distracted by computation of math facts which they cannot memorize. In reading, their decoding speed may be so slow that they do not understand what they read. Most of all, they will struggle to complete their school work neatly, accurately and independently.

As we look at the skills of struggling learners, we often see that they have not automated the perceptual-motor skills underlying academic learning. They struggle to say what they hear, and to do what they see. They do not integrate balance, foot movement, hand movement, listening and speaking. They do not use many different brain areas in a rhythmic, integrated way. They do not have Integrate Rhythms for low-level multi-tasking.

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Advanced Neurological Learning Readiness

We can measure and improve automaticity for low-level multi-tasking through graded levels of Integrated Rhythms exercises. These exercises enable a child to DO what he sees and to SAY what he hears. Integrated Rhythms create Neurological Learning Readiness.