Sleep Learning Encoding

During certain stages of sleep, the brain replays memories in fast-forward: neurons responsible for storing memories re-activate again as a network, essentially teaching the brain to remember. This replay action seems to help us formalize important learnings and life experiences into more permanent storage in our brains. Meanwhile, tangential memories—perhaps those that didn’t warrant much attention in the first place—are erased, in order to open up more room for storage.

‘Slow-wave’ or deep sleep has been recognised for some time as critical for memory consolidation – the stabilization of memory from short-term to long-term. During slow-wave sleep, which tends to happen during the first half of the night, the firing of our brain cells is highly synchronised. Our brains alternate between two phases approximately every half second — active phases or “up-states” and passive phases, also known as “down-states”.

Sleep learning is mostly limited at this time to making subconscious associations, like pairing scents with images.

1. Learning through memory

The premise of this educational service is that during sleep, the pupil will be told how to and to develop the understanding of the new subject, which forms the basis of learning through memory, plus the understanding of the concept.

Exercises in each module are based around relaxing, pre-bedtime vocabulary enhancers.

The aim is to teach pupil’s new vocabulary sounds and words until they can put them together into sentences.

Available to pupils in categories:

21^st Century Knowledge

Physics and beyond modules
Emerging technology modules
Engineering and beyond modules
Biology and beyond modules
Chemistry and beyond modules
Maths and beyond modules
PSHE and beyond modules
Essential life skills modules
Pupil Evaluations

National Curriculum

National Curriculum – Maths
National Curriculum – Science
Curriculum Integration with Visual Arts

National Curriculum – Science

2. Physical memory learning

The premise of this educational service is that during sleep, the pupil will be told how to and therefore develop the understanding of the new subject, which forms the basis of the physical process, together with learning the memory and therefore the understanding of the new skill.

It is the intersection of feeling, visualising during sleep, the refinement of the new body language.

Available to pupils in the category:

21^st Century Skill

The objective is to provide exercises, in order to awaken and stimulate learning, for during waking time.

This is based on conditioning the brain into a higher state, for new learning activities, whilst asleep.

Pupils will build a stepped ladder of learning, over a 6 week period, using a combination of specific exercises and listening tools.

Using outside stimuli, translated into a response in the brain (controlled electrical inputs).

The brain exploration series we have available, is open to pupils at primary or secondary school level, in a once a week package of a pupil’s goals and values, in relation to oneself and others.

These activities involve complex higher functions, such as:

· Reasoning

· Abstraction

· Concept formation

· Interpretation of symbols

The purpose of pupils undertaking these activities, is that these areas are closely related to basic emotions, such as: fear, anger, attachment, ambition, judgement, motivation, regulation of behaviour and social consciousness.

They form the basis of parents understanding the areas of their child’s personality, that is not always revealed at school through scholastic and academic tests.

This learning service takes place at home, with parent supervision, and consists of three fundamental areas, on a specific curriculum subject.

These are:

1. Interleaving – instead of practicing one skill at a time (i.e. AAABBBCCC), interleaving mixes practice on several related skills together (i.e. ABCABCABC).

Pupils switch between ideas during a study session and go back over the ideas again, in a different order.

2. Retrieval Practice – devoting some of the learning period to retrieving the to-be-remembered information through testing it with essential feedback.

Pupils answer questions to strengthen memory, from passive learning to active learning.

3. Elaboration – pupils use strategies that enhance the information of the learning material, in order to increase the pupil’s relation to other information, the pupil already knows.

The basis of this is focussed around encoding the original content in a different but related way.