– An Article By Author BJ Dohrmann

Whole brain learning remains an exciting destination for the future of classroom learning. Experts report that a majority of the more than eighty billion dollars invested into technologies for classroom learning over the past two decades have been directed toward one form or another of technology “configurations” to stimulate whole brain learning. Every Middle School faculty professional recognizes the challenge of delivering either right brain material (pictorial and image driven content) versus left brain (logical lineal sequence data) materials to classrooms of highly differentiated learners.

Individual learners tend to demonstrate propensities to exist along a spectrum of either right brain dominated, left-brain dominated or for a very few – whole brain integrated learners. Although testing and brain wave scanning information can define where each learner may be upon the “learner spectrum” the subject of right/left brain spectrum becomes more convoluted when professors understand that individuals will shift their “hemisphere of dominance” approximately every ninety to one hundred and twenty minutes. Even considering each learner’s individual hemisphere shift related to brain pattern dominance, learners remain by propensity skewed toward their preference area on the right/left brain learner spectrum as a favored learning modality from birth. Learners who determine where they naturally reside upon the “learner spectrum” have immediate advantages over learners who remain unaware of their propensities to learn more right or left-brain material. As testing to determine a learners “spectrum position” remain anything but uniform faculty work with ever-larger classroom pressures at clear disadvantages to the individual learner.

The failure of technology to achieve Federal elevated performance in the learner population is largely due to classroom configuration issues related to technology input and output with now known brain chemistry. The human brain’s primary function is the learning discerning and categorizing of patterns it perceives through a “sensate” of integrated sensory input. Input to the brain includes site, sound, kinesthetic, emotional and non-verbal cueing of each of the forgoing we refer to as “the integration” overlay.

Interactive anti social learning introduces a pattern that ranges from single monitors to multi classroom monitor input configurations for technology (to no technology in the classroom not even an overhead projector) always feeding live faculty data into a duel hemisphere brain, eye, ear, and left right body nervous system, that establishes its own pattern – often switching off a conventional classroom in favor of brain induced images (mind wandering) . The slower classroom information delivery pattern on “incorrectly designed classrooms” becomes quickly learned anticipated and expected by highly media conditioned brains, which significantly works to reduce brain retention (learning) for the information presented in antique classroom models.

Some learners demonstrate a propensity for myopic anti social learning i/o supports – typical of a cubical computer laboratory – but the majority of learners have not achieved Federal mandated performance standards from such cubical rapidly obsolete “configurations” for whole brain learning. A significant cost ratio to three-year obsolescence for the anti social technologies (one computer for each learner in cubicle like designs) also limits this technologies attractiveness to education bond and administrative funding over time due to inefficiencies that are obvious. Super Teaching provides each learner with wireless I/O devices that permit group highly social learning for topics normally reserved for the cubical – itself a new configuration use of technology. The ST approach favors social vs. antisocial learning. The ST approach favors classroom vs. cubicle learning configurations to stimulate whole brain accelerated learning for all learners – such that no learner is left behind.

The first and second generation of multimedia technology provided for classroom learning primarily using VHS and power point presentation mediums, or similar instruction via a single or duel screen approach in classroom. Often the only multimedia was an overhead projector (still the case in thousands of classes).

Once again the complex pattern learner brain quickly defined the expected and anticipated patterns for these multimedia lesson plans, and predictably, over time, retention failed to meet desired performance over the large spectrum of classroom learners. Base performance output fell and disappointment set in for technology as whole – when the problem was focused on the configuration of technology.

The third generation of multimedia, Super Teaching, employed a three-screen medium that operated slightly in advance of the duel hemisphere brain sensate capacity to anticipate and develop expectancy for pattern. After a decade of perfecting various pattern differentiation opportunities on the Super Teaching “Three Screen System” software was developed that would mix patterns into what is now patented as “Super Teaching Pattern SHIFT” employing the entire three screen medium with complex math modeling variables controlling “un-learnable” patterns rotational to each screen employed. The resulting performance measured consistently stimulated whole brain learning that across the grade and learner spectrums produced elevated performance exceeding Federal Standards over time. By carefully controlling the ST information pattern upon a set of three screens it was possible to elevate learner chemical recordation of information in both right and left brain hemispheres with redundancy and stronger brain storage impressions (memory) than was possible when the ST PATTERN EFFECT was missing in the classroom.

Automation of the process made it possible for faculty to become the star of a virtual theater of education – without becoming engaged in operating the technology. Information from any input out put source, including overhead Super Document Camera’s that self sense and correct, DVD, VHS, Power Point, Computers, Internet, Digital Cameras, Distance Learning, any additional plug and play device, wireless student interactive key boards and i/o devices, could all be engaged with the push of a picture on screen. The Super Teaching Three Screen multimedia system integrated the entire information super highway into a curriculum neutral language neutral technology that any faculty member could operate using exiting lesson plans, with one hour of training, in any culture or classroom world wide. Many administration experts believe Super Teaching is a long sought first Global Standard for optimized classroom configuration in future technology application – lowering cost as well as obsolesce while learning is securely enhanced in all cultures and nations.

Learners not only reported performance gains that rose to Federal standards at all grade levels of application, learners also reported improved enthusiasm for the on going process of learning. Learners preferred live instruction in highly social classroom environments over anti social faculty free cubicle learning environments. Super Teaching permitted instant pop quizzes with faculty and group learning feedback via color zones on screen and via wireless i/o devices engaging for each student greatly stimulated group feedback and participation. Learners demonstrated sustained enthusiasm to attend ST outfitted classrooms versus non-ST outfitted classrooms.

Caledonia Elementary School in Michigan, reports following a two-year pilot study that Super Teaching consistently brings rotational student bodies at various grade levels into federal performance conformity. Perhaps more exciting for school administrators is the fact that Super Teaching is according to the Caledonia experience obviating up to eleven learning disorders. Normalized learners are retained by the school district and dollars lost to special education are recaptured for the home district schools that employ Super Teaching. Learner self esteem is raised when normalized learning for disadvantaged learners is rated via Federal Performance criteria. The consistency of learner performance gains has impressed the Congress of the United States.

McDermott, Will & Emery one of the leading law firms in Public Education via their Washington D.C. office reported that the congress of the United States by intention seeks to see Super Teaching accelerated into public schools in America to further the accelerated performance ST makes possible for all learners.

Support for Super Teaching is high among voters when bond issues and public funding is sought to outfit classrooms with the new technology. Super Teaching featuring its brick and motor fifty-year shelf life reduces obsolesce and technology cost while appealing to decision makers who favor measurable learner improvement.

Performance gains made possible in Super Teaching classrooms represent a break through in matching multimedia pattern driven technology to brain wave retention chemistry. Super Teaching employs a precise pattern variable algorithm that the brain finds impossible to anticipate or expect. The brains natural function (mission) to interpret and categorize pattern goes into a virtual endless loop of discovery resulting in higher whole brain concentration over the duration of each learning period. The elements required to create the ST PATTERN ACCLERATED LEARNING EFFECT include three screens and software controlled information to a precise pre defined set of rules that are incorporated into the millions of lines of controller code to the base ST software. The elevated retention ST makes possible via moving information patterns on three screens is a complete system protected as both a trade secret and 45 patent claims.

Faculty employs Super Teaching as an “invisible” resource that operates via automation in the background supporting the exiting faculty lesson plan without modification. ST control functions have been simplified via faculty input over the years to incorporate a handful of international icon images without language. The ST interfaces permits faculty in any culture or nation to operate Super Teaching as the first Global Classroom standard for the virtual classroom of tomorrow.

Trails with other “configurations” for technology – failed to produce Federal Performance standards as desired across the various learner spectrums. ST trials ranging from elementary to college level successfully produced learner performance gains to desired Federal Standards when ST was employed in classroom design. Obsolescence factors impacting other learning classroom technologies further made alternative configurations ill advised fiscal choices as well as ill advised choices for educational performance. ICI of Michigan the leading technology integration firm for DOD and public education was contracted to install and maintain ST systems for public schools.

Vendor marketing versus performance has been the most significant historic market force driving technology in to classrooms. Recently school administration teams have used modern assessment criteria to force accountability standards into the choice for classroom technology design and configuration, dwelling on performance mediation to develop classroom advances. Super Teaching has consistently led as the favored configuration for future “virtual” classroom design.

Super Teaching, a twenty-two year research program, has reported performance advances in whole brain learning that as yet remain unmatched by any other configuration of technology . Super Teaching enlarges the proven modality of multimedia learner acceleration into a well-tested three-screen configuration system as the ideal use of multimedia to accelerate performance for learners in future classroom design for all learner styles. The ST Three Screen configuration has been found to break the brains normal pattern fixation on single or dual input sources for stimulating super pattern recognition in brain function, substantially elevating the impact of information (in coming) when control of data upon the screens is carefully varied (ST Pattern Shift – software controlled).

Testing millions of potential patterns that can be manipulated on ST’s three screens of whole brain learner real estate – ST planners developed the optimum whole brain learning retention and play back sequence for information positioned on the three screen. The ST pattern involves pacing of information, scheduling of information movement, size and color, variations in all of the above and retention of previously played to avoid pattern repetition that might be learned by the student body. This variable sequence for information upon a three-screen image platform is managed by millions of lines of proprietary software code within “trade secret” algorithms that educators have labeled the ST PATTERN SHIFT.

The ST pattern shift represents a higher concentration, attention, memory and play back (measurable performance gain) than would otherwise be possible for live trainers without ST technology configured in to the classroom. Distance learning using ST represents sustainable performance gains such that remote faculty obtain identical results to in the classroom faculty providing scalability and efficiencies that were not available until Super Teaching became available. Global Village learning enhancements for the UN and states interested in rapidly developing will find ST a powerful tool working to achieve in a single generation what otherwise might require centuries.

The automated ST pattern permits faculty the opportunity to focus totally on the learning moment, while the invisible ST classroom support system, rivets concentration, elevates retention and redundantly creates stronger chemical impressions in both right and left brain hemisphere’s – an effect faculty and alternative forms of technology fail to realize. Largely due to performance gains for problem learners coupled to accelerated learning performance gains for all learners Congress welcomed Super Teaching as a Federally approved new multimedia resource for future classroom utility. Super Teaching met the “no learner” left behind promise along the criteria Congress had been seeking for the future of live faculty instruction.

Teacher unions appreciate Super Teaching supports rather than replaces live instruction and remains language and curriculum neutral by nature. Teacher unions also appreciate the ease of use, the level of automation, and the reduced discipline elevated retention manufactures for the learners being served at all grade levels.

Administration planners find Super Teaching show case installations tend to generate growing student, faculty, and parent support to acquire greater funding resources to outfit classrooms on a comprehensive multi year plan. Super Teaching becomes a new resource-gathering tool for district planners – a tool with a proven performance track record featuring the longest technology shelf life with the lowest maintenance cost.


For nearly our entire history as a species, humans have been “hunter gatherers” living in small nomadic bans, pursuing wild animals, foraging for edible plants, finding mates and avoiding predators, as we sought shelter from bad weather. Those are tasks the brain that evolved “with our head’ is well adapted to perform. In the early dawn of human history any human who kept failing to predict (patterns) where food could be found would have starved to death, while anyone who correctly gambled on finding an unlikely cache of food would have been a hero. At the same time, anyone who underestimated a risk would have become snack food for raptors.

Wrapped for the freezer inside all our modern skills remains a “stone age mind”– the mind that psychologists Leda Cosmides and John Tooby write about. The human brain is a superb machine “a maserati” says Baylor College of Medicine neuroscientist Read Montague – when it comes to solving ancient problems like recognizing short-term trends or generating emotional responses with lightning speed. This same “maserati,” however, is not so well equipped for discerning longer term patterns or focusing on many factors (Super Teaching classrooms produce) all at once – such multi tasking challenges our ancestors brains, and were rarely faced, but to which we the “Pepsi generation” are now in our multimedia fast paced lifestyle consistently challenged.

The brain is learning to adapt to a brave new world – the modern classroom.


Let’s begin to look at the modern learners’ brain. The faculty first stop might be the amygdala deep in the forward area of the brain. The amygdala for the whole brain learner is biology appearing in both left and right hemisphere forward lobes of the frontal brain. This early warning system of the brain filters new income everything to secure in its almond shaped rather instant on/off capacitor type delivery system – a kernel of hot fast emotional response – breeding twinges of fear doubt anger rejection confusion even disorientation to people places circumstances information (learning) and things – as the patterns of recognition (or their lack) flit across and through the amygdala filers. If I through a cobra into your lap you would not ruminate or enter a debate about whether the snake was real or a rubber toy. You’d go flying out of your chair. Your amygdale just kicked in over powering higher learning – supporting the notion a distracted mind is not going to learn much of anything.

Vivid sights and sounds such as aligning bells, hollering voices, and waving arms (or Super Teaching) can set off the amygdala anchoring information at a deeper emotional level or distracting the learner. The hallway may be a distracting amygdala event where Super Teaching might be a positive helpful to the learner-anchoring event. Before the learner even process what is taking place you have replied with involuntary body chemistry that forever deepens the experience of events, in this case Super Teaching, drawing upon the brain’s natural emotional reply triggers, drawing upon a positive new Multimedia “brain chemistry matching” technology. Because the amygdala is an equal opportunity brain employer virtually all styles of learner modalities experience improved retention when this filter is positively engaged for whole brain learning. Because the brain differentiates patterns so quickly Super Teaching remains unique in producing variable patterns employing brain empowering three screen technology, to which the brain is unable to focus upon and learn, hence the higher attention level from the first filter in as well as the last filter out – as brain chemistry labors to learn the un- learnable pattern.

For example tests on investors using MRI scans have neuroscientists reporting that financial gains have a fairly strong positive effect on the amygdala (or in classroom missions – higher tests performance secures equal results) – as financial losses or test score failures make the amygdala flare up like a hot glowing bed of flaming red coals. One recent test by the NIH found that the more frequently people where “told” that they were loosing money (or points on a test score where poor) the more active their amygdala engaged. A team led by Hans Breiter of Harvard found recently that even the “expectation” of reduced performance (test results) triggered the amygdala via a burst of activity in both frontal brain hemispheres. Expectation sharply impacted future results.

Ancient man probably experienced limited challenge from the brain’s false alarms. If you hustled up a tree to avoid a cheetah you remained safe real danger or no. However for the modern multimedia stimulated learner – today’s far more challenged learner – the panic attacks and involuntary negative stimulation of “expectancy” can lead to mis-labeling of the learner – perhaps for life – ending with special education assignments for slow or disadvantaged learning – a condition that is in fact “re-programmable” by drawing upon positive amygdala reinforcement. Such positive amygdala reinforcement is much more difficult for faculty to achieve outside a Super Teaching classroom when normalized learning is the desired outcome for all learners. Super Teaching is matched to brain chemistry whole brain learning by design – a unique aspect of the engineering lacking in alternative configurations of classroom support technologies. Faculty experiences the difference immediately via elevated attention in any ST outfitted classroom.

Research conducted by Raymond Dolan of England’s University College in London has also shown that a learner loosing streak will heat up activation of the hippocampus, a part of the brain next to the amygdale, that helps to program our core memories of fear pain and anxiety, leading to habitual learning disorders as the malady is re-introduced to the brain chemistry often by faulty classroom design. Super Teaching replaces the negative patterns with positive patterns that overlay the core chemistry often engrained over years of prior conditioning. The resulting corrective programming represents enhancements to whole brain learning that have mystified earlier researchers who lacked today’s more quantitative tools of brain feedback measurement.

Exciting test work from neurologist Antoine Bechara wires the learner into roughly a dozen electrodes and other monitoring readers for whole brain measurement. As the brain discovers the patterns of taking learning risk, and defines which course of action (say cheating or being unprepared for pop quizzes) begins to activate unpleasant responses of body chemistry, the body begins to tingle with a surge whenever the weak learner habits are activated. Studies now define that this highly emotional part of the brain can help make us more rational over time as we reprogram learner brain chemistry. Bechara’s experiments show that people with damaged amygdala never learn self-correction patterns and techniques that healthy brains always begin to avoid. The process of deciding “advantageously” is not just logical therefore but emotional and may, when uncorrected, represent serious brain disorders. Super Teaching’s nature images and related right brain image patterns introduce subtle emotional triggers into the classroom that super stimulate “superior choice mechanism’s” for the whole brain learner, and positive to the faculty lesson plan, which when missing from the classroom are impossible to duplicate on brain scans or in test performance studies.


The pre-frontal cortex, a regional of the learner’s brain behind the forehead, records sets of events that occur that learners seek to retain, as memories. The frontal cortex is the prime real estate from which the brain will draw general conclusions, from specifically recorded data, noting impressions may be weak or strong depending on the triggering chemistry of the storage event. Live Faculty unassisted by Super Teaching creates brain chemistry of far weaker impression and memory than faculty assisted by multimedia ST pattern enriched retention to the pre frontal cortex area. Because Super Teaching triggers amygdala’s full participation the emotional chemistry of storage for data in the pre frontal region of the brain, is multiplied. Redundancy and pattern shifting (where the information appears to more of the senses more often) made possible by Super Teaching, coupled to the auditory triggers each classroom ST system produces – enrich field “impact” for deeper chemical storage of particular data. Because the field of storage is distributed to both brain hemispheres in a super stimulated chemistry impossible for faculty to duplicate without technology assistance, the learner achieves a “more balanced” judgment and memory. As expectancy for higher performance begins to impact the learner upon arrival into Super Teaching classrooms – the coordination of amygdala’s and pre frontal cortex filtering and storage harmony is skewed to a positive rather than a negative propensity experienced in many older modeled classroom technology configurations.

For this reason alone, leading AIA planners designing classrooms of the future are increasingly employing Super Teaching in their remodeling and new construction design plans. The cost of Super Teaching is sufficiently inexpensive given the learning performance gains to inspire planners to become inclusive of this federally mandated technology solution for accelerated whole brain learning.

Dr. Grafman of the NIT calls the pre-frontal area the “CEO OF THE BRAIN”. In recent studies Grafman discovered that the further into the future reward and gratification (the goal) appeared the less planning the learner was enabled to devote to task. Damaged pre frontal brains demonstrated confusion when extending goals and rewards. Super Teaching wireless interface devices assist faculty with continuous interactivity between learner and content – such that goals are realized continuously via feedback again impossible to co-create when technology assistance of this nature is absent from the classroom experience. Because the goal or reward is continuously expressed via interaction between learner and faculty during the learning period, the brain elevates concentration. When the goal or reward is more distant (as in non ST assisted classrooms) the brain shuts down chemistry to enhance concentration and confusion increases.

Antoine Bechara points out that various forms of dementia (age related declines in mental capacity) can begin, initially in the pre frontal area. Other studies suggest that early use and habitual hyper stimulation of the pre frontal region extend the capacity for optimum brain function over time. Impaired brain function at the pre frontal area is continuously sited for the thinker error and judgment declines some learners exhibit. Even a slight damage to the pre frontal area of the brain creates challenges for learners to hold future views and problem resolutions “in mind”. Criminal malfunction may be reduced when super stimulation of the pre frontal problem solving brain region is consistently triggered via technology assistance in ST outfitted classrooms. Many thinking errors both in the school and at home may be reduced when as with any muscle – continuous work out is repeated – at the pre-frontal area. Long term ST learning may help to reduce dementia in later year and more mature learners – but more study is required.


Virtually any faculty member can define that a typical learner group will relish the opportunity to define a sequence – any sequence – of say numbers, letters, colors, shapes, events, people, as you tell them the pattern arrangement is random, the majority will insist they can predict the next item in the random series being shown. Examples are everywhere – we know the next football play will result in a touch down, we know the next play is a slam dunk, we know that the next roll of the dice will be snake eyes and so forth and so on. Why do we persist in the addiction to predict future patterns?

It turns out learners have no choice. Our brains are hard wired to force learners at all grade levels to proceed to forecast future patterns (predict or guess). This brain function attribute for all learners is a biological imperative. Learners enter classrooms with the prediction addiction hard wired in.

Two areas of your brain, the nucleus accumbens and the anterior cingulate, specialize in recognizing patterns; and more importantly, choosing between conflicting alternatives. Super Teaching was designed with whole brain learning in mind given the auto feedback suggestive and measurement standards available to the modern accelerated learner researcher.

The nucleus accumbens lies on the bottom surface of the front of your brain. The anterior cingulated is on the central frontal area. These critical two areas click into life when the stimuli around you (Super Teaching) either repeats – or alternates. Repetition (this plant always has edible roots) and alternation (day always follows night) where the two most basic patterns early man had to recognize. Millions of years later our brains now respond to these simple patterns unconsciously automatically and involuntarily. In fact we no longer discern the millions of “cue’s that govern our core belief system for what is real and what is unreal based upon such prior conditioned response hard programming. The modern brain revolves around countless program cues that define its ability to accept new data or view such data as “relevant” to its core existing program. Learners may shut off or open to new information depending upon pre programmed now hard-wired belief systems to which both they and the faculty are totally unaware.

Learners proceed fully unaware that they are searching, keenly seeking, patterns in their environment – and that such seeking mechanism’s are impossible to stop or quiet down – any more than you could willfully order your breathing to cease or your heart to stop beating.


Leading neuropsychiatries Gregory Burns of Emory University has coined the phrase “learning without awareness.” In various complex MRI experiments Dr. Burns placed widely differential learners into trials in which liquid (one water, one sweet kool aid), would arrive at patterns not learnable by convention. A left and right movement of an index finger to a sensor would trigger a sweet or a regular experience. The liquid would arrive at random patterns and therefore be impossible to predict. Impossible until the nucleus accumbens suddenly recognized the left index finger was triggering the sweet spot. The learners in every case would “involuntarily and without awareness” that they were moving the left index finger all the time – moving the slider to jack pot and always getting the sweet coolaide – as the brain trigger demonstrated at MRI level how the pattern function feedback played out.

These two brain pattern resolvers and their interconnected structures below – pounce on patterns almost instantly. Scott Huettel, a neuroscientist at Duke University, recently found that the anterior cingulated begins to anticipate another repetition after stimulus occurs only twice in a row. There seems to be neural truth in the old saying “three’s a trend” – at least in the learner’s brain. In effect as soon as the math solution is repeated twice the brain begins to kick into “ah ha! I’ve got it” – on the third repetition.

Leading faculty is moving to repeat solutions to key problem areas in fresh pattern driven dynamics to resolve the brains natural propensity to gain the solution. Super Teaching automatically repeats the problem repeating classroom information up to nine times via software upon its three screens, enriching the brain chemistry for deeper storage, memory, and play back (performance measurement) in every classroom regardless of faculty teaching art standards. A more uniform learner field of performance materializes as the “brain’s favorite way to learn” employing Super Teaching is called into play. Distance learning further repeats solution redundancy with field experts elevating pattern recognition on solution dynamic.

Super Teaching research also led to a dark side of Huettel’s experiments. If repeating patterns are broken (as is so often the case when faculty flit and zip around topic and subject areas without Super Teaching support in the classroom) – entire batches of neurons suddenly flare in the insula, caudate, and putamen – areas of the inner brain – that, like the amygdala, can generate feelings of confusion, fear, and anxiety. BREAKING PATTERN within the learning moment is a critical error of the teaching art to elevate learner memory for the reasons cited. Super Teaching technologies in the classroom significantly reduce or remove this “unwanted pattern breaking” event from occurring at the learner brain chemistry level – where the damage to learner performance (memory) is immediate. The disengaged brain begins to search, in confusion, for the broken paterns– often “mind wandering” a million miles away from the new information flow the faculty is now engaged in delivering. Super Teaching repairs this frequent now brain recognized chemical trigger to mind wandering in the classroom – via automated whole brain learning resets the technology stimulates without faculty interface.

Perhaps more importantly, and equally harmful to the learning process, Dr. Huettel discovered that the longer a pattern has been previously repeated (faculty style is learner anticipated) – the more violently the learner brain responds when the pattern is broken. This condition represents another significant classroom condition unattended to where Super Teaching is “not present” in support of live faculty. Entire classes of “learners” may become “down” disappointed or depressed over a single faculty member due more to pattern issues than content quality issues. Super Teaching regulates the pattern without faculty attention such that learner brainstorm and pattern break chemistry is defeated. Mind wandering is largely removed from the classroom when Super Teaching is in support of live faculty.


Why do you think they call it dopamine? Wolfram Schultz, a neurophysiologist from the University of Cambridge, England, is beyond fastidious. Dr. Schultz turns his teacups upside –down on a towel even when he is not using them. All of them. Lest they get dusty. Schultz has the correct temperament for someone who explores the microstructure of the brain. Dr. Schultz monitors the electrochemical activity of one neuron at a time inside each tested learners brain.

Schultz specializes in the study of dopamine – the substance that gives the brain a natural high. Dopamine is what makes you feel good when your test scores are great and what makes you begin to feel bad when your test scores are not.

Schultz has found the learner brain loves long shots. The more likely the reward for test scores becomes, the more challenging to the learner, the more the brain keeps coming back for more. That release of dopamine after a solid pop quiz performance is what makes learners anticipate more study is not such a bad idea. Without the dopamine rush, humans may lack the incentive to learn and take risks from nano sciences to space. Dopamine stimulates struggle (study) to obtain the reward – good test scores and the dopamine that always follows the feeling of learner achievement and well being.

Even if you have not experienced dramatic test score gains, your wired to want them and the boy next door who got them moves your dopamine to fire. Another Schultz discovery returns to Pavlov’s dog experiments. Schultz discovered that once a learner’s gain becomes “associated” with a particular cue (test performance grades are solid) our brain releases the dopamine on that cue prior to the end event taking place. Learners become reinforced in “no learner left behind” environments – and dis-enfranchised in all learners left behind environments by brain chemistry and cue dynamics. Super Teaching releases more dopamine and as a cue conditions learners to anticipate pleasant rewarding responses from the technology assistance. Faculty reports the brain chemistry as elevated performance meeting Federal Standards.

Finally, Schultz proved that the anticipation of cue enhancement is so strong that if the cue is not realized (the next classroom does not have Super Teaching) a substantial depressive effect sets in. Students crave the more satisfying result of Super Teaching enhancements (cues) and describe increasingly unassisted classrooms as torture. The torture of course is actually “felt” inside the mind and we now understand is chemically induced. This torture is widely present in the classrooms of today at no fault of the faculty. Super Teaching holds cue expectancy as learners become conditioned to the faster pattern (pace) and reward anticipation of ST classrooms that hold this “value” inside the mind. Learners favorably anticipate learning inside ST classrooms and chemically reward themselves.

As self talk patterns inside the mind have risen in media enriched countries to more than nine times the faculty lecture speed holding focus and attention on content is virtually impossible without multimedia stimulation – hence the lack of chemical reward and the anticipation “learning is torture”. Super Teaching automates the process and matches expectancy from fast minded super learner brains to a faster pace or pattern fostering mental cue’s that induce accelerated learning. Faculty view Super Teaching as a non-intrusive tool that is easy to use and requires zero retraining to employ. Learners elevate attention and whole brain involvement when Super Teaching is present in the classroom.

Administrators discover even one Super Teaching installation in a school rotates large numbers of students through the system daily creating cue expectancy sufficient to hold elevated performance in all classrooms. Learners hold the brain chemistry reward of day-to-day experience in Super Teaching even in non-St outfitted classrooms – anticipating a return to ST in the near future. All classrooms benefit from even one ST installation into an individual school due to learner brain chemistry cue retention.

The wrenching swing in brain chemistry from euphoria by success cues to depression from brain learner patterns that are broken (if unresolved) can take place in less than two seconds. For this reason introduction of Super Teaching is useful to classroom planners who seek to remove defeating learner brain chemistry from their learning environments.


The first faculty supposition, to be in maximum control, must fall to realization that variable learners with widely variable brain chemistry at the start and throughout the duration of the learning cycle, make the notion of control in the classroom an oxymoron. Dr. Damasio of Iowa suggests to faculty “realizing how much we are NOT in control is both simple and profound”. Damasio suggests, “since it is impossible to change how your brain chemistry functions – we all must take into better account the total strengths and weaknesses we have now become aware of”. Dr. Lee Pulos of British Columbia suggests future classroom design might substantially benefit from inclusion of Super Teaching as a whole brain faculty supportive technology configuration.

BJ Dohrmann, inventor of Super Teaching, suggests that – “whenever possible faculty need to make the most of brain strengths and limitations via the development and use of smart automated irreversible brain chemistry learning enhancement technologies – tailor made for neutralizing the learner’s worst brain liabilities while optimizing the brains greatest assets.”

Because the amygdala is the almost irresistible brain force place images in the classroom (Super Teaching uses soothing safe anti panic nature images called wall paper) to trigger stronger versus weaker chemical storage of learner data – using emotion made possible by technology automation – a new brain science advancing from Super Teaching theory.

Limiting unrealistic brain learner expectation is now a chemistry classroom designers understand. Super Teaching is a favorable brain chemistry solution testing shows benefits all learner grade levels and propensities. Future classroom technology designs, will work to better establish reward measurement standards that define no learner left behind cues. Reduce antisocial computer lab learning and increase highly social environmental learning is one consequence from employing Super Teaching technology in the classroom.. As the thinking revolution between competitive and cooperative systems unfolds in education, planners are reorganizing environments that celebrate what is different about the learner student body versus punishing it. Adopt a cooperative versus competitive culture that is safe and brain chemistry reward enhanced – from the technology configuration design forward.

Use involving teacher, teacher library, and parental, student cue and learning reward definitions to keep the ST Pattern at work after school. The learned cue reward system, held fully accountable through such on going processes as – develops deeper anticipation for success to the ST classroom pacing. Brain chemistry kicks in to far more broadly reproduce desired performance for all learners with Super Teaching inside the classroom.

Encourage learners to chase improvement to their own cooperative versus competitive standards – moving their own performance up against their last performance – present realistic versus unrealistic rewards to each individual learner. Super Teaching class wide pop quiz and wireless interaction assists the entire learner community to encourage and help one another to elevate results in the classroom, as a class, as a society, a cue definition impossible to reproduce in cubical anti-social learning environments. Anti social learner configurations for technology dumb down social cues and reward antisocial behavior. Antisocial learner configurations perpetuate the failed math model that organizing human activity (including learning) is best defined by competitive process versus the proven and perfected math model that organizing human activity (including learning) whether it be a family, community, state or nation, is best defined by cooperate enterprise organization structure. Education is rapidly moving toward cooperative learning and away from competitive learning.

Performance gains impossible in competitive modeling of human enterprise organization (educational institutions) become obvious in re-organized cooperative enterprise organizations – cooperative educational institutions. Super Teaching is a highly social cooperative learning modality – a break through in matching brain chemistry to classroom learning – employing automated low cost virtual hardware software systems to underwrite desired performance gains for all learners.

The learner brain perceives anything that repeats itself two or more times as a trend. Super Teaching schools establish learner patterns of meeting Federal performance standards as a new norm.

The pro-frontal cortex is responsible for evaluating the consequence of learner/faculty actions. By taking new action (Super Teaching classes) and receiving superior results – learners adopt a normalized learner support system for many learning disorders.

Caledonia Elementary School in Michigan State, reports that Super Teaching normalizes learning for up to eleven previously labeled special education disorders in their system. Dr. William Skilling, Superintendent of Public Schools in Michigan has stated “ in my opinion Super Teaching represents the most important Federally Approved accelerated learning break through for classroom technology in over 100 years”.

Learners in Super Teaching classrooms evaluate how they “felt” as well as “how they did” related to their learning. Super Teaching speeds up classroom learning without altering yesterday’s lesson plan for faculty. The result is a far more exciting classroom environment for both learner and faculty. Brain cue chemistry restates the “good feeling” and reinforces anticipation, expectancy and desire to learn inside an ST outfitted classroom that is seldom matched in other formats of classroom design.

As more and more schools acquire ST Technology, the buzz grows in the learner community. The brain cannot learn the ST PATTERN, which is carefully designed by employing three screens and variable information delivery upon the screens, into a pre, tested and engineered algorithm. As the brain is hard wired to predict the pattern and the ST Software controlled delivery to the three screens always leads the brain chemistry – attention is elevated, riveted and emotionally connected to the faculty subject matter during the entire learning period. Super Teaching creates powerful chemical storage for faculty information in both left and right brain hemispheres impossible to duplicate without the technology support of ST.

Attempting to duplicate the ST Pattern on three screens without the automated software control system would be like flying a star ship without a computer. Performance gains made possible by ST have not been reproduced outside an ST equipped facility.

Dr. Lee Pulos, Professor Emeritus of Clinical Psychology for the University of British Columbia, reported, “the challenging potentials of Super Teaching represent a true break through in multimedia matched to brain wave function technology. Super Teaching’s magic is a combination of employing the full learner sensate while employing very extensively developed software automation to sequence ST PATTERN SHIFT such that brain engagement is involuntary and continuous. I first recognized the ST learner elevated attention patterns instructing in ST classrooms in the early 1990′s. Later interactive studies convinced me the ST Pattern was the “break through” faculty had been searching for. ST is the correct configuration of technology to facilitate the brain’s favorite way to record information when live faculty are involved.” (New York Times best selling author Dr. Lee Pulos papers on ST learning can be found on this website).

BJ Dohrmann, ST patent holder, reports that the software underwriting ST is a faculty created versus “geek” perfected technology interface. ST classrooms interact seamlessly with any other software or plug and play I/O device to create highly social classroom learning for any faculty elective modality. Dohrmann restates “unless the eye ear emotional kinesthetic human ‘sensate’ (input output system of the senses) evolves into some new or alternative system we humans employ to learn, along with new evolutions and changes to existing hard brain wiring – Super Teaching will remain for the foreseeable future the primary technology investment for classroom learning – where enhanced performance for all learners is the priority mission. Super Teaching represents a pure break through in whole brain learning – accelerated human learning – and elevated performance from any assignment of existing classroom learning whether government, private or public in nature.”

The Congress of the United States (see McDermott, Will and Emery letter on has appropriated substantial new funding resources for NEW MULTIMEDIA TECHNOLOGY in the classroom. Super Teaching qualifies for this and for other Federal Title I state allocation. Discretionary and bond funding (pre existing) can be allocated to outfit Super Teaching into District Classrooms. Allow five weeks for typical installation.

Administrators will find Super Teaching is a legacy project for their service time on duty. Virtually no other action is likely to be remembered a decade into the future. The entire community will remember and applaud the administration teams that bring Super Teaching into their districts for the reasons set forth on this website.

BJ Dohrmann
Patent Holder – Super Teaching
Author – Super Achiever Mindsets and Perfection Can BE Had