Description:
The reading this week in
EDAT 6115 focused on cognitive theories of learning and how the mind processes
and remembers information. It is vital
that educators understand the theories of cognitive learning, so they utilize appropriate
strategies that promote students success in the classroom. Brain research can have a significant impact
on how teachers address and support their students.
Analysis:
The human mind is very complex. The information-processing theory addresses questions
about how information is absorbed and retained in the brain (Slavin, 2018). Slavin (2018) states that the
information-processing model has three parts: the sensory register, working
memory, and long-term memory. The five
senses bring in different stimuli into the sensory register. The things that
matter to us are not forgotten and passed on to the working memory. We use what we already have in our long-term
memory to evaluate the new stimuli that are brought in. If the stimuli are deemed useful, it is then
moved into long-term memory (Slavin, 2018).
The learner, who controls the learning process, uses executive processing
to decide what they want to put into their long-term memory. It will determine how much effort the learner
will put into thinking and evaluation about the new stimuli before it is formed
into long-lasting memories (Slavin, 2018).
The sensory register receives sizable quantities of
data from the five senses. A great deal
of this information is lost if it does not receive attention from the
learner. If information is ignored, and
appropriate time is not given for it to be brought into consciousness, students
may have trouble learning presented material (Slavin, 2018). Slavin (2018) says that perception, attention,
and gaining attention need to be taken into consideration when thinking about
how our students are registering sensory stimuli.
Working memory consists of the thoughts that are currently
being contemplated. These thoughts are
held for a very small amount of time in the short term or working memory
(Slavin, 2018). Slavin (2018) asserts
that the working memory is always active and is where the mind operates,
organizes, and connects the information to other information. Teachers can utilize the rehearsal strategy
to help maintain information in the working memory. Taking time to rehearse information will
provide students will mental work, which is essential for learning new and
possibly more difficult material (Slavin, 2018).
Long term memory is where we store information for
long periods. We may lose the capability
to locate the information within our memory, but it will never be forgotten
(Slavin, 2018). Slavin (2018) suggests
that there are three parts of long-term memory.
These include episodic, semantic, and procedural. Episodic memory is used to remember personal
experiences; semantic memory is used to remember facts, concepts, or rules, and
procedural memory is used to remember how to do something (Slavin, 2018).
There are other information processing models that
help explain how the brain processes and remembers things. The level-of-processing theory states that only
the highest, thorough level of processing is what is retained in a person’s
memory (Slavin, 2018). Slavin (2018)
states that the dual code theory of memory states that information that is
presented both visually and mentally will be stored in the long-term memory.
There has been a lot of research conducted on the
brain and how it works. The brain is
divided into two sections or hemispheres that serve different purposes. The left hemisphere of the brain is used more
for language, and the right hemisphere is used for more spacial and nonverbal
functions. It has been concluded that although
the two hemispheres of the brain have different jobs, they cohesively work
together and are needed to perform all tasks that are done (Slavin, 2018). Slavin (2018) asserts that the brain begins
developing as early as conception and continues to change throughout a person’s
life. Slavin (2018) continues to say
that there can be lasting impacts on the brain if it is engaged in activities
that strengthen and support its different areas.
Brain research can have effects on education and child
development. It has been found that early
brain stimulation in a child’s life is connected with higher learning and
memory. Research has also found that as
a person gets older and gains knowledge and ability, their brain becomes more
efficient (Slavin, 2018). This information
can affect how students with reading disabilities are taught. It is vital to understand that the way the
brain organizes and makes connections with information is just as important as
how information is added (Slavin, 2018).
Once teachers understand how the brain works, they can
then use this information to apply brain-based research into their
teaching. Slavin (2018) suggests that all
learning is not the same and that some learning may be more difficult. It is also important to remember that the
brain has to be ready to experience things that will affect it. If the brain not ready, nothing will make an
impact. Slavin (2018) continues to state
that learners are affected by all new activities and skill that are acquired. Due to the ongoing research that is being
conducted on the brain, many times, the research can be misunderstood, and neuromyths
can develop. Neuromyths are statements
made about the educational implications of neurosciences that are not true or
not justified (Slavin, 2018). Educators
need to be aware of these myths and make sure they are using strategies and
information that supports current research about how the brain works. Providing students with opportunities to
rehearse newly learned skills, having new material presented in both verbal and
visual ways and allowing students to act out newly acquired concepts are all examples
of these supportive strategies (Slavin, 2018).
Various factors affect how hard information is to
remember. Interference happens when
information gets jumbled up with other information. New information needs to be mentally
rehearsed before any further information is added. Retroactive inhibition occurs when
information that was learned previously is lost because it is blended with similar
new information. Proactive inhibition prevents
new information to be learned because it interferes with the knowledge that was
previously learned (Slavin, 2018). Some
factors can help or facilitate the ability to remember information. Previously learned information that helps
with remembering new information is called proactive facilitation, and retroactive
facilitation is using new information to better understand previously learned
information (Slavin, 2018). It is also
important to note that people tend to remember and learn items that are
presented first and last. It is called
primacy and recency effect. Teachers
need to utilize this information and teach important information first thing
and spend the end of class reviewing and summarize new learning (Slavin, 2018).
The main goal as a teacher is to make presented
information meaningful to our students by connecting it to information that
they already know (Slavin, 2018). Slavin (2018) suggests that rote learning is
sometimes necessary when teaching concepts to students, and perhaps its overuse
has given it such a negative connotation.
Sometimes things are taught that can not be used or applied to our daily
lives. It is called inert knowledge
(Slavin, 2018). It is a problem if you
have the information in your memory but cannot use it. Teachers need to help and support students in
making information accessible and then connecting it to previously learned information
so that students can apply it outside of the classroom walls (Slavin,
2018). Slavin (2018) suggests many
strategies to support students and their learning. Practice tests, note-taking, underlining,
write to learn and concept mapping are among her suggestions.
Teachers can remind students about what they already
know, utilize questions and link new information to prepare students to learn
new things (Slavin, 2108). Slavin (2018)
states that advanced organizers can support students in relating material they
already know to new information they are about to learn. Analogies can support linking new information
to prior knowledge and elaboration can be used to help students comprehend
lessons by connecting information that is already in the students mind (Slavin,
2018).
Reflection:
After reading this chapter, I am feeling very out of
the loop when it comes to current research about the brain and how information
is processed. When I was in school to
get my undergraduate degree, I learned all about how specific tasks use either the
left brain or the right brain. Slavin
(2018) makes it very clear that current research is now saying that both hemispheres
of the brain are used when completing most cognitive tasks. As I work through my master’s degree and read
more current trends and findings in education, I understand that it is imperative
to stay up to date on current research.
This updated research can have positive impacts on classroom instruction.
The concept of short-term working memory is significant
when it comes to the context of my classroom.
Students work hard at organizing and connecting information, and I need
to remember that they need ample time to rehearse previously learned
information in their working memory. They
need practice with remembering the information, so it can then be transferred into
their long-term memory (Slavin, 2018). It is very important for me to keep this
in mind as I am teaching. There are so
many concepts and things that I need to teach my students, I sometimes find myself
going from concept to concept to concept and thinking I am providing time for
rehearsal, but in actuality, I am not giving my students adequate time to rehearse
and apply the new skill. And then I
wonder why no one can answer my questions the next day about what we talked
about the day before! I need to slow down
and allow time for their memory to process the information. I will probably see
a difference in how my students remember important information.
As a teacher, I have personally seen positive results
in the classroom when I present information, both visually and orally. It is just something that I have always made
sure to do for my visually and auditory learners. What I didn’t realize is that there is a
theory about this very concept. Reading
about the dual code theory was exciting and reinforced and supports what I have
always done in my classroom.
The information provided about suggested study
strategies will directly improve my teaching.
The approach that sticks out the most to me is about writing to learn. I now understand the positive effects writing
can have on the retention of information across all curricular areas (Slavin,
2018). I plan on beginning to add more writing
wherever I can so hopefully my students will have the same positive
results. It can even be done in math at
a kindergarten level. Students can read a bar graph and answer the typical questions
about which group has more or less, but now, also, I can try having my students
write a sentence about the information they learned from the graph as
well. I am always willing to add tools
to my teacher toolbox if it means my students will have another opportunity to influence
their achievement positively.
Reference:
Slavin, R. E.
(2018). Educational
Psychology: Theory and practice. NY, NY: Pearson.
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