This week we
explored brain base learning and information processing. Both of the articles
examined provided theories of how the brain works and how instructional design
can help students improve in the classroom. The first article, Learning to
Learn: Understanding the Brain and Learning, written by Dennis Ryan, takes a
look at how the brain process and retains
information. The second journal entry, Examples of Instructional design
for Social Studies According to Meaningful Learning and Information Processing
Theories written by, Cem Babadogan and Fatma Unal examines the use of
instructional design from theory to practice using examples from a social
studies curriculum.
The first article
provides key tips to extending short-term
memory into long-term memory. Ryan examines the use of assessments of learning styles that have been created
throughout the 20th century such as
Myers-Briggs, Blooms Taxonomy, and the theories of Howard Gardner. Ryan
presents eight study tips that will provide students with the tools to retain
information long-term. Those tips are 1.
Exercise-it provides stimulating proteins for the body; 2. See the Big Picture-summarizing
materials can help the student connect the relevance of the material; 3.Set
Goals- Write down information and study when they’re at their best; 4. Stay in
Focused Mode- Remove all distractions if possible; 5. Take Breaks- Reward
yourself to avoid fatigue; 6. Plan,
Monitor and Assess- Ask how what, and why
to gain deeper understanding; 7. Chunk- Break the information down into
sections; and 8. Repeat to Remember-Repetition of new material is recommended.
(Ryan, 2017)
In article two, Ausubel, a theorist and cognitive psychologist believe that
learning occurs through remembering useful learning materials.(Babadogan
and Unal, 2011) The teacher in this study provides the student with different
concepts of human and natural elements; and the teacher provides several
instructional examples such as short films, 3D drawings and photographs, and a
map. As the lesson continues, the students are expected to provide feedback of
what they knew from prior experiences and what they learned from the examples presented. At the end of the activity,
Gagne, the developer of “ Instructional
Design Model,” concludes that memory is
the key component to learning. (Babadogan and Unal, 2011)
These two articles provide some
insight of what I believe how the brain works, through memory and practicing
retention of the information gained. They provided me with examples that I’ve
found myself to have used in the past and
currently use to retain information. As an educator, I strongly believe in
repetition, the more it’s repeated, the
better it’s remembered.
Ryan, D. (2017).
Learning to learn: Understanding the brain and learning. Techniques, (4), 8.
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