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Part 3 Brain

Here are some suggestions for promoting long term recall through teaching, assessments, and assignments: 1. Teach in a way that encourages deep processing like relating new ideas to prior knowledge, self-explaining concepts, and applying knowledge in meaningful ways. Provide opportunities for retrieval practice through activities like self-testing. 2. Assessments should require application of knowledge in novel contexts and retrieval of information over increasing time delays. Examples include projects, papers, portfolios that demonstrate mastery over time. 3. Assignments that ask students to organize and re-represent knowledge in their own words, like concept maps, diagrams, summaries, or teaching others will promote long term retention more than re-reading or practice tests. Spacing

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Terry Doyle
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71 views30 pages

Part 3 Brain

Here are some suggestions for promoting long term recall through teaching, assessments, and assignments: 1. Teach in a way that encourages deep processing like relating new ideas to prior knowledge, self-explaining concepts, and applying knowledge in meaningful ways. Provide opportunities for retrieval practice through activities like self-testing. 2. Assessments should require application of knowledge in novel contexts and retrieval of information over increasing time delays. Examples include projects, papers, portfolios that demonstrate mastery over time. 3. Assignments that ask students to organize and re-represent knowledge in their own words, like concept maps, diagrams, summaries, or teaching others will promote long term retention more than re-reading or practice tests. Spacing

Uploaded by

Terry Doyle
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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The Brain is Social

• Group work has


tremendous
potential to aid
understanding
and learning—if
the groups
understand their
roles and what
they are trying to
accomplish
Brains are Wired Differently
 3. All brains
are wired
differently
•

 Our
experiences
make us
different
Attention and Learning
 4. The
brain can
only pay
attention to
one thing at
a time

•
Lapses in Students’
Attention
• One explanation for
the lapses in
students' attention
is that the
"information
transfer" model of
the traditional
lecture does not
match what current
cognitive science
research tells us of
how humans learn.

•
•
Lapses in Students’
Attention

• Research tells us the


brain handles
information by
reducing it into
meaningful chunks that
we call categories.

•
• Learning consists of
fitting this reduced
information into
already existing
categories or,
sometimes, of forming
new ones.
•
Multitasking Slows Learning
• It is not
possible to
multitask
when it
comes to
activities that
require the
brain’s
attention
Multitasking
• Studies with
college students
and adults show
if the challenge
demands a lot of
attention, mental
performance is
particularly poor.
• (David Walsh of the National Institute
on Media and the Family)

•
Multi-tasking
• Multi-tasking violates everything we know about
how memory works

• There is objective scientific evidence that multi-


tasking impairs learning.
•
• The imaging data indicated that the memory
task and the distraction stimuli engage
different parts of the brain and that these
regions probably compete with each other.
•
• (Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of
competing memory systems by distraction. Proc. Nat. Acad. Sci. 103: 11778-
11783.)
Multitasking
• Our brain works hard
to fool us into
thinking it can do
more than one thing
at a time. It can’t.

•
• When trying to do two
things at once, the
brain temporarily
shuts down one task
while trying to do
the other.
Multitasking
• It is highly likely,
though not yet
studied, that the
delays and
confusion
magnify with
increases in the
number of
different things
one tries to do
simultaneously.
Memory
 5 +6.
 Memory
•
 Repetition
and
elaboration are
necessary for
memory
formation and
recall
Sleep and Memory
• . "Periods of slow-wave sleep are
very long and produce a recall
and probably amplification of
memory traces. Ensuing
episodes of REM sleep, which
are very short, trigger the
expression of genes to store
what was processed during
slow-wave sleep."
• Sidarta Ribeiro, Duke University, 2004
Sleep and Memory
• The MRI scans are showing us that
brain regions shift dramatically during
sleep,“
•
• "When you're asleep, it seems as
though you are shifting memory to
more efficient storage regions within
the brain. Consequently, when you
awaken, memory tasks can be
performed both more quickly and
accurately and with less stress and
anxiety."
•
Sleep and Memory
• This means
•
• Less sleep
•
• Less time for memory formation
•
• Bad for learning
192.107.108.56/.../m/murray_k/final/img004.jpg

Cramming

192.107.108.56/.../m/murray_k/final/img004.jpg
Memories are Reconstructed
• The more senses
used in
learning
 ( seeing,
hearing, touch,
taste and smell)
the more
pathways are
available for
reconstruction
 (recall)
Deep Practice is the Key to
Recall
• Step One. Accuracy
•
• Step Two: Reflection
•
• Step Three: Review
•
• Step Four: Mapping
•
• Step Five: Recoding
Accuracy
Forgetting
 Review helps to limit the 3 “Sins” of
Memory that commonly occur
among students.
1.Blocking – information stored but
can’t be accessed (Schacter, 2001)
2.

3.Misattribution – attributing a memory


to the wrong situation or source
(Zola, 2002)
4.

5.Transience – memory lost over time –


forgetting curve (Schacter, 2001)
•
~90%
retention
with 4 .
reviews

Review ~25%
retention
with no.
reviews
Keys to Review

 Daily is
Best
Concept Mapping and
Review
• A concept map simply represents

visually (easiest thing for the brain to


learn, Zull, 2002)the important concepts and
ideas being studied and how they relate to one
another.  
 

www.universityhighschool.org/webquest/Element...
Procrastination
• Procrastinators
might be stress
junkies
•
• The stress of
waiting until the
last minute
causes the brain
to produce
norepinephrine
which arouses
attention and
dopamine which
sharpens and
focuses attention
Emotions and Memory
• Research shows
learners recall
information that
is emotional
more easily than
information that
is factual or
neutral in nature.
(Zull, 2002)
•
•
• Which of the following
slides would be easier to
recall after two weeks?
Slide One

upload.wikimedia.org/wikipedia/commons/thumb/...
Slide Two
•
•
•

www.operationsudan.org/images/darfur_child_st...
Emotion and Memory

• Emotional arousal organizes and


coordinates brain activity (Bloom,
Beal & Kupfer 2003)

• When the amygdala detects


emotions, it essentially boosts
activity in the areas of the
brain that form memories (S. Hamann
& Emony, UN.)
Questions
• 1. How can we teach to promote long
term recall?
•
• 2. What kinds of assessments would
promote long term recall?
•
• 3. What kinds of assignments would
promote long term recall?

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