Brain Based Learning Information Processing


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Brain Based Learning Information Processing

  1. 1. How the Brain Processes Information
  2. 2. What should educators do with theinformation we are going to learn today? - Reflect on their methodology- Decide if there are new insights that couldaffect their instruction and improve learning
  3. 3. Use your clicker to answer True or False to the questions below.1. Our brain takes in more information from our environment in a single day than a computer does in a year.2. The thalamus is a system for screening all thedata than comes into the brain to determine theimportance to the individual.
  4. 4. Students with different Teachers tend to teachsensory preferences will they way they learn. behave differently during learning.
  5. 5. Use your clicker to answer True or False to the questions below.1. Short term memory has one part; the immediate memory.2. The brain’s main job is to learn new data.3. How a person “feels” about a learning situation determines the amount of attention devoted to it.4. The amount of working memory you have increases as you get older.
  6. 6. Use the clicker to answer True or False to the questions below.1. Learners who can perform a new learning task well are likely to retain it.2. Helping students make connections between subject areas by integrating the curriculum increases meaning and retention.3. Information is most likely to be stored if it makes sense and is easy to understand.
  7. 7. • Learning occurs more easily in environments free from threat and intimidation.- If a student detects a threat, thoughtful processing gives way to emotion or survival reactions.- Teachers can make their classrooms better learning environments by make it more democratic and allowing children to express their opinions in discussions.• Humor has physiological, psychological, sociological, and educational benefits.- It gets students attention, creates a positive climate, increases retention, improves everyone’s mental health, and is an effective discipline tool.
  8. 8. • Motivation increases processing time.- Design lessons that include references to students interests as often as possible.- Hold the students accountable for the new learning.- Provide prompt, specific, and corrective feedback because it will encourage them to continue processing, making corrections, and retaining.• Create meaning in new learning.- Why do I need to know this?- Model, create artificial meaning, and use examples from the students experiences.
  9. 9. • Use closure to enhance sense and meaning.- Use closure time to access quality and accuracy of responses and make necessary to teaching .- During closure, students do most of work by rehearsing or summarizing information.- Closure can be at any time during the lesson.- Closure is an investment that can pay off big time in increased retention.• Testing Long Term Storage.- Give test no sooner than 24 hours after learning.- Test exactly what should have been retained- Surprise learner, provide no preparation time.