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Cognitive load theory proposes that the human brain has limited working memory but unlimited long-term memory. It aims to develop instructional techniques that fit within the constraints of working memory to maximize learning. The theory supports explicit models of instruction where teachers clearly demonstrate skills rather than having students discover information. It posits that knowledge is stored in long-term memory as schemas that organize information and reduce cognitive load by acting as single elements in working memory despite complexity. Developing schemas allows combining of elements into higher-order schemas in a way that bypasses working memory limits and automates information processing.
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a) Much of human learning involves a process of actively constructing--not passively absorbing--knowledge.
b) Knowledge about the brain is helpful, but there are many misconceptions.
c) Human memory is complex, multifaceted information-processing system that is, to a considerable degree, under learners' control.
d) Human memory is fallible. Learners don't remember everything they learn, and sometimes they misremember what they've learned.
e) Effective teachers help students mentally process new information and skills in ways that facilitate long-term memory.
Why may learners may or may not remember what they’ve learned?
What helps people to remember? What prevents people from remembering?
What is context?
Define and give an example retrieval cues:
What is reconstruction?
Define reconstruction error.
Define retrieval failure.
Define decay.
When and how have you experienced reconstruction error?
When and how have you experienced retrieval error?
When how have you experienced memory decay?
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The parts of written or spoken statement that precede or follow specific word or passage usually influencing its meaning or effect.
Retrieval cues clearly help learners recall what they have previously learned. For example, songs and smells.
Somethings people retrieve only certain of something they have previously learned. In such situations they may construct their memory of an event by combining the tidbits they can recall with their general knowledge and assumptions about the world.
Inability to locate information that currently exists in long-term memory.
Gradual weakening of information stored in long-term memory, especially if the information is used infrequently or not at all.
Try to remember spelling by remembering vocabulary and how it is spelled to help me.
When I forget my exam coming up.
When I tried to remember what I learned in math class for 3 years ago.
Summarize what you learned from this section:
I learned that remembering depends on how easily something is recalled depends on how it was initially learned. Remembering depends on the context. Memory is very interesting thing to learn about. I like the idea that when I listen to a song I remember an event or person and that’s very true and happened with all the people.
How can teachers (and students) promote effective cognitive processes (thinking)?
What are important things we should remember about memory?
How can a teacher grab and hold students’ attention?
Why should a teacher grab and hold students’ attention?
What is meant by the limited capacity of working memory ?
Why should a teacher remember students’ have ...
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Agenda
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
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Big Ideas
Enduring Understandings (Mega-Ideas):
a) Much of human learning involves a process of actively constructing--not passively absorbing--knowledge.
b) Knowledge about the brain is helpful, but there are many misconceptions.
c) Human memory is complex, multifaceted information-processing system that is, to a considerable degree, under learners' control.
d) Human memory is fallible. Learners don't remember everything they learn, and sometimes they misremember what they've learned.
e) Effective teachers help students mentally process new information and skills in ways that facilitate long-term memory.
Why may learners may or may not remember what they’ve learned?
What helps people to remember? What prevents people from remembering?
What is context?
Define and give an example retrieval cues:
What is reconstruction?
Define reconstruction error.
Define retrieval failure.
Define decay.
When and how have you experienced reconstruction error?
When and how have you experienced retrieval error?
When how have you experienced memory decay?
1. Long -term memory is not necessarily forever.
How easily something is recalled depends on how it was initially learned. Remembering depends on the context. If they connected it with something else in long term memory.
The parts of written or spoken statement that precede or follow specific word or passage usually influencing its meaning or effect.
Retrieval cues clearly help learners recall what they have previously learned. For example, songs and smells.
Somethings people retrieve only certain of something they have previously learned. In such situations they may construct their memory of an event by combining the tidbits they can recall with their general knowledge and assumptions about the world.
Inability to locate information that currently exists in long-term memory.
Gradual weakening of information stored in long-term memory, especially if the information is used infrequently or not at all.
Try to remember spelling by remembering vocabulary and how it is spelled to help me.
When I forget my exam coming up.
When I tried to remember what I learned in math class for 3 years ago.
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I learned that remembering depends on how easily something is recalled depends on how it was initially learned. Remembering depends on the context. Memory is very interesting thing to learn about. I like the idea that when I listen to a song I remember an event or person and that’s very true and happened with all the people.
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What are important things we should remember about memory?
How can a teacher grab and hold students’ attention?
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Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
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Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
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Priya Shaw - https://www.linkedin.com/in/priya-shaw
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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cognitive load slide.pptx
- 1. COGNITIVE LOAD THEORY PRESENTED BY: KOKETSO MOSEKI
- 2. What is cognitive load theory? • Cognitive load theory is built upon two commonly accepted ideas. • The first is that there is a limit to how much new information the human brain can process at one time. • The second is that there are no known limits to how much-stored information can be processed at one time. The aim of cognitive load research is therefore to develop instructional techniques and recommendations that fit within the characteristics of working memory, in order to maximize learning.
- 3. • Cognitive load theory supports explicit models of instruction, because such models tend to accord with how human brains learn most effectively (Kirschner, Sweller & Clark 2006). • Explicit instruction involves teachers clearly showing students what to do and how to do it, rather than having students discover or construct information for themselves.
- 4. How the human brain learns? • Working memory is the memory system where small amounts of information are stored for a very short duration (Peterson & Peterson 1959)1. Working memory roughly equates with what we are conscious of at any one time. • Long-term memory is the memory system where large amounts of information are stored semi-permanently.
- 5. How the human brain learn: continuation • Cognitive load theory assumes that knowledge is stored in long-term memory in the form of ‘schemas'2 • A schema organizes elements of information according to how they will be used. • According to schema theory, skilled performance is developed through building ever greater numbers of increasingly complex schemas by combining elements of lower level schemas into higher level schemas.
- 6. How the human brain learns: continuation. • Children begin to learn to read by constructing schemas for squiggles on a page – letters. . Children begin to learn to read by constructing schemas for squiggles on a page – letters. • These simple schemas for letters are used to construct higher order schemas when they are combined into words. The schemas for words, in turn, are combined into higher order schemas for phrases and sentences. • This process of ever more complex schema construction eventually allows readers to scan a page filled with squiggles and deduce meaning from it
- 7. How the human brain learns: continuation • Schemas provide a number of important functions that are relevant to learning: • First, they provide a system for organizing and storing knowledge. • Second, and crucially for cognitive load theory, they reduce working memory load. • This is because, although there are a limited number of elements that can be held in working memory at one time, a schema constitutes only a single element in working memory. In this way, a high-level schema – with potentially infinite informational complexity – can effectively bypass the limits of working memory
- 8. • If working memory is overloaded, there is a greater risk that the content being taught will not be understood by the learner, will be misinterpreted or confused, will not be effectively encoded in long-term memory, and that learning will be slowed down (Martin 2016, p. 8). • The automation of schemas reduces the burden on working memory because when information can be accessed automatically, the working memory is freed up to process new information.
- 9. •THE END • Email address:kmoseki36@gmail.com
- 10. Reference • NSW Department of Education. 2017. Centre for Education Statistics and Evaluation. Cognitive load theory: Research that teachers really need to understand.