October 27, 2008

What?

Today we talked about Learning and Cognitive Processes. We talked about the lobes of the brain and what each lobe controls. We then talked about memory and how information is processed into long-term memory. The information first goes into the sensory register, then if the student is paying attention the information goes to working (short-term) memory. If the student isn't paying attention then the information is lost. After going to working memory the information can be lost or through in depth processing the information goes into long-term memory. we talked about storage, encoding, and retrieval. Through cognitive processes students relate and organize information. The students can choose what they want to learn. The meaning of information is constructed by the learner, through prior knowledge, and maturation of the brain. We also talked about RAD or Reticular activating system, Amygdala, Dopamine; lessons plans. Through RAD lessons the students are able to pay attention, focus on important details, and focus on meaning not memorization. We also talked about factors affecting retrieval and why students sometimes forget information. We also talked about the importance of wait time when asking and answering questions.

So What?
This information will help me as I teach my students. With this information I hope to be more aware of how information is processed by my students and help them to pay attention so the information makes it way into Long-term memory. By learning about encoding I will be able to use rehearsal, meaningful learning, organization, Elaboration and Visual Imagery as I teach my students to help them retain the information I teach. I also now understand how sometimes information can be lost or constructed wrongly, by my students. I also know it is important to wait when asking and answering questions. This gives everyone an opportunity to process the information and an opportunity to those students who don't usually talk enough time to answer.
Now What?
This information was very useful during field, especially using wait time. I was amazed at how many students responded when they were given enough time to process the information. By understanding the cognitive processes of my students I can accurately teach to them. I can provide information that is interesting and useful to my students, in a way they can remember it.