It
is interesting as we attempt to understand our memory; how our short term or
working memory works differently than long-term memory. Now that my brain is
fried, I found a wonderful link that brings learning theories to a concise and
understandable level.
The Twelve Principles of
Brain-Based Learning is an article written by “The Talking Page”, a
Literacy Organization that focuses on early childhood literacy.
The twelve
principles provide the reader how one’s brain adsorbs information, and
especially with children. The writer highlights the importance of a stable and
familiar environment for the learner; a positive occurrence enriches the
learning experience (Principle Three).
Principle
four and five focus on patterning, and how the brain desires meaning and how
one’s emotions affect patterning. Ormrod, Schunk, & Gredler (2009) describe
pattern recognition as “assigning meaning to a stimulus input” or “matching an
input to known information” (p. 50). The importance is to present information
that “allows the brain to
extract patterns” and encourage a passion to learn—emotion.
Jumping
to principle seven, attention and peripheral perception, the focus is on the
importance on what the child learns in the classroom must apply outside or the
information falls away. Principle nine gets a little deeper with the types of
memory—the spatial memory that needs no rehearsal and the locale memory that is
motivated by newness. Principle eleven
brings a valid point that learning occurs when challenged, and yet can be hindered
with grading with no feedback.
The
article ends with principle twelve that each instructor/educator needs to
understand. Each brain is unique. No two brains operate the same and lesson
plans require the flexibility to work with each one.
As
I was brainstorming to complete this blog entry, I decided to provide some
insight into brainstorming and its effectiveness in the classroom.
Brainstorming
is a problem-solving strategy used in seeking solutions. Brainstorming requires
participation without criticism, and leads to development of multiple ideas
that enhance each other (Ormrod, Schunk, & Gredler, 2009, p. 119).
1. Defer Judgment—this can squelch the
fluidity of ideas
2. Everyone Participates—everyone’s ideas
counts
3. High Energy—alert and active
4. Faster is Better—minimizes filtering
of ideas
5. Quantity verses Quality—more ideas the
better
6. Encouraging Wild Ideas—think outside
the box
7. Build Each Other’s Ideas—modify and
improve
8. Keep on Track—stay focused
9. Short Discussions—this is not the time
to have lengthy discussions
10. Capture Everything—getting everything
written down for reviewing later
11. Organize and Filter AFTER the
Brainstorm—minimizes distractions
Personal
experience with using brainstorming, in conjunction with a case study, in an
adult classroom proved interesting as it has the tendencies of sounding
chaotic, and you wonder if any learning occurs. Adult students saw the benefit
of hearing everyone’s input, recognizing that one person did not have all the
answers, and brought out ideas not thought of before.
Ormrod, J., Schunk, D., & Gredler, M.
(2009). Learning theories and instruction (Laureate custom edition). New
York: Pearson.
Great information, as always Marnie!
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