Utilizing Learning Styles and Cognitive Research in the

Urban Classroom

Session II

How the Brain Learns

How the Brain Learns

Short –Term MemoryImmediate- (Clipboard) Sensory data that are not lost move from the Thalamus to the sensory processing areas of the cortex and through two temporary memories.

Holds data for about 30 seconds.Operates subconsciously or consciously.Threats and emotions

Emotional data take priorityFight or Flight reaction

(Page 42)

Short –Term MemoryWorking Memory- (work table) is the second temporary memory.

Processes data consciously.Most work processed in the frontal lobesHas limited capacityAverage time span for processing 10-20 minutes before fatigue or boredom sets in.

(Pages 44-45)

Long Term Memory(File cabinets)Information is most likely to get stored if it has meaning and sense.

Does this have meaning?Does this make sense?

Brain scans have shown that when new learning is readily comprehensible (sense) and can be connected to past experiences (meaning) there is substantially more cerebral activity followed by improved retention. (page 48)

Memory PathwaysSemantic Memory- (Declarative- words)

Works by association- most used Rhymes, mnemonics, similar content

Procedural Memory- How to do something motor)

Works by body-kinesthetic Manipulatives, role playing

Episodic Memory- (Loci-spatial)Works by space,(location), time and circumstance

Where were you when?(pages 82-84)

Cognitive Belief SystemThe total construct of how we see the world is called the Cognitive Belief System.

Self Concept- shaped by past experiencesAttach emotional reactions to cognitive events.

Self concept shut-down characterized by folding arms, losing themselves in other work, causing distractions.(Pages 51-54)

Rehearsal and RetentionSense and meaning can occur if the learner has time to process and reprocess it (rehearsal).

Rote Rehearsal- exact recall- sequenceMultiplication, steps in a procedure

Elaborate Rehearsal-associating new learning with past. (Coaching Principle)

Make up a story, use in real world, study groups, mind maps, learn contextually.(pages 84-87)

Primacy- RecencyIn a learning episode we tend to remember

That which comes first-fit into the working memory’s functional capacity-retained in Semantic Memory

Prime Time -1

That which comes last-Prime Time –2(pages 88-101)

Primacy- Recency

TransferTransfer- “So What” of learning. Provides connections.Past (prior knowledge) impacts the present.Provoked by environment (Hook- engagement)

Positive Transfer- Past helps with new learning.Negative Transfer- Past interferes with new learning.

Transfer:Stress and the Learning Process

TransferSimilarity- We store information by similarity

Difference- We retrieve information by differences.

(pages 142-143)

Transfer

ReviewHow are the senses important to learning?What is the significance of the “Clip board” in Sousa’s Model?What is the significance of the “Working table” in Sousa’s Model?What two key concepts impact the storage of information into long term memory?What are Memory Pathways?Explain the significance of the Cognitive Belief System?