Week 12. How the Brain Processes Information
Hi Gruop1 !!
These are comprehension questions about 'how the brain processes information'.
Please find all answers from text book.
1) As we are teachers, what type of students could be effected by time limits?
Which factor is significant in time limits for processing new information?
2) Why meaning is more important and how can teachers use it for students?
3) Please define what cognitive belief system is.
DQ:
After reading this chapter, what is your opinions about teachers's responsibility(or role)
to help students to be interested in learning English or have motivation?
1) Time limits are more likely to apply to students who do not find motivating in their lessons. Time limits shows differently according to the people are fully motivated or not, and Peter Russell shows time limits are age dependent as well as much shorter than the earlier work by Hermann Ebbinghaus.,
ReplyDelete2) In the case of that students think the information is meaningful, it is likely to be stored in the long-term storage. Although the information makes sense and students totally understand that, it hardly might be stored as long-term memory without any connection to their past experiences.
3) The cognitive belief system is how we see the world around us and how it works. The thoughts and understandings that arise from the long-term storage data are greater than the sum of the individual items, the number of possible combinations grows exponentially. Therefore, there is not same cognitive belief system among people.
DQ: I think this might be the same question of No.3 below associated with application.
As an applier:
1) How does this information help an English teacher?
The information of processing model helps an English teacher understand how and why learning occurs and contribute to developing a learning taxonomy that an English teacher could use for promoting higher-order thinking skills. Further, this information helps an English teacher could plan lessons that students are more likely to understand and remember by providing how the brain seems to process information and showing the inescapable impact that experiences and self-concept have on future learning.
2) Can this information be applied to real classrooms?
This information could be applied to real classrooms if only teachers plan lessons elaborately with considering these. The first is to care students’ emotion that indicates make students’ feel physically safe and emotionally secure and the most important thing is to higher students’ self-concepts. The second is to use MIC techniques especially auditory and visual rehearsal. The third is to know students’ appropriate capacity limit in a lesson. The fourth is to encourage students to understand and to get the meaning in lessons. The last is to plan lessons containing connections to students’ past experiences because integrating the curriculum increases meaning and retention, especially when students recognize a future use for the new learning.
3) If so, what are some examples of how this information can be applied in the classroom?
English teachers could recognize students what kind of secure system the school has and how safe this district, as well as let students know that teachers are ready for responding and helping students anytime they want. In preparing lessons, considering MI in presentation especially auditory and visual namely using pictures, realia, mp3 source, kinesthetic activities with limitation of under 4~5 objectives and appropriate time limit. Adding that, teachers should keep in mind that the lessons should make sense as well as have meaning inside in order to it teachers try curriculum to contain connections to students’ previous experiences and to integrate other curriculum.
1) I think students who has high anxiety can be vulnerable for the time limits.
ReplyDeleteStudents might be afraid of not to finish their work if we give the time limit.
Time limit makes SS feel anxiety more compared to when we give time as much as they want to.
2) Meaning is quite important because it supports SS to remember what they learned. It helps something they had learned to be stored into the long-term memory.
3) Cognitive belief systems shows that how the brain deals with the information from the environment. Information from the senses passes through the sensory register to immediate memory and then on to working memory for conscious processing.
DQ: the role of a teacher helps Ss to attach sense and meaning to the learning. It is
likely to be stored without meaning and sense. So, teachers should give authentic contexts not to feel it is meaningless. So, we create objectives which are related with their interest, however, we try not to give too many objectives because their working memory cannot support them at the same time. Also, teachers can make use of their prior experience for activating their background knowledge.
AS a summarizer,
ReplyDeleteWorking memory is a temporary memory where conscious and intentional rather than subconscious and unintentional. It handle the limited amount of information and this information comes from the sensory/immediate memories or be retrieved from long-term memory. Working memory can handle only a few items at once. It depends on the range of age. Thus, when teachers give information, the information is most likely to get stored if it makes sense and has meaning, If either sense or meaning is present, the probability of storage increases significantly. If both sense and meaning are present, the likelihood of long-term storage is very high.