"Chunking involves breaking up new learning into discrete sections in order to avoid cognitive overload, and to promote schema development ..."
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Education 2.0 & 3.0
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Scoop.it!
In eLearning, one of the most important brain functions to consider is the working memory, one of the more everyday functions of the brain. Via Beth Dichter 
Beth Dichter's curator insight,
July 22, 2014 8:39 PM
Once again SH!FT has created a post that works for eLearning and the face2face classroom. This post explores ways to maximize working memory, the memory that helps us "to perform efficiently and effectively in our daily lives." Sections include: * Working Memory as a Learning Tool * Designing eLearning to Maximize the Working Memory * Manage Capacity * Effective eLearning Activities Each of these sections includes at least one additional resource. Learn more about each area by clicking through to the post. 
Nancy Jones's curator insight,
July 23, 2014 1:58 PM
I am currently reading The Big Disconnect and find this an interesting connection. I have come to the conclusion that with all this technology and information, we really need to learn more about the brain and how it works to use technology and create learning opportunities that will best serve our students. |
Scoop.it!
"Which teaching strategy works best?" This is a question that many educators ask my colleagues at McREL. It's an earnest question, but it's a bit like walking into a gym full of workout equipment and asking a trainer, "So which exercise is best?" The answer, of course, depends on where you are in your fitness regime and what you're trying to accomplish." Via Beth Dichter
Beth Dichter's curator insight,
October 1, 2014 9:42 PM
Are you interested in learning more about how the brain works and how different teaching strategies may be best for specific situations? This post looks at: * Short term memory * Working memory * Long term memory The short version is that short term memory is what initially puts something in our memory, but it requires a hook of some sort. Research tells us that a positive learning environment and activities that bring on positive emotions help. Working memory come next Information that is in short term memory must be moved quickly to working memory (or it tends to go poof!). When thinking of working memory you must also consider cognitive load. Long term memory is the final step, but moving information from short term memory to long term memory takes time and repetition. It is best if the repetition is spaced out over time (so cramming the night before an exam is not the best way to remember information you will also need for a final exam weeks or months later). This is great information not only for students but also for teachers (and families and friends).
Scoop.it!
"Do you really know something if you can’t remember it? I had a conversation with a fellow educator on this subject one semester, and we both came to the conclusion that knowledge relies almost exclusively on a student’s ability to remember what she has learned. Proof of knowledge comes from demonstration of knowledge; if you can’t recall a fact, then for all intents and purposes you never learned it. But where does that leave intelligence?" Via Beth Dichter
Beth Dichter's curator insight,
February 11, 2014 10:35 PM
This post notes that working memory plays a critical role in academic success. There is a detailed section that share the science behind working memory. This section is followed by 10 suggestions on how you could work with your students to increase their working memory. Two of the suggestions are: * Chunking * Interacting images In is likely that we have students in our classes with poor working memory. One of the suggestions is The Automated Working Memory Assessment that they state may be used by a teacher. What would happen if we were able to learn that a struggling students needs to increase their working memory and had tools to assist them to learn how to do this? Would they become more successful? This is a post you may want to share with others in your building. |
