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Student Learning That Works: How Brain Science Informs a Student Learning Model

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Bibliographic Details
Title: Student Learning That Works: How Brain Science Informs a Student Learning Model
Language: English
Authors: Goodwin, Bryan, McREL International
Source: McREL International. 2018.
Availability: McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Peer Reviewed: N
Page Count: 16
Publication Date: 2018
Intended Audience: Teachers
Document Type: Reports - Descriptive
Descriptors: Brain, Memory, Learning Processes, Neurosciences, Models, Teaching Methods, Interests, Stimuli, Inquiry, Visual Stimuli, Active Learning, Emotional Response
Abstract: This paper proposes a synthesis of the science of learning into a "model" teachers can follow and apply right away in their classrooms. Recent studies in neuroscience show that that our brains appear to actively and purposefully forget most of what we learn--continually clearing out old and unneeded memories to allow us to focus on more important information. This means that teachers are locked in a constant battle with their students' brains, which by design are programmed to ignore or forget most of what is in their environment, including what teachers attempt to present to them in their classrooms. The memory trek is made of many steps, but there are three major phases to the journey: (1) In order to learn anything, first it must be noticed with our "sensory register," creating a super short-term memory of mere seconds. Stimuli that make it through our filters enter our "immediate memory," where data is held for about 30 seconds; (2) If we consciously focus on what is in our immediate memory, information moves into our "working memory," where it can be held anywhere from 5-20 minutes; and (3) Through further repetition, rehearsal, contextualization, or application, the information completes the final stage and moves into "long-term memory." This report offers the following simple, six-phase model for student learning: (1) Become interested; (2) Commit to learning; (3) Focus on new knowledge; (4) Make sense of learning; (5) Practice and rehearse; and (6) Extend and apply. A toolkit for bringing these six phases into life in the classroom is also included.
Abstractor: ERIC
Number of References: 14
Entry Date: 2018
Accession Number: ED587406
Database: ERIC
Description
Abstract:This paper proposes a synthesis of the science of learning into a "model" teachers can follow and apply right away in their classrooms. Recent studies in neuroscience show that that our brains appear to actively and purposefully forget most of what we learn--continually clearing out old and unneeded memories to allow us to focus on more important information. This means that teachers are locked in a constant battle with their students' brains, which by design are programmed to ignore or forget most of what is in their environment, including what teachers attempt to present to them in their classrooms. The memory trek is made of many steps, but there are three major phases to the journey: (1) In order to learn anything, first it must be noticed with our "sensory register," creating a super short-term memory of mere seconds. Stimuli that make it through our filters enter our "immediate memory," where data is held for about 30 seconds; (2) If we consciously focus on what is in our immediate memory, information moves into our "working memory," where it can be held anywhere from 5-20 minutes; and (3) Through further repetition, rehearsal, contextualization, or application, the information completes the final stage and moves into "long-term memory." This report offers the following simple, six-phase model for student learning: (1) Become interested; (2) Commit to learning; (3) Focus on new knowledge; (4) Make sense of learning; (5) Practice and rehearse; and (6) Extend and apply. A toolkit for bringing these six phases into life in the classroom is also included.