Student Learning That Works: How Brain Science Informs a Student Learning Model
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| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED587406 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED587406 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Student Learning That Works: How Brain Science Informs a Student Learning Model – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Goodwin%2C+Bryan%22">Goodwin, Bryan</searchLink><br /><searchLink fieldCode="AR" term="%22McREL+International%22">McREL International</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22McREL+International%22"><i>McREL International</i></searchLink>. 2018. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2018 – Name: Audience Label: Intended Audience Group: Audnce Data: Teachers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Brain%22">Brain</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Neurosciences%22">Neurosciences</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Interests%22">Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Stimuli%22">Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: Ref Label: Number of References Group: RefInfo Data: 14 – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: AN Label: Accession Number Group: ID Data: ED587406 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED587406 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 Subjects: – SubjectFull: Brain Type: general – SubjectFull: Memory Type: general – SubjectFull: Learning Processes Type: general – SubjectFull: Neurosciences Type: general – SubjectFull: Models Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Interests Type: general – SubjectFull: Stimuli Type: general – SubjectFull: Inquiry Type: general – SubjectFull: Visual Stimuli Type: general – SubjectFull: Active Learning Type: general – SubjectFull: Emotional Response Type: general Titles: – TitleFull: Student Learning That Works: How Brain Science Informs a Student Learning Model Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McREL International – PersonEntity: Name: NameFull: Goodwin, Bryan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2018 Titles: – TitleFull: McREL International Type: main |
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