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Memory and learning essay
The importance of memories
The importance of memories
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The Foundation for Learning
Students past interests, experiences, prior knowledge, references and thought processes can effective the way students learn, process information and remember due to prior experiences, how it made them feel and their personal views and attitude towards specific subjects and can alter the way they learn new material and concepts because of this meaningful learning is important. It is a teachers job to have teach students in a way that can relate to their background knowledge and insure that material in on a level the student an process. Material and lessons should be relevant to the student to make it easier to promote learning in the classroom. However, learning cannot occur without having a prior foundation because this gives a basis from which to build.
“The link between past experiences, student interest, and present learning is that we draw upon previous experiences and memories as we learn” (Slavin, 2006). It is the teachers responsibility to consider the past experiences of the student as well as interests in order ot make a lesson more appealing, engaging and interesting. By knowing the students background a teacher can better motivate and engage the student in new information. The students past experiences can help when building new concepts on top of foundational concepts. Students will learn more efficiently and smoothly if they have concepts to build upon instead of introducing unsystematic bits of information that become hard to connect and up confusing the student. Through sensory neurologist conclude that there are two important educational features present. The first is that learners have to pay attention to information presented so that it can be processed, stored and filed a...
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...dge and New Experience. Retrieved June 21, 2010, from Public Institutions for Personal Learning: Establishing a Research Agenda: http://www.exploratorium.edu/IFI/resources/museumeducation/priorknowledge.html
Siemens, G. (2006, November 12). Connectivism: Learning Theory or Past Time of the Self- Amused. Retrieved June 20, 2010, from http://www.elearnspace.org/Articles/connectivism_self-amused.htm
Slavin, R. E. (2006). Educational Psychology: Theory and Practice. Boston: Pearson Education Inc.
Wilson, D., & Wilson, D. (2007). Relevance theory. (Master's thesis, Boston University, Boston, MA, Massachusetts, USA)Retrieved from http://people.bu.edu/bfraser/Relevance Theory Oriented/Sperber & Wilson - RT Revisited.pdf
Wilson, L. (n.d.). Overview of Brain Based Learning . Retrieved June 10, 2010, from http://www.sonoma.edu/users/f/filp/libs_200/brain.pd
the reason why they are learning something, then they will get a greater sense of the
Plutarch deduces, “The mind is not a vessel to be filled, but a fire to be kindled.” A vessel is often cluttered with useless items while a fire kindles and is truly fascinating as it slowly starts to grow. The mind is always being filled with unnecessary information every single day. The student has the opportunity to mold the mind into storing information that is considered useful. In the academic sense, students should be able to use this information and apply it when they are learning. Students should strive to learn for the purpose of expanding the mind. Every single thing taught in school should be applied in life. That is the only way that anyone can become successful.
Teachers help us expand and open our mind by giving us skills throughout students’ early life to help students when they are older. By learning information from teachers, students become better people, in a couple of ways. Besides inquiring knowledge from their teachers, students learn to work with one another, open their mind to other peoples’ thoughts and ideas, respect one another, and learn different techniques for life’s issues.
Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.
I believe that teaching and learning is both a science and an art, which requires the implementation of already determined rules. I see learning as the result of internal forces within the person student. I know that children differ in the way they learn and grow but I also know that all children can learn. Students’ increased understanding of their own experience is a legitimate form of knowledge. I will present my students with opportunities to develop the ability to meet personal knowledge.
Learning styles is one of the ways schools have changed over the past couple of years in regards to diversity. The varieties of learning styles of students have become more aware to educators. There are three main learning styles; visual learning, kinesthetic learning, and auditory learning. Visual learners take up about half of student learners using textbooks, charts, course outlines, and graphs are useful instructional aides (Sadker, p. 47). Kinesthetic learning is also known as tactile learning. These students learn by hands on learning. Planning for student to have movement in class will help these learners. Our last learning style is the less of the three called auditory learning. These students learn best by hearing; they can remember the details of conversations and lectures and many have strong language skills (Sadker, p. 47). By providing a time for these students to recite the lesson themselves can support this form of learning. To be an effective teacher for all the learning style diversities means being able to be flexible and incorporate a variety of teaching techniques.
Children respond to material in the classroom using tacit knowledge. All we learn in some way relies on us connecting it somehow to something we already know. Tacit knowledge requires a synthesis of previous experience into the inner workings of the mind and memory. Certainly, other educational theorists saw the importance of this in the classroom. Some ways children use tacit knowledge is in the different interactions between other children and to adults, crying in the classroom to signify pain, confusion, and anger, etc. John Dewey's Experience and Education speaks specifically to this concept. "Every experience is a moving force." I equate "tacit knowing" to having previous experiences. Regardless of our being conscious of the importance of an event, our mind holds on to that experience and becomes a knowledge that we can utilize in the future.
Lev Vygotsky developed his theory of learning in the 1920’s but it was not until the late 1960’s that his ideas about learning became popular and were used to contribute to “Constructivism” as a method of teaching. (Krause [et al.] 2010 p. p81).
In Eric Jensen’s Brain-Based Learning (2008) several prominent parts divide numerous chapters with the intent to explore educators in understanding key principles in learning. Three parts in the text discuss the physiological effects, sensory contributions, and neuroscientific perspective of the human brain. The final part discusses the brain-compatibility in the classroom. The three concepts in Jensen’s text that I will use in my classroom come from the three parts discussed of the human brain and these are the impact of physical movement on the brain, incorporating all the senses in the classroom, and making meaning for students.
Many people in history, as well as my mentors, have influenced my personal learning philosophy about early childhood learning.
In order to understand and gain knowledge, learning theories stress the importance of creating a relationship between all pieces of information, the learner, and the environment. It is the responsibility of both the teacher and the learner to link the appropriate information together. If students can develop a relationship for the "underlying reasons for ‘how’ and ‘why’ to use specific procedures, they will be able to store this information as part of their knowledge network," and develop links with other pieces of information (Gersten and Baker, 1998, p.24). On the contrary, if learners learn facts of information that are isolated from a meaningful context, their understanding is often incomplete and meaningless. As a result of these linked relationships between individuals and environments, knowledge is the prevailing outcome. In summary, "knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used (Brown, Collins, and Duguid, 1989, p.32).
My teaching career has been spent learning how to provide appropriate support, guidance, patience, & understanding, as well as to enhance academic growth & success, for all students. My purpose as a teacher is to enrich and inspire the lives of young students with moderate/intensive needs by providing access to information instead of functioning as the primary source of information for students to flourish. My teaching methods will be to create an environment ripe with opportunities for discovery and exploration which will allow all students to learn at their own pace, generate questions and construct knowledge, while providing hands-on practice of skills in authentic situations as well as to make learning intriguing and meaningful to all students. Carefully planned and constructed learning environment will also allow the teacher more time to meet the individual needs of each student. Another important factor to a well-prepared learning environment is to facilitate learning, and providing students with balance and consistency (2004). Young students require a balance between various classroom dimensions, including activities guided by the teacher and independent work, quiet work and active work, gross motor and fine motor activities, and open and closed aspects to the curriculum and classroom materials (2004). Consistency is also a required condition for learner success. Schedules (daily and weekly), the enforcement of classroom rules, and student expectations should not be in flux but remain consistent. Without a sense of consistency in the classroom, school life would lack the necessary feeling of safety and reliability young children need to focus, to take risks, and to t...
I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
We ignore the plain fact that students learn at different rates and in different ways” (3). Furthermore, teachers are the main source of knowledge in the classroom. When teaching, teachers determine almost everything that happens within their classroom. Including what information they have students learn, and how they pass on that information. However, over the years, it has been neglected that every student learns differently. Additionally, it needs to be remembered that it is the students who are learning. A school system is needed that can retain all students’ curiosity, individuality, and creativity. For instance, whether it is the amount of homework given, the type of test, the pace of teaching, or the style of notes required, students should not be confined to only one way of
Despite the advantages of having the extent of man’s knowledge at one’s fingertips, technology is not the best learning tool within the classroom. On a university-sponsored TEDTalk, Stephen Tonti said “We have to teach kids to teach themselves. It’s the best things we can do for our kids…. Our society has to embrace cognitive diversity.” There are three major types of learners: auditory, visual, and kinesthetic. If one places the three types of learners in a science lab course, they retain information very differently. Auditory learners thrive when the teacher describes with brilliant imagery wheat happens when muscle fibers contract. Visual learners w...