Module 2 - Memory
Our module two readings explored the topics of: learner differences and learner needs; language development, language diversity, and immigrant education; culture and diversity; and cognitive views of learning. Some of the key concepts I found in these readings were those of working memory(p.309), cognitive load (p.311), and knowledge (p.330).
Let’s start with working memory. Working memory is the information that you are focusing on at any given moment. It is the intersection of temporarily stored information and long term memory where we perform cognitive tasks or understand a lecture. There are many different factors that play into your working memory. The central executive is the part of working memory that supervises your attention and allocates mental resources. The phonological loop and visuospatial sketchpad control speech/sound related memory and visual/spatial memory respectively. The episodic buffer brings these two sources together with long term memory under the direction of the central executive to create complex memories. The length of time information is stored in the working memory is 5-20 seconds. Taking all of that information in gives me a newfound respect for how complicated and incredible the brain can be.
A strongly interrelated concept is that of cognitive load. Cognitive load is the amount of mental resources, comprised mostly of working memory, needed to perform a particular task. I think that this is really where we get into the validity of these concepts for teaching. According to Hoy (2019), “human cognitive architecture—especially the limitations of working memory—should be taken into account when designing instruction.” In order to understand what this means we need to break cognitive load down a bit further into intrinsic and extraneous cognitive load. Intrinsic cognitive load is unavoidable. It is the amount of cognitive processing required to figure out the material. This is determined by how many elements are involved, how complicated the elements are, and the teachers expertise in delivering them. In my classroom I plan to incorporate this knowledge by ensuring my lessons fit the students current abilities; focusing on the main ideas; reviewing often; and giving multiple examples. Extraneous cognitive load on the other hand is avoidable or can be managed. I will address this by removing distractions, ensuring my lectures are organized, and engaging the students with each other in activities.
The factors lead into the goal of all educators, imparting knowledge on our students. Knowledge is the outcome of learning. However, it is not just the product of past learning, but the foundation of future learning. Knowledge determines to a great extent what we will pay attention to, perceive, learn, remember, and forget (Hoy, 2019, p. 301). What we know is generally helpful in learning because we build on it through conceptual growth and expansion. Although, there are times it can be misleading because of misconceptions about what we are trying to learn. In these instances we undergo conceptual change rather than conceptual growth. The keys brought up for teachers to increase learning are creating those connections between what is known to what is new and deep processing through elaboration, review, and questioning. I feel like these factors will partially be addressed by issues we have already discussed such as connecting their culture to their work but also in learning this information on how memory works I think I will be better able to formulate effective lessons to ensure the success of my students. (Hoy, 2019)
References:
Hoy, A. W. (2019). Educational psychology. NY, NY: Pearson.
Let’s start with working memory. Working memory is the information that you are focusing on at any given moment. It is the intersection of temporarily stored information and long term memory where we perform cognitive tasks or understand a lecture. There are many different factors that play into your working memory. The central executive is the part of working memory that supervises your attention and allocates mental resources. The phonological loop and visuospatial sketchpad control speech/sound related memory and visual/spatial memory respectively. The episodic buffer brings these two sources together with long term memory under the direction of the central executive to create complex memories. The length of time information is stored in the working memory is 5-20 seconds. Taking all of that information in gives me a newfound respect for how complicated and incredible the brain can be.
A strongly interrelated concept is that of cognitive load. Cognitive load is the amount of mental resources, comprised mostly of working memory, needed to perform a particular task. I think that this is really where we get into the validity of these concepts for teaching. According to Hoy (2019), “human cognitive architecture—especially the limitations of working memory—should be taken into account when designing instruction.” In order to understand what this means we need to break cognitive load down a bit further into intrinsic and extraneous cognitive load. Intrinsic cognitive load is unavoidable. It is the amount of cognitive processing required to figure out the material. This is determined by how many elements are involved, how complicated the elements are, and the teachers expertise in delivering them. In my classroom I plan to incorporate this knowledge by ensuring my lessons fit the students current abilities; focusing on the main ideas; reviewing often; and giving multiple examples. Extraneous cognitive load on the other hand is avoidable or can be managed. I will address this by removing distractions, ensuring my lectures are organized, and engaging the students with each other in activities.
The factors lead into the goal of all educators, imparting knowledge on our students. Knowledge is the outcome of learning. However, it is not just the product of past learning, but the foundation of future learning. Knowledge determines to a great extent what we will pay attention to, perceive, learn, remember, and forget (Hoy, 2019, p. 301). What we know is generally helpful in learning because we build on it through conceptual growth and expansion. Although, there are times it can be misleading because of misconceptions about what we are trying to learn. In these instances we undergo conceptual change rather than conceptual growth. The keys brought up for teachers to increase learning are creating those connections between what is known to what is new and deep processing through elaboration, review, and questioning. I feel like these factors will partially be addressed by issues we have already discussed such as connecting their culture to their work but also in learning this information on how memory works I think I will be better able to formulate effective lessons to ensure the success of my students. (Hoy, 2019)
References:
Hoy, A. W. (2019). Educational psychology. NY, NY: Pearson.
I agree that the mind can be complicated and incredible! It amazes me how small it is but all the jobs it has to do! I feel that there is so much to learn about the brain! Ensuring your lesson plans fit your the students current abilities is always a good habit to have. With having the knowledge that you do about the brain, I think you will do a great job and be mindful of your lessons and your students abilities!
ReplyDeleteThe brain is definitely complex but at the same time is one of the most amazing organs we have. Each part of the brain has a function that allows how to speak, move, process, and store information. You gave a thorough breakdown of how our working memory works! I also appreciate how you touched on the importance of teachers connecting a student's culture to their work. Having knowledge of the process how memory works, I too agree will great impact teachers formulating lesson plans to set their students up for success! Our minds sure do work in mysterious ways!
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