flynn078

The topic of this week is about memory and attention and what we can do as teachers to help our students to have a successful learning experience. Let's start with some backround knowledge about how our memory works. Studies suggest the existence of at least three types of memory systems. Sensory memory : this type of memory does not require conscious attention since information is perceived. Sensory memory is essential, because it is what gives us the effect of unity of an object. Then this information goes to the short term memory (working memory), here the information is held for a short period of time, if it is repeated several times, this info may be held for a longer period of time, otherwise, the info will be lost.  Keeping an item in short-term memory for a certain amount of time lets you eventually transfer it to long-term memory for more permanent storage. This process is facilitated by the mental work of repeating the information, which is why the expression  “wor...

If you want to deepen your knoweldge about the brain and education, here are a few links... Mind Brain and Education Education Today Neuroscience for kids Teach the Brain

Emotions originate in the brain, specifically in the limbic system . The limbic system is a small structure located in the middle of the brain between the lower center or brainstem and the higher center or cortex. The brainstem controls alertness and arousal and sends sensory messages to the cortex via the limbic system. Much of our thinking and learning takes place in the cortex. Memory, an important component of learning, involves the limbic system. The limbic system interprets and directs emotion and behavior. Priscilla Vail, an expert on learning, has described emotion as the "on-off switch to learning". According to Mrs. Vail, when the switch is off, the system is dormant and only the potential for learning is available. When the switch is on, the pathway to learning is open. When the limbic system interprets sensory information and dispatches it to the cortex for processing, it sets the emotional tone of the information before its reaches the cortex . If the limbic sys...

This is an interesting test called "Stroop Test" after  Ridley Stroop who  was an American psychologist who published the effect of this test in the English language.. This test challenges selective attention, that is,  one’s ability to carefully choose which environmental stimuli to focus on—and which ones to ignore. This is associated with the executive function of the brain which controls, regulates and manages cognitive processes.  Individuals with ADHD (attention deficit hyperactivity disorder) and depression—who struggle to attend to select stimuli and control their reactions— often have increased difficulty performing the Stroop Test. HAVE A TRY! http://faculty.washington.edu/chudler/java/ready.html

There's no doubt that there is a strong connection between emotions and the brain. A student who is relaxed and happy is better prepared for the learning process.  It is well known that when students are engaged and motivated their affective filter lowers to let information flow without any constraints. The lymbic systen (temporal lobes, prefrontal cortex, amygdala, hippocampus) gives emotion to the information coming in and those pieces of info which are associated with a positive emotion are stored in the long term memory.  To help our students to be successful learners it is really important to .... 1. Provide a positive atmosphere: Teachers should be able to promote a classroom atmosphere where the student feels safe and confident. It is important for the teacher to be friendly and loving, tell students her expectations and let them talk about their expectations too. When our students know what we expect from them their anxiety lowers and we set the appropriate atmosphere ...

Interesting articles to read and reflect

Myths about neuroscience I was really shocked by the amount of myths that I thought to be true and I am quite sure that there are hundreds of teachers who are in the same situation. The question is how to distinguish pseudoscience from scientific facts, how can we protect ourseves from all these myths? All this should make us reflect upon our beliefs and encourage teachers to learn more about the brain and its implications on our teaching practices. What are your reflecions?