Entry #3: Cognitive Theories of Learning

 Dear Diary, 

    This week's entry focuses on cognitive theories of learning, more specifically how our brains processes information. This includes how we learn and remember details based on what we experience, and how we are taught.

    How we retain information is based on the information-processing theory. Intentional teachers practice this ideology to "help students retain critical information and skills" (Slavin, 2020). The idea behind the theory is explained through three components:

• Sensory Register, which is how we receive information through our five senses. When minimal thought or emphasis is placed on what we experience through our sensory register, the information is lost. This can also happen when too much information is presented at one time (Slavin, 2020).
• Working Memory also known as "short-term memory", is a system that retains a small about of information for a short amount of time. A way to transfer information from our working memory into our long-term memory is through rehearsal, which sends a message that what has been presented or taught is important. To assist with long-term memory, information should be presented using logic and organization.
• Long-Term Memory has a storage capacity that is practically unlimited and can be divided into three categories: Episodic - which are memories based on what we have actually experienced. Semantic - refers to facts and concepts learned and used to problem solve. Procedural - which includes things we do based on skill, rather than applied knowledge. To increase long-term memory, opportunities should be created for one to be more involved with what is being taught or explained, rather than just telling or showing how.

    Our brains work through the nervous system to send signals that process information. An important part of this systems is the brain stem, which controls basic functions such as our heartbeats and body temperatures (Slavin, 2020). The layer above the brain stem is the limbic system, which is made up of four components:

• The thalamus, where information from our senses (minus our sense of smell) is processed. 
• The hypothalamus "controls the release of hormones to keep the body in balance" (Slavin, 2020). More specifically, our ability to sleep and eat. 
• The amygdala controls our emotions. 
• The hippocampus plays a vital role in our learning.

    Conclusions about how neuroscience and education are related include:

1. understanding that topics which are intuitive or less complex are easier to learn than others.
2. understanding that "behavior change through learning cannot exceed the developmental status of the neural structure" (Slavin, 2020). This means that a brain cannot be forced to appropriately respond or react to experiences it is not prepared for.
3. understanding that some structures of the brain are essential for intellectual abilities.

    Taking these factors into consideration, it is expected that teachers will support students in their learning by providing practice opportunities for new concepts, using simplicity for content delivery (especially regarding visual aids), and providing opportunities for students to actively engage in lessons, such as through the use of manipulatives. All are ideal strategies to help students participate in meaningful learning rather than rote learning, or as defined in the text, "memorization of facts or associations" (Slavin, 2020). Metacognition is how much one understands about their learning, including the ways one can learn. Incorporating note taking, practice opportunities, and summarizing are more effective methods for learning. Even more effective strategies include connecting material with relevant topics and organizing information.

Reflection:

    This week's reading relates to my practices as a teacher by confirming so much of what I believe to be best practices regarding methods for instruction. As a math teacher, I can confirm that creating chances for students to discover how what they learn can be used outside of the classroom is more meaningful than memorizing material. I can also attest that when students are able to explore topics and tasks by using manipulatives, they are more likely to grasp concepts better than simply having ideas or procedures explained to them. A strategy to best support this is project-based learning opportunities.

    Understanding cognitive theories of learning applies to the context of my classroom because I am able to further acknowledge what it takes to help my students to achieve more realistic goals based on their abilities. Students learn best when information is organized, and procedural. Resources, such as guided notes or content maps, should be clear and formatted in a way to ensure not too much information is being presented at one time. Material should not cause students to feel overloaded with information. 

    As an adult, I can relate to these same ideas and practices regarding how information is best received and processed. Considering I am more developed cognitively than my students, I plan to use what I have learned to become a better teacher by using a more scaffolded approach with lessons, while chunking related information to build upon concepts with ease. 

    

Reference

Slavin, R. E. (2020). Educational Psychology: Theory and Practice (13th ed.). Pearson Education.