Module Week 5 P635 – Neuroscience of Learning

Module Week 5 P635 – Neuroscience of Learning

Discussion 1: Elaborate, discuss and give examples on the questions below. Use only the module I will provide. Be careful with grammar and spelling. The Author is (Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Boston, MA: Pearson Education).

 

1.Describe the transfer process as it relates to learning in a specific workplace of your choosing. 200 words

  1. Use one of the learning theories—behaviorist, social cognitive, information processing, or constructivist—to analyze specific factors in the process of transfer of learning. 200 words
  2. Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:
  3. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why. 150 words

 

  1. Describe how you will apply that learning in your daily life, including your work life.

 

  1. Describe what may be unclear to you, and what you would like to learn.

 

Module Week 5 P635

 

Chapter 2 Neuroscience of Learning

The Tarrytown Unified School District was holding an all-day workshop for teachers and administrators on the topic of “Using Brain Research to Design Effective Instruction.” During the afternoon break a group of four participants were discussing the day’s session: Joe Michela, assistant principal at North Tarrytown Middle School; Claudia Orondez, principal of Templeton Elementary School; Emma Thomas, teacher at Tarrytown Central High School; and Bryan Young, teacher at South Tarrytown Middle School.

Joe: So, what do you think of this so far?
Bryan: It’s really confusing. I followed pretty well this morning the part about the functions of different areas of the brain, but I’m having a hard time connecting that with what I do as a teacher.
Emma: Me, too. The presenters are saying things that contradict what I thought. I had heard that each student has a dominant side of the brain so we should design instruction to match those preferences, but these presenters say that isn’t true.
Joe: Well they’re not exactly saying it isn’t true. What I understood was that different parts of the brain have different primary functions but that there’s a lot of crossover and that many parts of the brain have to work at once for learning to occur.
Claudia: That’s what I heard too. But I agree with Bryan—it’s confusing to know what a teacher is to do. If we’re supposed to appeal to all parts of the brain, then isn’t that what teachers try to do now? For years we’ve been telling teachers to design instruction to accommodate different student learning styles—seeing, hearing, touching. Seems like brain research says the same thing.
Joe: Especially seeing they said how important the visual sense is. I tell teachers not to lecture so much since that’s not an effective way to learn.
Bryan: True, Joe. Another thing they said that threw me was how much teens’ brains are developing. I thought their wacky behavior was all about hormones. I see now that I need to be helping them more to make good decisions.
Emma: I think this really is fascinating. This session has made me aware of how the brain receives and uses information. But it’s so complex! For me, the challenge is to match brain functioning with how I organize and present information and the activities I design for students.
Claudia: I’ve got lots of questions to ask after this break. I know there’s much that researchers don’t know, but I’m ready to start working with my elementary teachers to use brain research to benefit our children.