1. Brain-Based Learning Week 3 PowerPoint Outline

2. Information Processing ModelSensoryWorkingLong-TermMemory MemoryMemory AttentionThis SectionRemember to fill in the brain advanced organizer from the webinar. 3. Working Memory Model Working Memory Focus 10-20 min. in a single modeME SA EN NI SN EG Out is Out! Once data has made it into the working memory it means that we are now deliberately, consciously processing it.Adapted from memory is limited in both the amount of information it can deal with at one time and in how long it can The working Information Processing Model: http://192.107.108.56/portfolios/m/murra_k/final/imp.html remain focused on it.We can keep this data on the work table of our working memory for 18-36 hours on average, although we have tovary the way in which we are processing it every 20 minutes. Since it is only in working memory, it means that 4. Read Working MemoryHandout Working Memory (Short-Term Memory)1 Purpose: Short-term memory is the workplace of your memory. It is where you manipulate and use stored information. It contains the information you are actively using (e.g., thinking) your conscious thought. Thats why short-term memory is now called working memory. Thoughts, sensations and feelings that you are aware of are temporarily stored in your working memory. Working memory is like the RAM of a computer.Duration: Consider this scenario. You want to call a friend so you look up his/her phone #.You dont have pen/paper nearby, so you repeat the number to yourself as you dial. However,the number is busy, and while you were waiting to redial the number, someone interrupted youwith a question. Will you have to look up the phone number again? Chances are the answer isYES because you will have forgotten the sequence of numbers. Thats because the DURATIONof working memory is very short 15-30 seconds. The only way you can keep information inworking memory longer than 15-30 seconds is to repeat the information over and over OR toprocess the information think about it - use the information in some way. Working memory isvery vulnerable to interruption and interference.Capacity: Read the string of letters below. Then, close your eyes and try to repeat them in thesame order. IBG EHS TAC HET GTODid you remember all 15 letters? If youre like most folks, why not? The reason you probablydidnt remember all 15 letters is because this exceeds the CAPACITY of working memory.Now, read the words below. Then, close your eyes and try to repeat them in the same order.BIG SHE CAT THE GOTDid you remember all five of the words? Most people can do this. Even though you still had toremember 15 letters, this time the letters were arranged into five words. Its easier to rememberfive words than it is to remember 15 individual letters. When letters are presented as individualletters, each letter is a unit of meaning a chunk of information. However, when the lettersare used to form words, each word becomes one unit of meaning a chunk. So, instead ofhaving to remember 15 units of meaning, you only had to remember 5 chunks of information(the five individual words). Now, read the next sentence: She got the big cat.This sentence should be very easy to remember because the sentence becomes one chunk.The capacity of your working memory is approximately 7 chunks of information. Chunkingis the process of combining information together into units of meaning, or chunks. For examplea word is a chunk of letters, a sentence is a chunk of words. Experiments have shown thatpeople can hold somewhere between 5-9 chunks of information in working memory at one time.Therefore, the capacity of working memory is consider to be 7 2 chunks (7 plus or minus 2) ofinformation.1Sources: http://serendip.brynmawr.edu/biology/b103/f97/projects97/Warren.html;http://www.nwlink.com/~donclark/hrd/learning/memory.html; http://library.thinkquest.org/26618/en-5.2.3=Short-term%20memory.htm;http://encarta.msn.com/encyclopedia_761578303/Memory_(psychology).html http://www.ship.edu/~cgboeree/memory.html http://library.thinkquest.org/C0110291/basic/brain/short.php; ; ;http://www.gpc.edu/~bbrown/psyc1501/memory/; http://www.gpc.edu/~bbrown/psyc1501/memory/ 5. Respond to Discussion Board 1Learn about chunking! 6. Explore the Website Link Related toWorking Memory http://wik.ed.uiuc.edu/index.php/Memory%2C_short_term 7. Post some thoughts aboutworking memory to discussionboard 2 8. What are graphic organizers?Read the Graphic Organizer Handout and explore the websites.Advanced (Graphic) Organizers Advanced organizers are powerful organizers for focusing students attention. The following example relates to the topics of learning and memory. Agree/Disagree ChartAgree Disagree 1. Younger people remember more than older people. 2. Age has nothing to do with memory. 3. Memory is stored in one area of the brain. 4. You only have enough immediate memory space for a phone number. 5. Females have better memories than males. 6. You never forget how to ride a bike. 7. It is easier to forget than to remember. 8. Smells trigger certain memories. Advance organizers call on prior knowledge. If the students have no previous experience with the subject, you can ask them to make an attempt to agree or disagree. When the unit is nearly finished, give students another opportunity to read the statements and agree or disagree. They can compare the original chart with the recent one. Some students are amazed at what they have learned, while others pat themselves on the back for what they already knew. Information adapted from: How to Teach So Students Remember by Marilee Sprenger Graphic Organizer Examples Review the following websites for many examples of graphic organizers and their uses. http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm http://freeology.com/graphicorgs http://www.teach-nology.com/worksheets/graphic/ http://www.eduscapes.com/tap/topic73.htm http://www2.etown.edu/bap/Resources/conceptmap.pdf 9. Share a Graphic Organizer - one you use or design a new one.Post in Discussion Board 3 10. Read about Visuals andPowerPoint Types of Images Handout Five Ways to Reduce PowerPointOverload Handout 11. Submit a Before and AfterPowerPoint Slide in DiscussionBoard 4 12. Read Brain-Based Working Memory Strategies Handout Brain-based Working Memory Strategies Strategy: Minimize cognitive overload. Working memory can only hold 7 2 chunks of information.TacticsExamples Talk less. Incorporate key points into handout. Do less while learners do Use training methods like peer teaching, more. guided reading and jigsaw. Chunk content into Group information under memorable memorable pieces groupheadings (e.g., advantages and individual pieces ofdisadvantages). information into larger units Give participants time to practice a step-by-1 of information. step procedure (e.g., washing hands). The learner groups the steps in a sequence and mentally rehearses the steps until they become one or a few chunks. Practicing the procedure further supports the creation of chunks. Break the content into Create a series of workshops. smaller segments and Create self-study training modules (print or distribute over time. on the internet). Use job aids as memory Provide a handout listing appropriate hand supplements.washing steps that participants can post by the sink. Provide a poster with indicators of child abuse for participants to post in their classroom. Encourage participants to write appropriate things to say about childrens artwork on an index card and tape to the art table. 1Chunking involves the brains perception of several items of information as a single item. For example, the word development is composed of 11 letters, but the brain perceives them as one item of information. 13. Discussion Board 5 Post your top 3 ideas aboutworking memory and how youwill use the information.