Week 3 power point
- 1. Brain-Based Learning Week 3 PowerPoint Outline
- 2. Information Processing Model Sensory Working Long-Term Memory Memory Memory Attention This Section Remember to fill in the brain advanced organizer from the webinar.
- 3. Working Memory Model Working Memory Focus 10-20 min. in a single mode M E S A E N N I S N E G 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 to vary the way in which we are processing it every 20 minutes. Since it is only in working memory, it means that
- 4. Read Working Memory Handout 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. That’s 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 don’t 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 you with a question. Will you have to look up the phone number again? Chances are – the answer is YES because you will have forgotten the sequence of numbers. That’s because the DURATION of working memory is very short – 15-30 seconds. The only way you can keep information in working memory longer than 15-30 seconds is to repeat the information over and over OR to process the information – think about it - use the information in some way. Working memory is very vulnerable to interruption and interference. Capacity: Read the string of letters below. Then, close your eyes and try to repeat them in the same order. IBG EHS TAC HET GTO Did you remember all 15 letters? If you’re like most folks, why not? The reason you probably didn’t 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 GOT Did you remember all five of the words? Most people can do this. Even though you still had to remember 15 letters, this time the letters were arranged into five words. It’s easier to remember five words than it is to remember 15 individual letters. When letters are presented as individual letters, each letter is a “unit of meaning” – a chunk of information. However, when the letters are used to form words, each word becomes one unit of meaning – a chunk. So, instead of having 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. “Chunking” is the process of combining information together into units of meaning, or chunks. For example a word is a “chunk” of letters, a sentence is a “chunk” of words. Experiments have shown that people 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) of information. 1 Sources: 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 #1 Learn about chunking!
- 6. Explore the Website Link Related to Working Memory http://wik.ed.uiuc.edu/index.php/Memory%2C_short_term
- 7. Post some thoughts about working memory to discussion board #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 Chart Agree 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 and PowerPoint Types of Images Handout Five Ways to Reduce PowerPoint Overload Handout
- 11. Submit a Before and After PowerPoint Slide in Discussion Board #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. Tactics Examples 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 – group headings (e.g., advantages and individual pieces of disadvantages). 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 children’s artwork on an index card and tape to the art table. 1 Chunking involves the brain’s 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 about working memory and how you will use the information.