First steps in Instructional Design!
There has long been a gap between what brain researchers are uncovering about the inner-workings of our brains, and how teachers can apply this new knowledge in the classroom. The first article I chose to review, Applying Brain Research in the Classroom is Not a No-brainer, offers excellent examples of the ways educators are using brain research to their advantage in their classrooms, while also showing the need for restraint in some areas of application in this new research field. Pat Wolfe, a California education consultant believes, “if we have a better understanding of how the brain works, and how the brain stores information and forgets other information, we can begin to teach [better].” Educators across America are already putting these ideas to use in their classrooms by restructuring class schedules into smaller blocks of time and by extending other classes to allow more time for project-based studies. However, the article mentioned the problems that arise when some overzealous educators oversimplify findings and try things such as burning vanilla incense in the classroom to stimulate brain activity and handing out classical music tapes to mothers of newborns to encourage brain development. Researchers are worried that educators, parents, and boards of education will believe that what one scientist thinks about brain development, is the truth. This article gives an insightful look at what we have been studying so far together in our class at Walden. It was an interesting article to read because it gave real-life examples of how people are using brain research in their classrooms.
Stover, D. (2001). Applying brain research in the classroom is not a no-brainer. The Education Digest, 66(8), 26-29. Retrieved from http://search.proquest.com Walden University Library
The second article I’m going to talk about is education.com’s summary of Information Processing Theory by Gregory Schraw and Matthew McCrudden. This article puts in plain terms some of what we read in Chapter 3 this week of Learning Theories and Instruction. The reason this article appealed to me was the numerous examples given that were easy to follow and understand. They also included a chart comparing sensory memory (sensory registers as it was described in our book), working memory (or short term memory), and long term memory while detailing the purpose of each memory system, the capacity, and the duration of each part. The other chart showed an illustration of information processing that clearly summarized and showed exactly what we have been studying and how all the parts fit together. This article was very helpful as an overall review, concise summary, and refresher of the material we covered last week.
Schraw, S. & McCrudden M. (n.d.). Information Processing Theory. Education.com Retreived from http://www.education.com/reference/article/information-processing-theory/