The concepts in "Learning and Memory" are helpful for anyone interested in the subject, but was particularly geared toward teachers. Sprenger gave many examples on how to directly apply the concepts she presented to pragmatics within the classroom.
One example was about how the brain functions during moments of stress, and that it is not conducive either to learning or testing. She gave the example of a teacher becoming frustrated at a talkative class, so she sprang a pop-quiz on the students as a sort of "surprise punishment." The students all tested poorly, not because they didn't know the information but because the stressful environment reduced the students' ability to properly recall information.
Another example was a teaching technique. Because the nomenclature concerning brain anatomy and function can become disconcerting for young learners, she broke down the function of the part for a better comprehension. She demonstrated the function of some of the parts of the forebrain, the hippocampus and amygdala, two which are very important in learning and memory, by explaining that "the hippocampus tells them who the other boys and girls are, and the amygdala tells them whether they like them or not" (38). Obviously, rudimentary and relevant analogies are very effective for all learners, including young students.
A third and final example involves semantic memory which "operates word by word, and it uses working memory" (65). One of the best ways she presents for students to retain semantic memory is by peer teaching, or the students teaching each other. Students will take teaching much more seriously than learning because more is on the line for them. They have to learn it much more comprehensively in order to teach it than just to test over it. Students teaching each other allows for the HOTS system because the students have to evaluate and synthesize the material.
All in all, the book was a very useful tool in learning brain anatomy and function as well as giving great insight into pragmatics that translate to efficacy in the classroom.
Thoughtful recommendations for teachers. Which one will you use? How? The first example is important to remember - assessment shouldn't be punishment. Thank you for your concise, thoughtful writing.
ReplyDeleteThis blog post is the HOTS!
ReplyDeleteI like the emphasis on peer teaching. I did not realize that it would have a better affect on memory than teacher teaching.
ReplyDeleteI like your title! For students to perform successfully, the environment of the classroom is important. Students need to be able to work in a stress free environment without any distractions that take away from their learning capabilities.
ReplyDeleteI could relate to the assessment problem. I have walked into a room where the noise level was off the charts. It would seem that giving the class a pop quiz would get them quiet and let them know that their behavior was not appropriate. HOWEVER, the book is right - they will be upset the whole time they are taking the quiz, they will be upset with you - for all the wrong reasons. When this kind of situation happens to a teacher often the educator needs to look in the mirror. The one day that happened to me I was late to class - the joys of teaching elementary and secondary. I needed to show them that their class was important to me and that if I had been on time they would have had a warm up and structure would have been there!
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