As Instructional Designers deliberate how to effectively develop learning activities for new learners, many considerations must take place. First, consider how the brain works and how knowledge of its functions impact learning. Next, consider steps needed to process information and engage learners. Lastly, consider a problem-solving method that will stimulate learning. In this post, an evaluation of the brain and learning, information processing theory, and a problem-solving method will be discussed.
The Brain and Learning
What Does the Brain Have to Do With Learning?
Neuroscientist and educators have different views on the importance of brain studies. Although instrumental in providing repeated studies to support their theories of how the brain functions, neuroscientist lacked relevant studies that support improvement in the classroom. Worden, Hinton, and Fischer (2011) shared the frustration of educators responsible for implementation of “research-based” interventions to support students. To respond to this issue, research schools comprised of educators, neuroscientist, and even experts in cognitive psychology combined their skills. It resulted in research responding to inquiries relevant to classroom teachers, as well as, providing a sense of ownership through participation. As they worked together, distorted understanding of the brain research was discovered.
One myth, the importance of the brain in learning is discounted. Actually, cognitive psychology serves as a bridge to neuroscience and educational perspectives. In fact, cognitive psychology not only focuses on “what” studies; but expounds upon “the ‘why’ and the ‘how’ of learning. (Worden, et al., 2011)” Another myth, mastery of new language takes place before age 13. Sensitive periods (Worden, et al., 2011) make it easier for individuals to learn, but does not negate the opportunity to learn. Lastly, there’s a myth that girls excel in reading, while boys excel in math and science. Proof is not available to support this myth. Moreover, studies on the brain size did not result in a significant change in intelligence. By dispelling these myths, educators and Instructional Designer can remove barriers that would limit the instruction of learners.
Information Processing Theory
Informing Lesson Design with Human Information Processing
As Instructional Designers develop learning activities, understanding the flow of information processing is key. Gagle (2005) introduces a model titled, Lesson Flow and Human Information Processing, which includes four main channels with two filtering points. In the first stage, sensory store, one of the five senses picks up the initial input of the activity. Second, it moves to the filter stage where some form of attention sparks it to continue to the next stage. In the pattern recognition stage, the brain connects the activity with prior knowledge. Then it moves to the selection chamber. It screens the information for a motivating reason to move forward the Short-Term Memory (STM) to begin the learning process. As long as learners aren’t distracted and a reasonable amount of information is introduced, STM will function before moving to the next channel, Long-Term Memory (LTM). With LTM, information may not always be accessible if unused for long periods.
Beneath the flow chart it stresses the implementation of motivation from the filter stage to chamber connecting STM to LTM. Motivation of the learner engages him or her to stay focused. This may be accomplished by instilling “why one needs to learn something (p. 36).” In accordance with the reason for learning, it must be presented in a meaningful, substantial format. Guided practice of the application begins during STM and lasts until LTM. In the last step called evaluation, assessment of the learner and reflective feedback happens.
Problem Solving
One method of problem solving uses levels of questioning called Bloom’s Taxonomy. According to Classroom Assessment (n.d.), 65% of the standardized test challenges students with high-order thinking skills: synthesis, analysis, and evaluation. K-12 teachers prepare students by guiding them with questioning skills to get them to think more about the “how” and “why”. Purposeful problem solving skills include compare and contrast, inference, cause and effect, author’s purpose, and main idea. TeacherVision (n.d.) suggests that questioning “stimulates learning and enhance brain development—regardless of age.”
Classroom Assessment. (n.d.) Bloom’s Taxonomy. Retrieved from http://fcit.usf.edu/assessment/selected/responsea.html
Gagel, C. W. (2005). Informing lesson design with human information processing. Journal Of Adult Education, 34(2), 34-37.
TeacherVision (n.d.) Levels of questions in bloom’s taxonomy. Retrieved from http://www.teachervision.fen.com/teaching-methods/new-teacher/48445.html#ixzz1jazgskqZ
Worden, J. M., Hinton, C., & Fischer, K. W. (2011). What does the brain have to do with learning?. Phi Delta Kappan, 92(8), 8-13.
