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Neuroscience holds the promise of improving learning by optimizing the brain functions involved in learning, however using neuroscience in isolation to improve learning is like "building a bridge too far" (Lee & Juan, 2013, p. 393). It is not the intent that educators use neuroscience directly to design learning, but rather that educators have an understanding of the neural mechanisms that are in operation in the learning process and that neuroscience be used to develop and refine the cognitive theories and models that educators base their teaching practices around. Pedagogy that is aligned with neuroscience will optimize learning.
Pre-think Activity
Pre-think Activity
No matter which learning theory is used to guide pedagogy, all accept that learning is dependent on processing, storing, and retrieving information and is involved in all cognitive activities (Schunk, 2012).
Refresher? Question – Using the information processing theory of learning what are the key stages of learning? Do you think one is most crucial? Which?
Pre-think Debrief
Pre-think Debrief
"Attention and working memory may be two of the most critical brain processes with regard to learning" (Zadina, 2014, p. 109), although it is the retrieval of information from long-term memory that signifies learning.
Learning is a change in behavior as a result of experiences. The experiences are received through sensory input and the input is processed and stored in the brain. Although all stages are critical, it is the retrieval of information from long-term memory that signifies learning.
Various parts of the brain are involved in the process, leading to neural development that can store, engage, and recall learned events.
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