Video

After collecting data about the way students learn most efficiently, we realized that students learn best when they incorporate as many as their senses as possible. As a result, we decided to use videos that will allow the students to use sight and hearing to learn. If we use videos that will be of interest to the students then the students will be more likely to retain the information. The reason for this is based on the fact that the amygdala, the center for emotions, and the hippocampus, the center where information is sorted and the important information is saved in our memories, are so close together. Since we are planning on using humor in the videos, the use of the amygdala and the hippocampus will enhance one’s ability to remember information.
Here is an explanation of the learning technique of using videos to teach. To start off, we will give a brief foreshadowing of what is to come in the video. This way the students will be able to have something to focus on as they are watching the video. The video is a collaboration of many video clips that explain some of the basics of neuroscience. The first part of the video shows neural communication through the use of pictures and language. After that there is a short clip that explains the importance of neurotransmitters. Then we build upon that by showing a video on the nervous system, endocrine system, and limbic system. Next we inform the students about different ways to observe the brain through tests. Finally we wrap up the video with the parts of the brain, the divided brain, and genes. In between each topic we inserted a joke in order to introduce the next topic or expand on a certain topic. Through real-world scenarios and associative learning the students will remember the parts of the brain and how the brain works.
This learning technique is very effective because, as it was stated before, these videos allow students to use multiple senses, to make associations, and to learn through the use of emotions. In addition, students have the ability to relate the information in the videos to their lives. As a result, this is a key way to successfully learning neuroscience.
In order to know if this method is realistic, we had to do some test runs. We showed the videos to our siblings. The results showed that the videos are an effective way to learn. After my sister watched the videos, she was able to explain the parts of the brain and their functions. Furthermore, we asked her to give an example and an explanation of something she has learned. The major point that she remembered is about the corpus callosum. She responded by saying that if her brain would be divided then she would not be able to use language to describe a picture that she saw. Since this response is not entirely correct, there could be some modifications to this learning technique. We believe that it might be better if we show multiple real-world examples of how we learn; however, we do incorporate real-world examples into another one of our learning techniques, problem solving. In conclusion, we did use learning, thinking, memory, and language effectively through out the videos. The students learn by watching videos, thinking about how the parts of the brain work together, committing the information to memory by making personal connections, and listening to the dialogue of the videos.