1)Videos
a) Watching videos will allow students to use both sight and hearing to learn neuroscience.
2)Poems/songs
a) It is easier to learn information if the information is put into a catchy tune, so we can make associations.
3)Game
a) Since the game provokes students to learn about neuroscience through drawing and thinking, students will be able to remember the information by connecting pictures and words.
4)Problem Solving
a) Once the students have been given a solid background of neuroscience, they will prove that they have learned by applying the information to the real world.
Thursday, December 16, 2010
Wednesday, December 15, 2010
Tyler O - Learning Strategy and Parts Three and Four
Based on the information that was gathered in Phase II, I decided to create a game in order to learn Neuroscience. The game that I have chosen is Pictionary. For this game, I will divide the class into different teams. Then one person from the team will have to get up and draw a topic from the neuroscience chapter. Some of the topics they would need to be able to draw would include the impact of a severed corpus callosum, the impact of a specific neuron, and the impact of each part of the brain. This learning strategy would require the students to have a firm grasp on the topic because not only would they have to know the impact, but they would have to be able to take what they know and convey it through either a scenario or some other way. By forcing the student to simply think about the impact, they are thinking beyond just what the neuron, brain, or corpus callosum does, but by making them draw the impact in a scenario they are not just participating in higher level thinking but also applying the impact to a situation. By making a student apply the impact to a situation that they have to come up with, it is more likely that they will remember it better. As for the students who are trying to guess the topic that their teammate is drawing, they have to also have a handle on the information of neuroscience so that they can decipher what is being drawn and then how it applies to neuroscience. The purpose of this game is to force the students to make numerous connections between neuroscience and their own everyday life. In order for a student to learn neuroscience, they will likely look at the key terms and just try to learn and/or memorize them. They will likely not try to gain a deep understanding of the topics, but this may not be reflected in their grade on the test. The student may get an A or a B on the test without having a deep understanding of the knowledge. By using Pictionary, the student(s) will be forced to create connections that will help them to fully remember the information about neuroscience better. This learning strategy will not be effective without the use of other strategies because it will not provide the student a small background on any topic. This strategy is only useful to those who are prepared for higher level thinking and application of the topics presented in the neuroscience chapter.
While playing this game I realized that it is a lot harder than I first expected. I assumed that coming up with my own scenarios in which these can be applied would be a lot easier than it actually was. This game made me think deeper than I planned on but it proved to be highly successful. It was actually hard to draw the various topics in the chapter on the spur of the moment, but as I reflect back on the game I can think of some different ways. This is the point of the game. Even if it is not clicking in the students head at the moment he or she is trying to draw, if it forces him or her to reflect on the topics then it is still serving the original purpose. In this sense, the strategy is effective in making the student create a connection and applying the topic to his or her life. The learning strategy does have some flaws, which was to be expected after the first trial run. Some of the cards were a little confusing and more challenging to draw than others, but that is not a hard fix to make going forward in the future. Other than that, and some of the kids who did not know how to play the game of Pictionary, there were not too many flaws for this strategy. As stated before though, this game and strategy can only be used after a person has a grasp on the general idea of the topics.
Learning is not just being able to recall or remember facts and regurgitating facts, but it requires a person to be able to apply the facts they know to a situation. That is exactly what this game and this learning strategy fosters that exact same attitude and desired outcome. It makes people apply their knowledge, true learning. Not only do the students have to be able to remember what they were taught, but they also have to think about how they can draw that so that another person is able to figure out what it is. Students who are drawing are not allowed to speak so technically, the strategy does not use language, but it does use written language in the form of pictures. The strategy uses a different type of communication than the conventional verbal communication. This helps all the visual learners and prevents students from just being able to say the facts; they have to come up with their own way to present the information. For this reason, the learning strategy is very effective, not to mention fun and challenging. With the game being a different, fun, challenging, and competitive, it will surely spark the interest of a lot of students, and this will therefore spark learning as well.
While playing this game I realized that it is a lot harder than I first expected. I assumed that coming up with my own scenarios in which these can be applied would be a lot easier than it actually was. This game made me think deeper than I planned on but it proved to be highly successful. It was actually hard to draw the various topics in the chapter on the spur of the moment, but as I reflect back on the game I can think of some different ways. This is the point of the game. Even if it is not clicking in the students head at the moment he or she is trying to draw, if it forces him or her to reflect on the topics then it is still serving the original purpose. In this sense, the strategy is effective in making the student create a connection and applying the topic to his or her life. The learning strategy does have some flaws, which was to be expected after the first trial run. Some of the cards were a little confusing and more challenging to draw than others, but that is not a hard fix to make going forward in the future. Other than that, and some of the kids who did not know how to play the game of Pictionary, there were not too many flaws for this strategy. As stated before though, this game and strategy can only be used after a person has a grasp on the general idea of the topics.
Learning is not just being able to recall or remember facts and regurgitating facts, but it requires a person to be able to apply the facts they know to a situation. That is exactly what this game and this learning strategy fosters that exact same attitude and desired outcome. It makes people apply their knowledge, true learning. Not only do the students have to be able to remember what they were taught, but they also have to think about how they can draw that so that another person is able to figure out what it is. Students who are drawing are not allowed to speak so technically, the strategy does not use language, but it does use written language in the form of pictures. The strategy uses a different type of communication than the conventional verbal communication. This helps all the visual learners and prevents students from just being able to say the facts; they have to come up with their own way to present the information. For this reason, the learning strategy is very effective, not to mention fun and challenging. With the game being a different, fun, challenging, and competitive, it will surely spark the interest of a lot of students, and this will therefore spark learning as well.
Data Analysis and Importance: Amanda
In order to collect accurate data, we created a survey of five simple questions. The questions consisted of the following: How long (in hours) do you spend doing homework or studying each night; how many nights before a test do you begin to study; what do you do in order to prepare for a test; in class, what is the most beneficial learning strategy; and what grade do you normally receive? We made several copies of the survey and asked people to fill out the survey in each of our classes, at lunch, and in homeroom in order to receive a wide range of different types of students. We used use trust to believe that we were getting an honest response from our classmates. The data that we collected was advantageous because we gathered information on how must students learn best. We recorded our peers answers based on each question and broke them up to find the most common answers. The data helped us decide what type of specific learning strategies to use and which ones we should not use based on the students common answers.
From our survey, we learned that the students who are most successful study multiple nights before an exam. Therefore, our learning strategies should be diverse and include many different activities that can be done on multiple nights; perhaps one strategy per night. Additionally, we learned that students are more successful when, on average, they study for more than one hour each night. However, from our survey, we learned that each student has his or her own learning strategy that works best. There is no one specific way that can guarantee success when trying to learn. Nevertheless, we realized that repetition is major component of learning information successfully without memorization. Also, we learned that when students have to apply the information to abstract problems, they seem to understand the information better.
Our survey has helped us decide which learning strategies would most benefit students because we have determined what most successful students do in order to study and receive good grades. The survey gave us a basis and will help us start building our learning strategy. Our learning strategies must be very diverse in order for to benefit all different types of learners. The survey also has helped us decide that our learning strategies must not be “boring” because if students need to study for multiple nights and for multiple hours, students must be interested in learning. Also, our strategies must be diverse, but repeat the same information and force students to use all parts of their brain. If students use all parts of their brain, they have a better chance of reasoning, understanding, and learning the neuroscience.
Our survey gave us many pieces of information that correlate directly to how students can learn neuroscience effectively. First, when reviewing the data, we can see that students, who study and do homework for more hours each night, generally perform better and get better grades. However, there are some exceptions to the general trend. Therefore, when planning our learning strategies we took into consideration that learning should occur in class and at home for a fairly long amount of time in order for students to fully understand neuroscience. Our learning strategies are interesting and students can spend a decent amount of time completing each activity on a nightly basis. Informational videos about neuroscience and parts of the brain can help teach students from an initial standpoint. Through educational videos, students can gain background knowledge on neuroscience. With more exposure to neuroscience, the brain can process and store information as long term memories. A second piece of information we pulled from our survey is that when students study more than one night before a test, they seem to do better. We used this information while deciding what learning strategies to use. Our learning strategies must be interesting and different so students can use the strategies for multiple nights. With experience, students will learn the information just as studying for several hours each night. Another piece of information we took from our data is that students are very diverse and each have their own individual learning techniques that work best for them. While coming up with learning strategies we took into consideration that all students are different. Therefore, we made out learning strategies very diverse. Each learning strategy uses a different type of learning and works a different part of the brain. The video is a visual demonstration of neuroscience and works the occipital lobe of the brain. The poems being read aloud is processed by the temporal lobe. The game uses all parts of the brain and the problem solving requires critical thinking and use of the brain. A fourth piece of information we discovered from our survey is that most students learn through repetition and rehearsal. Therefore, when learning neuroscience, our strategies should all have some common information so that students learn the information through all four strategies. When a student experiences the information about neuroscience many times, the information may be able to be stored by his or her long term memory. Connections will be made and a student may comprehend neuroscience. A fifth and final piece of information we learned from our data is that although many students learn differently, the most common learning strategy is a demonstration or lecture. When students experience the information and see why certain things occur, students seem to understand neuroscience better. Therefore, our video is a very informational video with demonstrations and visual aids.
Generally, we used our prior knowledge, our personal experience, and our survey to determine our four successful learning strategies of a video, a game, poems, and problem solving.
Importance:
When looking at the concepts above, each has an important role to help learn neuroscience. A person's has the ability to learn and consciously remember everyday facts and events through problem solving. Studies using brain imaging research have identified a large network of areas in the cerebral cortex that work together to support the ability to learn, a place where problem solving is emphasized. In learning, humans believe that language is what sets us above all animals. Language, spoken or wrote, is what allows us to interact and communicate complex ideas to one another and retain that knowledge received across generations. Thinking refers to the mind's exertion to try and find an answer. This can be achieved through probblem solving. The cognitive system in the body receives and returns information, which we use to think and communicate. As we think, we form concepts that become organized and we make efficient decisions and judgments. Lastly, memory allows one to retrieve information for later use in order to make connections to the ideas presented at a specific time in life, allowing one to fully understand neuroscience. It is important to understand learning, thinking, memory, and language for our understanding of neuroscience because to be able to come up with a strategy to learn neuroscience, we must know how the brain works best. We must know how humans have been learning for a long time in history. With research we can understand how the brain works. We must know what makes the brain think and how the brain stores memories. When studying neuroscience, it is important to know that each side and even different parts of the brain have different functions. The temporal lobe assists in memory and it is important to know how to get the temporal lobe to work and how to get it to store information. The temporal lobe processes visual and auditory information. The structure of language is also important to understand. If high level vocabulary and structure is being used, it will be hard to comprehend neuroscience. If the language used is structured in ways that is easy to understand, more people will learn neuroscience.
When one understands the roles that learning, thinking, memory, and language play, this understanding of ideas will eventually show the person how they have been receiving knowledge since they were born. These learning techniques can help us grow as learners because it allows for a clear representation as to what each aspect of learning does in the form of the four concepts as mentioned above. The processes will become a habit for people and will help them understand what they are doing on a daily basis. Four strategies will eventually become an outline for success in everyday life. When we understand how we individually can learn best and how we can remember information by using all parts of the brain, we can become better learners and continue to learn information on a daily basis.
When we understand learning, thinking, memory, and language can be optimized, we will be able to learn all sorts of information, not just neuroscience. We can utilize our strategies and apply them to any subject of psychology. When we understand how to learn and store information in our long term memory, we will be able to be successful in learning psychology all throughout the year.
Our groups learning strategy is very effective and could be the best way to learn for everyone. We made our learning strategy effective by starting with a video. The initial informational video is building a knowledge base for the information that can be used later. Through demonstration and visual aids, students can start to comprehend the information and also take notes. The fun jokes are also an easy, fun way to learn neuroscience. After starting to learn neuroscience, the information in the video can be repeated through fun songs and poems. Like the jokes in the video, the poems are effective in allowing students come up with tricks to remember the difficult facts of neuroscience. Also, the students listening to the poems allow them to use their temporal lobe to remember. After the repetition and rehearsal of neuroscience, students can start trying to recall and use the information in a Pictionary game. Students must use critical thinking and use many parts of the brain to understand and comprehend neuroscience. Once students continue to use the information, students will start to learn the information. Finally, we can introduce problem solving. Students can now use all of their gained knowledge about neuroscience and apply it to real world problems. Students will not learn anything unless they apply it to what they know. As mentioned earlier, the students are learning the key information about topics that were broken down for the essential problem-solving question. After completion of the subtopics, the children can find the solution to the main problem they were problem solving in the first place. In addition, problem solving provides information that can help teachers make instructional decisions to help the students better understand neuroscience. To conclude, problem solving gives students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with neuroscience. Problem solving gives psychology students more motivation and challenge that provide them with an interest in the subject of neuroscience and renewed confidence in them to achieve greater success in psychology. By taking a step by step process in learning neuroscience, our learning strategy is very effective for most students.
From our survey, we learned that the students who are most successful study multiple nights before an exam. Therefore, our learning strategies should be diverse and include many different activities that can be done on multiple nights; perhaps one strategy per night. Additionally, we learned that students are more successful when, on average, they study for more than one hour each night. However, from our survey, we learned that each student has his or her own learning strategy that works best. There is no one specific way that can guarantee success when trying to learn. Nevertheless, we realized that repetition is major component of learning information successfully without memorization. Also, we learned that when students have to apply the information to abstract problems, they seem to understand the information better.
Our survey has helped us decide which learning strategies would most benefit students because we have determined what most successful students do in order to study and receive good grades. The survey gave us a basis and will help us start building our learning strategy. Our learning strategies must be very diverse in order for to benefit all different types of learners. The survey also has helped us decide that our learning strategies must not be “boring” because if students need to study for multiple nights and for multiple hours, students must be interested in learning. Also, our strategies must be diverse, but repeat the same information and force students to use all parts of their brain. If students use all parts of their brain, they have a better chance of reasoning, understanding, and learning the neuroscience.
Our survey gave us many pieces of information that correlate directly to how students can learn neuroscience effectively. First, when reviewing the data, we can see that students, who study and do homework for more hours each night, generally perform better and get better grades. However, there are some exceptions to the general trend. Therefore, when planning our learning strategies we took into consideration that learning should occur in class and at home for a fairly long amount of time in order for students to fully understand neuroscience. Our learning strategies are interesting and students can spend a decent amount of time completing each activity on a nightly basis. Informational videos about neuroscience and parts of the brain can help teach students from an initial standpoint. Through educational videos, students can gain background knowledge on neuroscience. With more exposure to neuroscience, the brain can process and store information as long term memories. A second piece of information we pulled from our survey is that when students study more than one night before a test, they seem to do better. We used this information while deciding what learning strategies to use. Our learning strategies must be interesting and different so students can use the strategies for multiple nights. With experience, students will learn the information just as studying for several hours each night. Another piece of information we took from our data is that students are very diverse and each have their own individual learning techniques that work best for them. While coming up with learning strategies we took into consideration that all students are different. Therefore, we made out learning strategies very diverse. Each learning strategy uses a different type of learning and works a different part of the brain. The video is a visual demonstration of neuroscience and works the occipital lobe of the brain. The poems being read aloud is processed by the temporal lobe. The game uses all parts of the brain and the problem solving requires critical thinking and use of the brain. A fourth piece of information we discovered from our survey is that most students learn through repetition and rehearsal. Therefore, when learning neuroscience, our strategies should all have some common information so that students learn the information through all four strategies. When a student experiences the information about neuroscience many times, the information may be able to be stored by his or her long term memory. Connections will be made and a student may comprehend neuroscience. A fifth and final piece of information we learned from our data is that although many students learn differently, the most common learning strategy is a demonstration or lecture. When students experience the information and see why certain things occur, students seem to understand neuroscience better. Therefore, our video is a very informational video with demonstrations and visual aids.
Generally, we used our prior knowledge, our personal experience, and our survey to determine our four successful learning strategies of a video, a game, poems, and problem solving.
Importance:
When looking at the concepts above, each has an important role to help learn neuroscience. A person's has the ability to learn and consciously remember everyday facts and events through problem solving. Studies using brain imaging research have identified a large network of areas in the cerebral cortex that work together to support the ability to learn, a place where problem solving is emphasized. In learning, humans believe that language is what sets us above all animals. Language, spoken or wrote, is what allows us to interact and communicate complex ideas to one another and retain that knowledge received across generations. Thinking refers to the mind's exertion to try and find an answer. This can be achieved through probblem solving. The cognitive system in the body receives and returns information, which we use to think and communicate. As we think, we form concepts that become organized and we make efficient decisions and judgments. Lastly, memory allows one to retrieve information for later use in order to make connections to the ideas presented at a specific time in life, allowing one to fully understand neuroscience. It is important to understand learning, thinking, memory, and language for our understanding of neuroscience because to be able to come up with a strategy to learn neuroscience, we must know how the brain works best. We must know how humans have been learning for a long time in history. With research we can understand how the brain works. We must know what makes the brain think and how the brain stores memories. When studying neuroscience, it is important to know that each side and even different parts of the brain have different functions. The temporal lobe assists in memory and it is important to know how to get the temporal lobe to work and how to get it to store information. The temporal lobe processes visual and auditory information. The structure of language is also important to understand. If high level vocabulary and structure is being used, it will be hard to comprehend neuroscience. If the language used is structured in ways that is easy to understand, more people will learn neuroscience.
When one understands the roles that learning, thinking, memory, and language play, this understanding of ideas will eventually show the person how they have been receiving knowledge since they were born. These learning techniques can help us grow as learners because it allows for a clear representation as to what each aspect of learning does in the form of the four concepts as mentioned above. The processes will become a habit for people and will help them understand what they are doing on a daily basis. Four strategies will eventually become an outline for success in everyday life. When we understand how we individually can learn best and how we can remember information by using all parts of the brain, we can become better learners and continue to learn information on a daily basis.
When we understand learning, thinking, memory, and language can be optimized, we will be able to learn all sorts of information, not just neuroscience. We can utilize our strategies and apply them to any subject of psychology. When we understand how to learn and store information in our long term memory, we will be able to be successful in learning psychology all throughout the year.
Our groups learning strategy is very effective and could be the best way to learn for everyone. We made our learning strategy effective by starting with a video. The initial informational video is building a knowledge base for the information that can be used later. Through demonstration and visual aids, students can start to comprehend the information and also take notes. The fun jokes are also an easy, fun way to learn neuroscience. After starting to learn neuroscience, the information in the video can be repeated through fun songs and poems. Like the jokes in the video, the poems are effective in allowing students come up with tricks to remember the difficult facts of neuroscience. Also, the students listening to the poems allow them to use their temporal lobe to remember. After the repetition and rehearsal of neuroscience, students can start trying to recall and use the information in a Pictionary game. Students must use critical thinking and use many parts of the brain to understand and comprehend neuroscience. Once students continue to use the information, students will start to learn the information. Finally, we can introduce problem solving. Students can now use all of their gained knowledge about neuroscience and apply it to real world problems. Students will not learn anything unless they apply it to what they know. As mentioned earlier, the students are learning the key information about topics that were broken down for the essential problem-solving question. After completion of the subtopics, the children can find the solution to the main problem they were problem solving in the first place. In addition, problem solving provides information that can help teachers make instructional decisions to help the students better understand neuroscience. To conclude, problem solving gives students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with neuroscience. Problem solving gives psychology students more motivation and challenge that provide them with an interest in the subject of neuroscience and renewed confidence in them to achieve greater success in psychology. By taking a step by step process in learning neuroscience, our learning strategy is very effective for most students.
Poems- Collin Brown
The learning technique that I chose was to utilize poems to recall information. Commonly, many elementary and pre-school teachers use songs, a form of poetry, to convey meaning and to make sure students are learning the information and not just memorizing. In 1835, the
After running through the strategy of reading poems myself, I found I could easily recall the information presented in the poems. They were effective because of the ease of comprehension of the language. Also, the poems were easy to relate to. For example, one poem about the effect of peer influence on behavior describes situations students go through in high school everyday. Because I am a teenager in high school and experience these influences everyday, I can easily read and relate to the material in the poem. This makes the material easier to remember. Although the strategies were effective in helping me learn the neuroscience material, the length of the poems could be expanded to include more information. Also, if the poems were set to music and made into a song, the information would most likely stick with me even more. I would be able to think of the catchy rhythm and tune that went with the song, making it easier to remember. This would have the same effect on me as the alphabet song did when I was younger. In my strategy, learning was used effectively because I was able to remember the information on my own. Learning is defined as a relatively permanent change in an organism’s behavior due to experience. The change occurred after I read the poems and they were stored as information in my brain. The behavior that changed was my memory. My memory was triggered to know the information within the poem. Therefore, my memory was also used effectively. Last, the language within the poems was easy to read and understand. Because of this, more learning took place and I was more capable of recalling the information that was given to me. The language made recalling the information easier because I could understand and relate to the words being used in each line of the poem. Overall, the learning strategy I picked, writing poems to learn information, was the best strategy because it is easy to understand, relatable, and an excellent way to recall tricky information.
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.
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.
Saturday, December 11, 2010
Learning Technique Number One: Problem Solving
3.
Utilization of Five Learning Techniques:
Technique:
Problem Solving
Process:
· Historically:
When reflecting upon the history of problem solving, humans have been solving scenerios from the beginning of their existence, usually by trial and error. However, humans never understood or comprehended their solving of scenerios until scientists in the 1930s recognized and developed what is now the scientific method. Throughout its history, the scientific method has often been viewed mainly as a method for scientists and may be considered the most important tool when problem solving. Relatively simple experiments were used in order to fully understand the scientific method so that individuals could understand this form of analyzation. After about a decade of simple experiments, problem solving, especially in the 1960s and 1970s, became extremely popular to the entire wolrd because problem solving had clearly defined solutions, which could be solved in a resonable amount of time, and researchers could trace participants' problem-solving steps to better help them.
One of the impressive examples of problem solving was demonstrated by Herbert Simon and Allen Newell. Simon was a contributor the field of artificial intelligence, creating with Allen Newell programs such as the Logic Theory Machine in 1956 and the General Problem Solver (GPS) in 1957. GPS was the first method of utilizing problem solving strategy from information.
· Purpose of Strategy:
Problem solving is one of the ways to determine the solution of particular problem. Problem Solving involves first finding the problem and, after, create step-by-step explanations in order to find the solution of the problem. This idea of problem solving cannot only help students learn neuroscience, but also help teachers explain neuroscience to their students in an effective manner.
Two important aspects of problem solving when talking about neuroscience include flexibility and open-mindedness. In order for a person to gain good problem solving skills, he or she will be required to understand the problem and create a useful plan to solve the problem. As the person works through the difficulties of problem solving, he or she is also understanding and anlyzing neuroscience lessons. It is important to consider the problems of each topic. This will better prepare someone to have the ability to make well-informed, yet creative solving techniques to the problems that one may experience in life.
To conclude, problem solving gives students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with any topic. Problem solving gives psychology students more motivation and challenge.
Effectiveness:
Problem solving is a skill to have and a process to remember. It is a tool because it can help a person solve an immediate problem or to achieve a goal. In addition, problem solving is a skill because once someone has learned the process, he or she can use it repeatedly, like the ability to ride a bicycle. Problem solving is also an organized process because it involves taking a number of steps, which will make students understand the topic of neuroscience even better. The first thing that all psychology students should know and understand is that all problems, no matter the complication, have solutions. One, through problem solving, needs to teach the mind that every challenge that one faces has a solution. The person is increasing the mind’s ability to be analytical in determining the solution to those problems.
When one seems to have a problem in their analytical stage, one can follow the problem solving process to help. Every time one uses a problem solving process, one is increasing problem solving skills.
Beneficial to Neuroscience Studies:
Problem solving places the focus on the student making logic of neuroscience ideas. This learning technique also encourages students to gain confidence in their ability to think scientifically. The students are learning the key information about topics that were broken down for the essential problem-solving question. After completion of the subtopics, the children can find the solution to the main problem they were problem solving in the first place. In addition, problem solving provides current assessment information that can help teachers make instructional decisions to help the students better understand neuroscience. Problem solving allows students to extend their ideas in order to challenge their greater knowledge and understanding.
Problem solving allows students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with neuroscience. Problem solving gives psychology students the motivation that provide them with an interest in the subject of neuroscience and renewed confidence in them to achieve success in psychology.
4.
Analysis of Use:
The Experiment for Problem Solving:
At the start of the experiment, I had six people in a learning group. These six people included my neighbors, the Lacey's (Alison (47 yrs.), Andy (50 yrs.), Brad (22 yrs.), and Brianne (21 yrs.) along with the Abraham's (Jimmy (11 yrs.) and Nicole (9 yrs.). These six people were instructed to read in the textbook "Psychology" by David Myers the neuroscience sections of the book, which included chapter 2. They could only read the chapter once. After the reading had ended for all of them, I sat them down at a round table and gave them all a blank sheet of paper and asked them the essential question they had to answer, "What is Neuroscience?" I gave them an hour to deliberate amongst themselves for an answer that had no specific length. Once this had ended, I let them go home.
The next day, I let them read, for thirty minutes prior to answering the question, chapter one again along with a pamphlet on problem solving organizational that I received offline at
Problem Solving:
· Effective:
When both subjects performed the learning style process of problem solving, the subjects were encouraged to gain confidence in their ability to think scientifically. The subjects learned the key information about topics that were broken down for the essential problem-solving question (What is Neuroscience?). After completion of the subtopics, the subjects found the solution to the main problem they were problem solving in the first place. In addition, the subjects were a lot more relaxed than in other study habits and gained a lot of information because they were using their own study tool, their mind. Problem solving gave the subjects more motivation and challenged them in the subject of neuroscience, while renewing confidence in them to achieve greater success in psychology. When a testwas given in order to review review their knowledge, the subjects placed in the advanced category.
· Ineffective:
At the beginning of the problem solving learning strategy, the subjects could not identify or accurately describe problems when they occurred because they were unfamiliar with the terms being presented dealing with neuroscience. Therefore, they at first started to have a lack focus and often failed to produce the desired answer. Also, the subjects had a negative attitude because they did not understand anything about neuroscience. In addition, some of their sub topics to solve the overall problem of a certain topic in neuroscience often lacked innovation and did not make sense. Lastly, the subjects did not respond well when they had a problem occur that was outside the main problem they were focusing on. This can all be corrected after using the process more frequently.
Modifications:
When looking at the results and observing the subjects during their problem solving, we noticed the following:
1. You do not have to figure the solution to a problem out in one sitting. One way in which to alter the experiment to receive a better understanding of the effects of neuroscience is to have them see a problem in which to solve, but take breaks after completing one of the steps of problem solving, so that they can analyze without becoming overwhelmed. The mind, like the body, benefits from a measure of rest. Some of the best solutions always come when someone is not sitting in front of the problem, while instead pondering solutions outside of the environment. This could benefit the experiment because after a refreashing break, the people can have no ideas.
2. Do not be afraid to fail. At the beginning of the experiment, the people could tell the subjects that any idea is a good idea. There is no right answer or path to solving a problem. When the instructors tell the subjects this piece of infromation, the subjects will have an altered state of mind in a positive light that will ultimtely give them more confidence. Even if it is just failure by the subject’s standards, doing a poor job and recognizing it gives someone a platform for the next problem. One can see what he or she has done wrong and what could be done better, overall showing a true problem solving process. These failures are a valuable step in the problem solving process.
3. II should have split the group of six up into two groups of three randomly so that the order effect did not come into play. What would of happened if the group learned the problem solving techniques first and then took them a second time still?
I should have also conducted both parts of the experiment on the same day, but due to time constraints, that was not possible. People had to go on with their daily lives. Also, this would have also prevented the people from reading the book a second time.
Effectiveness in Relation to Incorporation of Learning, Thinking, Memory, and Language:
Problem-solving styles are the different ways individuals attempt to solve problems. The various problem-solving styles can help minimize unexpected occurances and help one think, learn, utilize memory, and utilize language. When one first starts a problem, they have to think as to how they are going to approach the problem in order to receive a reasonable answer. Along the way of the problem solving experience, one is continually learning about neuroscience and the problem solving technique that can help in everyday situations. Since the problem solving is in groups, one has to communicate through language in order to exchange ideas. When those ideas are exchanged, people keep them in their memory in order to be brought up at an appropriate time to try and solve for a solution to the problem. Problem solving is an excellent learning technique because it incorporates many aspects of learning.
5.
Importance:
Explain why understanding these concepts of learning, thinking, memory, and language are critical to our understanding of neuroscience.
When looking at the concepts above, each has an important role to help learn neuroscience. A person's has the ability to learn and consciously remember everyday facts and events through problem solving. Studies using brain imaging research have identified a large network of areas in the cerebral cortex that work together to support the ability to learn, a place where problem solving is emphasized. In learning, humans believe that language is what sets us above all animals. Language, spoken or wrote, is what allows us to interact and communicate complex ideas to one another and retain that knowledge received across generations. Thinking refers to the mind's exertion to try and find an answer. This can be achieved through probblem solving. The cognitive system in the body receives and returns information, which we use to think and communicate. As we think, we form concepts that become organized and we make efficient decisions and judgments. Lastly, memory allows one to retrieve information for later use in order to make connections to the ideas presented at a specific time in life, allowing one to fully understand neuroscience.
Analyze how understanding these ideas can help us grow as learners and to better understand the processes we go through on a daily basis.
When one understands the roles that language, thinking, memory, and language play, this understanding of ideas will eventually show the person how they have been receiving knowledge since they were born. This problem solving technique can help us grow as learners because it allows for a clear representation as to what each aspect of learning does in the form of the four concepts as mentioned above. The processes will become a habit for people and will help them understand what they are doing on a daily basis. This problem solving will eventually become an outline for success in everyday life.
How can this knowledge help us not only to learn neuroscience, but other aspects of psychology as well?
As mentioned earlier, the students are learning the key information about topics that were broken down for the essential problem-solving question. After completion of the subtopics, the children can find the solution to the main problem they were problem solving in the first place. In addition, problem solving provides information that can help teachers make instructional decisions to help the students better understand neuroscience.
To conclude, problem solving gives students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with neuroscience. Problem solving gives psychology students more motivation and challenge that provide them with an interest in the subject of neuroscience and renewed confidence in them to achieve greater success in psychology.
Tuesday, November 23, 2010
Phase II - Part V - Tyler Orner
Cognition: Cognition is simply defined as knowledge and everything that is involved with the process of it. When a teacher is teaching a class he or she is imparting their knowledge to the students and the students are listening, asking questions, and talking about the topic. All of this relates to cognition and all the mental activities that relate t thinking, knowing, and remembering; knowledge.
Concept: A concept is just an idea or a notion. For example, a computer or technology would be a concept. There are many different types of computers but each one would fall under the general concept of a computer and an even broader concept of technology.
Prototype: A prototype is the first of its kind. First we create what we know to be concrete and use that as our prototype, and then comparing all subsequent objects to our prototype. One prototype is the hybrid car. The manufacturers had to create a prototype for the design to determine whether the idea was feasible and if it would be popular. Once it was determined that both would be possible, they began to mass produce cars similar to this prototype.
Algorithm: An algorithm is a step-by-step method that is followed to get to a certain outcome. One type of an algorithm is factoring. We know that if we have a function and we follow a standard procedure we will find the answer. Also, PEMDAS, or the order of operations is an algorithm because if we follow it, we are certain to get the correct answer.
Heuristic: A heuristic is a simplified way of finding a certain outcome, but this way is more error-prone. One example of this is trying to solve a hangman puzzle. One will first guess letters like r, s, t, l, n, and the vowels because they are the most common letters. While it is possible that the word may contain a letter like y or z, it is less likely so we don’t guess that until the end. Also, for word searches, if a word has a unique letter combination or two of the same, it is easier to just look at those in the puzzle. While this may not always lead to the answer the first time, it is faster than looking at each letter individually.
4. One way to use my knowledge of this chapter to improve the learning strategy is to first categorize a chapter or the desired material into main concepts to make the wide variety of material covered into a simplified few concepts. Another way is to create a prototype to just a get a base strategy which I can then tweak and improve as I go.
6. I am going to break the information down into simplified concepts to make the variety of material covered easier to remember and associate for the students.
Concept: A concept is just an idea or a notion. For example, a computer or technology would be a concept. There are many different types of computers but each one would fall under the general concept of a computer and an even broader concept of technology.
Prototype: A prototype is the first of its kind. First we create what we know to be concrete and use that as our prototype, and then comparing all subsequent objects to our prototype. One prototype is the hybrid car. The manufacturers had to create a prototype for the design to determine whether the idea was feasible and if it would be popular. Once it was determined that both would be possible, they began to mass produce cars similar to this prototype.
Algorithm: An algorithm is a step-by-step method that is followed to get to a certain outcome. One type of an algorithm is factoring. We know that if we have a function and we follow a standard procedure we will find the answer. Also, PEMDAS, or the order of operations is an algorithm because if we follow it, we are certain to get the correct answer.
Heuristic: A heuristic is a simplified way of finding a certain outcome, but this way is more error-prone. One example of this is trying to solve a hangman puzzle. One will first guess letters like r, s, t, l, n, and the vowels because they are the most common letters. While it is possible that the word may contain a letter like y or z, it is less likely so we don’t guess that until the end. Also, for word searches, if a word has a unique letter combination or two of the same, it is easier to just look at those in the puzzle. While this may not always lead to the answer the first time, it is faster than looking at each letter individually.
4. One way to use my knowledge of this chapter to improve the learning strategy is to first categorize a chapter or the desired material into main concepts to make the wide variety of material covered into a simplified few concepts. Another way is to create a prototype to just a get a base strategy which I can then tweak and improve as I go.
6. I am going to break the information down into simplified concepts to make the variety of material covered easier to remember and associate for the students.
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