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Module 4 Blog

Slavin Chapter 6

Overview:
    
    This chapter focuses the workings of the human brain as it relates to information processing. This chapter is quite extensive in its information on information processing, working memory, what helps us remember, what makes us forget, memory strategies, metacognition, and brain research.

Analysis:

    There are three major components of our memory: the sensory registry, short term memory (working memory), and our long term memory (154). Information is received and then processed through the mind. Our previous experiences and our various schemas are what develop our unique perceptions (124).

    Our short term memory is the information that we are aware of at any given moment. When we stop thinking about something it disappears from our short term memory (125).  Teachers have to help students learn strategies to keep their working memory focused and able to transfer information like rehearsal. It is also important that teachers help activate prior knowledge so that long term memories are linked to active memory thus making information more likely to stick.

    Our long term memory has more capacity to store information. Scientists now know that we can retain information that we learned in school (128). Slavin notes that the degree to which students retain material is reflective of how well they learned it in the first place. And instructional strategies that actively engage students have a higher likelihood of retention (130).

    The chapter goes on to talk about the biological make up of the brain and how the brain works. "The progress of brain research has quite naturally led to a call for applications to the practice of education" (135). Then there is explanation about what causes us to remember and forget things. 

Reflection:

    The study of the brain is crucial in the furthering how we teach students. If we don't understand how the brain works and how our memory works, we can't efficiently provide strategies that will be best for students. Understanding our working memory and long term memory help us recognize the amounts of time students can retain knowledge, how they receive knowledge and how to help them best retain knowledge. It helps us create learning environments that remove obstacles that may impede transferance of information from short term to long term memory. To be our best educating selves, we have to understand the brains of our students and how they work.

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