Brain-Based Learning There are various learning theories that educationists and psychologists come up with in elation to the process by which people and children in specific acquire knowledge f things that surround them. One of theories that help explain the learning process is the Brain-Based Learning theory. This is a theory that focuses more on the characteristics of the human brain and how that facilitates learning and ultimately education process at the schooling age. It indicates that the human brain is constantly searching for meaning as well as looking for patters and connections between items that the human eye sees everyday. This constant search for meaning hence requires an authentic environment where the child can learn and easily make connections between the new objects they come across and in the process retain the new information that they may come across. According to the Brain-based learning theory therefore, a relaxed and non-threatening atmosphere which does not heighten the fears that may be within a student but instead reduces them, especially that fear of failure is considered...
The other significant aspect of the theory is that it views the brain as an organ that has some extent of plasticity. This means that the brain has the capability to grow and accommodate extra information that may be stimulated by external stimuli. It is not static such that it accommodates only the initially learnt information but has the capability to respond to any extra external stimuli that may require that the individual learns more than before and at a faster rate (ASCD, 2014). This is the case with the school process where at the lower grades, the brain accommodates the little information given and as the student progresses to higher grades the external stimuli become stringer and more complex but the brain is able to expand and accommodate that as well.
p17-30 Kuhlthau, C.C., Heinstrom, J., & Todd, R.J. (2008). The 'Information Search Process' Revisited: Is the Model Still Useful? Information Research,13(4) MacCharen, B.,Song.,J ., martens, J (2011).School Innovation: The Mutual Impacts of Organizational Learningand Creativity. Educational Management Administration & Leadership; Nov2011, 39 (6) p676-694, Lesson Plan Discussion of future possibilities and events using the auxiliary verbs will and will not Future tense using Will Objective At the end of this lesson, all the students should
E. The adult learners are always encouraged to understand why they need to study or learn a certain aspect, what can be its various potential categories and how it can be applied with minor adjustments in different scenarios. Furthermore, the andragogic learning processes encourage that the adult learner is an independent and self-dependent thinker and is able to draw in the previous experiences whenever required. Andragogic learning also encourages the
We will include studies concerning memory recall in elementary students. Androes et al. (2000) asserts that memory recall is essential to reading comprehension in elementary students. The authors insists that reading comprehension is defined as the capacity to understand and recall the details, sequence, and meaning from written material (Androes et al. 2000; Klein 2000). Reading comprehension is a fundamental skill that is one of the critical elements of any
teacher is no longer the person who holds all of the answers or the individual who is solely responsible for imparting knowledge. "From the stage sage to the side guide"; these were the words of Alison King (1993). She suggested that the process of learning is active, and it should be about more than just sitting, listening, writing down notes and looking for the right answers. Students are passive and
Teacher Knowledge Educators' instructional 'knowledge base' encompasses all necessary cognitive information needed to cultivate efficient learning-teaching settings. Scholars indicate that it is possible to study such information. But discerning the contents that make up the aforementioned knowledge base is complicated. A majority of research works distinguish procedural (i.e., 'knowing how') from declarative (i.e., 'knowing that') knowledge (two forms of knowledge defined by cognitive psychologists) and employ this as their theoretical foundation.
Teaching Frameworks One of the more prominent models and frameworks when it comes to learning is the idea that has come to be known as cognitive constructivism. As explained and summarized adeptly by the Berkeley Graduate Division, the main facets of this framework and topic are the view of knowledge, the view of learning, the view of learning and the implications that all of these facets have on learning and the
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