Chapter 6 Reflection: Cognitive Theories of Learning

 Description:

  Chapter six opened by discussing the Information Processing Model. The author discussed the various components that comprise the model. Then, the author moves on to discuss different theories of information processing. 

     Chapter six also continued with the idea of memory and the process of learning. The author discussed how memory works and how information moves from the various levels of memory. Slavin also included an analysis of the physiological structures of the brain that are involved with memory and how those features affect learning (Slavin, 2018). Also, by considering these pieces, the author described various strategies that teachers can use to monopolize the physiological and psychological aspects of learning and memory to help better students retain, call back, and apply information (Salvin, 2018).     

    Much of this chapter discussed the depth to which neuroscience and brain research has influenced knowledge and education over the last decades (Slavin, 2018). The author also included various metacognitive skills and strategies for memory, study, and cognitive teaching for the readers to consider (Slavin, 2018). 

Analysis:

    There is no argument that the foundation of learning is retaining what was learned and using the information for later use. Therefore, educators and policymakers should develop an understanding of the various aspects of how students’ brains develop and how they mentally store and recall information. Chapter six discussed the Atkinson–Shiffrin model of information processing in-depth and mentioned critical components of the Levels-Of-Processing Theory and the Dual Code Theory. These models and theories all support and expound on the features of information processing (Slavin, 2018). 

    One of the most important ideas to establish before discussing the information processing and learning theories is that learning is controlled (Slavin, 2018). Much of these brain and memory functions can be both conscious or unconscious and they do not occur linearly (Slavin, 2018). Educational professionals must be able to support the executive processes of memory acquisition (Slavin, 2018). These functions are simply the processes students use to determine what is worth being stored in long-term memory (Slavin, 2018). Executive processes are also interest and motivation-based. If a student is willing to lend their attention and create connections with prior knowledge, the student will be more successful in storing and retrieving information from long-term memory. Therefore, educational professionals should consider these facets when planning and deciding how to deliver information to students. Is it valuable enough for me to remember for the rest of my life? 

           The memory processing theory is the most common theory that discusses how information is retained (Slavin, 2018). The process is made of three general parts: the sensory registry, short-term or working memory, and long-term memory (Slavin, 2018). Each component has unique qualities that are important to understand when designing learning opportunities for students.

Sensory registration activates the senses or the stimuli used to deliver information to our brains (Slavin, 2018). Teachers should recognize this at the launching point for memory. However, to engage the senses purposefully, educators must be aware that students should be conscious of the stimulation (Slavin, 2018). There is such thing as “sensory overload”. The author suggests that educators employ various cues to help direct student attention and ensures that they are intentional with their planning of lessons. Students often remember the very first and very last bit of information due to concepts referred to as primary and recency effects (Slavin, 2018). The author nods at those who use phenomena or “shocking” hooks for engagement in lessons; these educators activate the senses to excite information processing (Slavin, 2018). Once the senses are ready and receiving information, the brain beings to sort, prioritize, and cull information which pushes students to the next concept, working memory (Slavin, 2018).

    Short-term memory is also referred to as working memory (Slavin, 2018). This stage of memory is arguably the most important due to the fact that this is where the work happens, “the mind operates on information, organizes it for storage or discarding, and connects it to other information.” (Slavin, 2018, p. 125). Supporting students at this stage is critical for information to be properly prepared and stored in long-term memory (Slavin, 2018). Students need time to “sit” with the information and process it. Slavin warns that teaching information-heavy content quickly without allowing students time for rehearsal or reflection can interrupt the storage and organization of the new information (2018). A caveat regarding working memory; as with many aspects of education, working memory is not universal and is a limited resource with a capacity that varies from student to student (Slavin, 2018). Education aims to have students effectively move information from working to long-term memory (Slavin, 2018). 

    Interestingly, there are three identified types of long-term memory: episodic, semantic, and procedural (Slavin, 2018). The variety that is the most relevant to education is the semantic long-term memory (Slaving, 2018). Semantic long-term memory is where schema is used (Slavin, 2018). Schema or interconnected information webs is where connection and the reordering of information can be made to link, apply, and adjust conceptual knowledge (Slavin, 2018). This web or schema acts as a bridge for the information to travel from work to long-term memory. This ideology is part of the Schema Theory, presented in chapter six (Slavin, 2018). One of the strategies that Slavin suggests is to help students develop their schemata is the excitement of prior knowledge, “Teachers must purposefully link new learning to students’ existing background knowledge (Slavin, 2018 p. 146). 

    The author details the physiological components of the brain; however, the most important aspect to consider as an educational professional is that student how are subject to high stressors can suffer damage to the brain’s development; however, research shows that this is not a limiter for students (Slavin, 2018). With proper support from professionals and educators, the brain’s natural ability to adapt through engaging in constructive activities will help strengthen certain areas (Slavin, 2018). The author does warn that even though neuroscience can offer diagnoses for specific exceptionalities such as ADHD and dyslexia( Slavin, 2018). The field is not yet able to definitively guide educational practices; it can use science to suggest possible approaches, strategies and provide research support for some established theories and principles of education. While learning how neuroscience plays in identifying the physiological mechanics of memory and brain function, it is also beneficial for individuals to understand how memory is lost and what educators can do to thwart it. 

    The author discusses that the reason most people forget is due to interference (Slavin, 2018). This is where information can be interrupted or mixed up with other information and cause issues with recall (Slavin, 2018). This idea is essential for classroom teachers to structure their lessons or alter their strategies to avoid students “wires getting crosses”. For example, information can be too similar to previously learned information, or the new information can conflict with deeply establish preconceptions or prior knowledge (Slavin, 2018). Students may also struggle with a sensory overload and are unable to focus their attention due to the overwhelming amount of stimuli (Slavin,2018). At this point teachers should engage in reflection and consider how to adjust their teaching strategies or classroom management to better present information in a unique manner to avoid students losing information in “the mix” (Slavin, 2018). 

    As the chapter progresses, the author suggests more strategies to help students conserve mental energy, move information into long-term memory, and retrieve it. An interesting idea discussed by Slavin is the idea of automaticity (2018). Automaticity is important for conserving mental energy and “frees up” mental function for more complex work Slavin 2018). Practice experiences, modeling, active engagement, and product creation all help student move information to long-term memory (Slavin, 2018). 

    Many educators already use some version of a memory strategy such as mnemonics, keywords, imagery, and initial-letter strategies to help the students connect and organize information in a way that is engaging and easy to recall (Salvin, 2018). 

Educators are offered another extensive list of strategies, but for the sake of studying. Studying skills and strategies are often incite mixed feelings with educators. Slavin asserts that the best strategies are strategies that require the learner to actively engage in the process (2018). Underlining, outlining, summarizing, pretests, and concept mapping are some of the strategies that require the students to actively engage with the content (Slavin, 2018). 

    The chapter ends with a discussion of cognitive teaching strategies. These strategies help students internalize information in a variety of ways. Advanced organizers, organizational schemes, conceptual models or knowledge maps are a few of the strategies offered by the other for educators to consider in the future. 

     An enormous concept that educational professionals often forget is that students are not born knowing anything. They rely on their previous experiences and what is taught to them through direct instruction and their own experiences to develop understanding. Slavin made a powerful statement when they said; students are not empty boxes ready to be filled with information; they aren’t even complete boxes (Slavin, 2018). Teachers must have a wealth of knowledge and strategies ready to help support students not matter where their working memory capacity is, what background knowledge they have, or how they filter out interferences (Slavin, 2018). 

Reflections: 

    As I read this chapter, I was amazed at how neuroscience can be used to guide and support teaching strategies. I have always had a fascination with anatomy and biology; therefore, this topic was engaging. However, due to my previous biology courses, much of this information was a review for me. Nevertheless, I enjoyed looking at this information from the perspective of an educator. 

I was not aware of some strategies and specific terms, so I have enjoyed learning about the different facets of this topic.  

    I appreciated that the author mentioned that data is often overused or used in an unintended way to create a “one size fits all” approach. He highlights the idea that neuroscience cannot dictate what teachers do only guide (Slavin, 2018). 

    I am excited to use some of these strategies in my classroom. I have both ADHD and dyslexic, so reading about how memory works regarding stimuli filtration and the need to “sit” with information was profound. I was also surprised that some of the things I do naturally in my classroom are valid and widely accepted because of our brain's physiology.

    Regarding things I would change in my classroom practices, I know I am guilty of information overload. One of those problems is my overzealousness and desire to challenge my students. Our curriculum and our district pacing also are to blame for drowning students in too much information too rapidly. It’s strange; I believe I can sense the exact moment when a piece of information leaves my mouth that all the circuits have overloaded and my students' brains shut down. 

    Something I discovered this year during our remote learning was using concept maps in science. I had a misconception that concept and learning maps are for ELA and Social Studies. However, science text is difficult, and there are innumerable amounts of foreign information the students need help organizing. So, I chose to begin using concept maps as a type of physical representation of schemata. I believe it was a success, and I look forward to adjusting them and using them more often

with this information fresh in my mind. I would also like to learn more about how to stimulate or “shock” students. I use phenomena in science, but math is tricky since our curriculum is so restricted.  

Reference

Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA: Pearson         Education.