The Brain. 3 Memory Storage Systems Sensory Short Term Long Term.

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Presentation transcript:

The Brain

3 Memory Storage Systems Sensory Short Term Long Term

Sensory Brain

Touch Put your hand inside the bag and tell me what it feels like.

Taste

Vision trumps all other senses.

Hearing  Listen to the music and raise your hand if you can tell me the name of the song.

Smell Raise your hand of you want to smell what is in the bag.

Short Term Memory (STM)

STM – Three kinds of Operations  Iconic – holds visual images  Acoustic – holds sounds  Working – active process to keep information until it is put to use

Working Memory occurs during STM

Chunking – 7 bits of info. Brain Memory Storage Short -Term WorkingLong - Term Repetition

Long Term Memory (LTM)

LTM – Four Types 1. Declarative –  Semantic - facts, principles, rules: problem solving strategies  Episodic – personal experiences 2. Procedural – tie your shoes, ride a bike, drive a car 3. Imagery – pictures 4. Concept – set of rules by which we group similar events, ideas or objects

Personal Connection

3 Memory Storage Systems

Using the Information Processing Approach in the Classroom PrincipleExample 1. Gain students attentionUse cues to signal when you are ready to begin. Move around the room and use voice inflections. 2. Bring to mind relevant prior learningReview previous day’s lesson. Have a discussion about previously covered content. 3. Point out important information.Provide handouts. Write on the board. 4. Present information in an organized manner. Show a logical sequence to concepts and skills. Go from simple to complex. 5. Show students how to categorize (chunk) information. Present information in categories. Teach inductive reasoning.

Using the Information Processing Approach in the Classroom PrincipleExample 6. Provide opportunities for students to elaborate on new information. Connect new information to something already known. Look for similarities and differences among concepts. 7. Show students how to use coding when memorizing lists. Make up silly sentence with first letter of each word in the list. Use mental imagery techniques such as the keyword method. 8. Provide for repetition of learning.State important principles several times in different ways (STM) Have items on each day’s lesson from previous lesson (LTM) Schedule periodic reviews of previously learned concepts and skills (LTM). 9. Provide opportunities for overlearning of fundamental concepts of skills. Use daily drills fro arithmetic facts Play form of trivial pursuit with content related to class.

What affects how we use our brains?

What affects our brain? ExerciseSleep

What affects our brain? Stress Gender

The End

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