The Student Brain and Learning :pencil2:
A Coggle Diagram about Encoding :explode: (Data that is passed through the brains filters needs to be encoded in patterns that are connected to existing pathways. (Willis, 2010), Neuroimaging has provided a way to capture how the brain operates and functions during academic tasks. The connection between the different parts of the brain can be strengthened with practice, which makes these tasks more efficient (Posner, 2010) , Only 13% of information is retained by a sit and lecture setting. (Savion & Glisczinski, 2012)
So it is necessary to get up and learn in different ways! and The brain needs breaks to process the information, if no break is given, it will lead to poor retention results. (Medina, 2008)), Exercise :checkered_flag:, Emotion :smiley: (The Reticular Activating System is an old cluster of cells in the brain that all input must filter through to be sorted into higher reasoning. (Willis, 2010), As a teacher it is important to help the learners see how the content matters in their life, which will make them want to learn.
One way to do that is to have the student feel in control and to find what motivates them rather than extrinsic rewards (Zull, 2002) and According to Medina, 2008, Immordino-Yang and Faeth, 2010, and Zull 2002, Emotion is a important part of the memory retention process.
But why is Emotion important to learners?), Learners :star: These learners are in a classroom that is heavily based on Worksheets and coloring and labeling maps, without much differentiation beyond this. and