Video Discussion Board 3:
Topic: After reading chapter 5 in Handbook of Research on Educational Communications and Technology, describe one of the effects as discussed in Cognitive Load Theory. Specifically, have you observed this effect either personally or in your classroom? Cognitive Load Theory (CLT). Spector et al explain about The Cognitive Load Theory addressing a model of human cognitive architecture that helps predict and describe the distribution of working memory resources, and the communication between the working memory as well the long-term memory (Spector, Merrill, Elen, Bishop, 2014, p. 57). There are three parts of the human memory which are: intrinsic, extraneous and germane. Dr. Holder in the liberty power point makes an explanation about the CLT, He addresses that CLT “How working memory is affected by the instruction process” (Dr. Holder, Liberty University, 2018). There are several researchers working and developing strategies with the objective to help and understand how learning occurs how students process the information, how many of them stick with the information inside their memory, and how to understand the role of memory, is very important to us as educators involved in the process of teaching and learning. “Cognitive neurosciences provide tools that may prove useful in advancing the measurement of CLT. Talking about the neuroscience of learning Slavin and Schunk (2017) stated, “brain research shows that much academic content is processed primarily in the left hemisphere, but that right hemisphere processes context” (p.40). Using both sides of the brain helps the student keep in memory what they have been learning. As a second language teacher I have been learning the importance of this information in my classroom, and in my life as an English as a second language learner, so when I am teaching the Portuguese language I tried to focus on the content and the context. With this idea in mind, I take the responsibility to incorporate context as much as possible in my teaching style. I have seen that when I am teaching vocabulary and I give my students real-world situations with those words. With this technique they learn better than when I give them a list of vocabulary to memorizes. Additionally, thinking about CLT, I learned that when I am reading a book with my students, I see that when reading the book over and over and they ask questions it allows them to pick up the sentence that answers their question and keep the book in their memory. So, I know that the learning occurred. References Holder, D. (2019). EDUC 631: Foundations and theory of distance education [powerpoint slides]. Retrieved from https://learn.liberty.edu/bbcswebdav/courses/EDUC631_B03_201920/EDUC%20631/ Wk%203%20Instructional%20Design%20%28LMS%29/res/html5.html Slavin and Schunk (2018). Learning Theories Educ 500 Print Offer New York, NY: Pearson Education Spector, M., Merrill M., Elen J., & Bishop M. (2014). Handbook of research on educational communications and technology. (4th ed.) New York, NY. Springer.
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