1. Fading shows that learning creates certain alterations in the brain known as memory footprints, retrievable at some future time once the need for them takes place. These remnants do not stay forever in the brain and go away after a while.
2. Interference states that old and new learning restrict one another and that the more related the points learned, the better the interference.
a. Retroactive inhibition occurs when the subsequent learning interferes with earlier understanding.
b. Proactive inhibition develops when prior learning disturbs new learning. These two concepts of interference have their implications for teaching. A teacher who recognizes these concepts will be instructed accordingly within his presentation of theme. The extent of the disturbance would depend on how similar the tasks to be done are and how different the necessary responses would be. Comparable activities or aspects must not be given immediately, one following the other, in order to avoid interference.
3. Ziegarnik effect says that an individual would forget concluded tasks more than uncompleted ones.
4. Gestaltist theory claims that material improperly sorted may fade faster than what is plainly and well-organized. It emphasizes the idea of learning by wholes.
5. Cybernetic theory states that the brain works similar to a computer. It functions incoming information prior to it being finally kept. This process is realized by encoding and organization. While in the encoding, the brain reduces or short cuts the amount of information stored for a certain item. When a person recognizes an object, he notes the important points, but in that way, he puts all these details in a bit or a while. This is the chuck or whole that is held in the memory.
Reports and experiments show that something can be carried out to boost retention. There are particular classroom practices that the teacher can do which could increase lasting memory of students. The classroom teacher and also the students could choose certain procedures to achieve longer retention of stored materials.
Listed here are the suggestions:
1. Make subject matter meaningful. Important materials are simple to remember. Materials are meaningful once they evoke organizations; words and materials are familiar; and the students could link information to a fundamental principle or rule.
2. Arrange materials and learning tasks properly.
3. Reduce the effect of interference. The result of retroactive and proactive could be lowered.
4. Offer over-learning. Over-learning identifies learning that continues after materials appear to be learned and appreciated.
5. Offer quick feedback. The associations inspire immediate feedback since this can serve as reinforcement for better learning. Teachers can give tests to identify difficulties and student deficiencies. These types of tests could recognize the areas needing improvement; hence, teaching gets guided and effective.
6. Offer active learning. Educators agree that real recitation or active learning aids students in maintaining subject matter. Anything that is recited orally is recalled greater than material learned passively.
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