Learning about the anatomy of the brain and the learning process helps theorists , educators, and scientist to investigate how to improve cognitive function. While browsing journals and educational articles about the brain, I was really intrigued to read about research conducted in the regular classroom setting and the use of technology to detects areas of the brain that are consistently active.

In Principles of Cognitive Science in Education, a team of scientists also known as the Columbia team used their research in cognitive science and implemented this principles to enhance student learning (Metcalfe, 2006). Their theory was based on their principles in learning and memory in conducive to the brain (Metcalfe, 2006). The article does not clarify specific principles in cognitive science, however it does reflect the brain’s function in human learning in reference to psychologists Woodworth, Cattell, Throndike, G. Stanley Hall, Skinner, Bruner, and Piaget theories. This group of scientist developed a computer program focused on science and advanced English vocabulary (Metcalfe, 2006). The design of this program was founded on the principles of cognitive science. A case study was conducted with urban inner city sixth grade students, who were identified as high risk for academic failure and early school termination (Metclafe, 2006). This case study was conducted for six weeks with a control group and seeks to find if the computer program developed improved student achievement (Metcalfe, 2006). The computer based program was designed with the variable of self-generation rather than reading, multimodal and contextual variability, spaced practice, corrective feedback, repeated testing both immediately and at a delay (Metcalfe, 2006). Produced results display that cognitive-science-based computer program increased student performance by 411 percent (Metcalfe, 2006). A pattern in an upward trend was detected when the study was conducted two more times with other recipients (Metcalfe, 2006).

The findings of this computer based program are incredibly important in the field of education. The education system is always using research based methods and strategies to implement to increase student achievement and to promote more rigorous instruction. It is evident that research on the cognitive processing is a tool used for these developments. Vocabulary development is essential for students of lower economic status, such as the students referred to in the case study to be able to learn words that will strengthen their cognitive skills. It would be interesting to seek if the computer based program incorporates mathematics vocabulary, would demonstrate the same results generated.

http://www.psychologicalscience.org/observer/getArticle.cfm?id=1950

In Science Daily, the article focuses on research conducted to determine how the brain learns. Researchers from the group of Professor John –Dylan Haynes, Director of the Berlin Center for Advanced Neuroimaging used fMRI (functional magnetic resonance imaging) to find the areas of the brain that where most active during learning (Charité - Universitätsmedizin Berlin, 2011). Haynes’ group monitored the brain’s activity changes across the course of a learning process. Participants observed images and identified differences among the images (Charité - Universitätsmedizin Berlin, 2011). The team wanted to conclude whether the visual center of the brain is involved in learning through the use of increased detailed representation of the stimuli (Charité - Universitätsmedizin Berlin, 2011). If not, then it would be concluded that learning occurs due to an improved interpretation of the stimuli in the brain (Charité - Universitätsmedizin Berlin, 2011). Thus the areas of decision making of the brain are involved in learning (Charité - Universitätsmedizin Berlin, 2011). Results from the fMRI measurements show that the activity in the visual center remained constant during the entire learning process (Charité - Universitätsmedizin Berlin, 2011). The areas of the brain that were most active were in region in the prefrontal cortex (Charité - Universitätsmedizin Berlin, 2011). Researchers confirmed that the learning process occurs at the level of decision making (Charité - Universitätsmedizin Berlin, 2011) In other words, the learning process is stimulated by learning more and more to interpret given information (Charité - Universitätsmedizin Berlin, 2011).

Based on these findings, this is connected with the information presented in “Information Processing and Problem Solving” (Laureate Education Inc, 2009). In reference to information processing that involves encoding, retrieval, and metacognition, it is evident that problem solving and decision making are intertwined to determine how the brain processes information. It is important to use this information in order to develop programs and technology tools that will facilitate the learning process of the brain. It is essential to stimulate the brain in order to enhance the brain’s knowledge and to function proficiently. Technology tools on the web and educational games need to be geared towards these finding to be effective for students’ learning process.

Learning about the anatomy of the brain and the learning process helps theorists , educators, and scientist to investigate how to improve cognitive function. While browsing journals and educational articles about the brain, I was really intrigued to read about research conducted in the regular classroom setting and the use of technology to detects areas of the brain that are consistently active. 

http://www.sciencedaily.com/releases/2011/05/110518121030.htm 

References

Charité – UniversitätsmedizinBerlin. "Reading the fine print of perception: Human brain learns by interpreting details, study shows." ScienceDaily, 18 May 2011. Web. 11 Nov. 2011.

Laureate Education, Inc. (Producer). (2009). Information Processing and Problem Solving (video)

Metcalfe, J. (2006, March). Principles of Cognitive Science in Education. Retrieved November 11, 2011, from www.psychologicalscience.org: http://www.psychologicalscience.org/observer/getArticle.cfm?id=1950

Professional Learning Communities

I am very new to professional learning communities and quite frustrated at times, trying to figure out how this really works. I browsed resources that I found to be effective that will contribute learning while working in the field of instructional design. There are three blogs that really spoke to me. I am a first grade elementary teacher and often look for ways to integrate technology into my classroom. I found Lisa Parisi's blog very helpful. It describes assumptions teachers always contain at the beginning of each school reflecting on what students will or will not be able to do. This blog is insightful because it analyzes how teacher's assumptions are often incorrect. It also focuses on the gender language with students at elementary level. It discusses how students are often intimated to work with students of the opposite gender. The information was supportive because it really relates to why boys rather work with boys and girls rather stick with girls. This site allows reflection on the role as an educator and how technology can build stronger relationships in the classroom. It connects with the theory of constructivism. Using interactive and engaging activities that promote cooperative learning will enable students to learn through interaction and experience (Etmer & Newby, 2003). Students’ misconceptions about working with the opposite gender will become obsolete and learning will take place.  

http://www.thelisaparisi.com/ 

The following site I approached listed a variety of blogs dealing with technology and student motivation. My future goal is to become a college professor. Learning as much as possible in the education field is essential in becoming a successful in the field of instructional design. This blog focuses on intrinsic and extrinsic motivation. I found it enlightening to read because the education system is often looking towards rewards to motivate students to learn. It is evident that rewards may not be the best method of promoting better attendance or student engagement. It clarifies that once a reward is taken away, a student will result back to the usual trend in behavior. It resembles the behaviorist theory discussed in this week readings. The behaviorist theory implies that a stimulus is used to elicit the desired response from the learner presented with a target stimulus (Ertmer & Newby, 2003). In this case, students are presented with stickers, homework passes, extra computer time, extra credit, treasure box, and candy to elicit students to be engaged in learning and to make good grades. Observing this in the classroom, students become expected of receiving rewards when completing a task.  I think the best way to motivate students is to provide fun and engaging classrooms that will spark their desire to learn. What better way than technology!  Using the constructivism approach to teaching, will promote a students’ desire to achieve. Although, rewards may be helpful in some instances, intrinsic motivation is what should be promoted and focused on.

http://newadventuresatwilkes.blogspot.com/

Technology is apparently will always be evolving and changing. The world will constantly be adapting and learning in order to be efficient in this world of technology. This site is useful because it contains a blog provides insights on assessments with the use of technology. I did not realize that blogs could be such an effective tool for assessing performance. It was interesting to read how to this educator developed an assessment to effectively grade student performance. I realized that this would be useful information because it may be helpful in developing assessments with other use of other technology, such as evaluating websites or multimedia presentations. It also enables me to use instructional tools to develop knowledge of more complex topics that will assist in applying my experience in the field of instructional design (Ertmer & Newby, 2003).  

http://www.teachandlearn.ca/blog/ 

These sites will serve as ongoing resources because they reflect different areas of intellect that will be helpful in reflecting on my role as I work in instructional design. They are a mixture of different components that deal with student interaction, research based methods of student behavior, and the use of technology in the use of assessment tools. They contain other resourceful tools that will present the opportunity to interact with others that will contribute to my knowledge. It is evident that the new movement in education is geared towards collaboration among members of teams in schools and structured so that educators can reflect on instruction together (Ferriter, 2009 ) In contrast, blogging is an essential tool to collaborate with other professionals to expand our minds to different ideas, information, and methods of learning.

Resources

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(5), 34–38.