1. How the Brain Processes Information

3. What should educators do with the
information we are going to learn today?
- Reflect on their methodology
- Decide if there are new insights that could
affect their instruction and improve learning

4. Use your clicker to answer True or False to the
questions below.
1. Our brain takes in more information from our
environment in a single day than a computer
does in a year.
2. The thalamus is a system for screening all the
data than comes into the brain to determine the
importance to the individual.

6. Students with different Teachers tend to teach
sensory preferences will they way they learn.
behave differently
during learning.

7. Use your clicker to answer True or False to the
questions below.
1. Short term memory has one part; the immediate
memory.
2. The brain’s main job is to learn new data.
3. How a person “feels” about a learning situation
determines the amount of attention devoted to
it.
4. The amount of working memory you have
increases as you get older.

12. Use the clicker to answer True or False to the
questions below.
1. Learners who can perform a new learning
task well are likely to retain it.
2. Helping students make connections between
subject areas by integrating the curriculum
increases meaning and retention.
3. Information is most likely to be stored if it
makes sense and is easy to understand.

16. • Learning occurs more easily in environments
free from threat and intimidation.
- If a student detects a threat, thoughtful processing gives way to
emotion or survival reactions.
- Teachers can make their classrooms better learning
environments by make it more democratic and allowing children
to express their opinions in discussions.
• Humor has physiological, psychological,
sociological, and educational benefits.
- It gets students attention, creates a positive climate, increases
retention, improves everyone’s mental health, and is an
effective discipline tool.

17. • Motivation increases processing time.
- Design lessons that include references to students interests as
often as possible.
- Hold the students accountable for the new learning.
- Provide prompt, specific, and corrective feedback because it will
encourage them to continue processing, making corrections, and
retaining.
• Create meaning in new learning.
- Why do I need to know this?
- Model, create artificial meaning, and use examples from the
students experiences.

18. • Use closure to enhance sense and meaning.
- Use closure time to access quality and accuracy of responses and
make necessary to teaching .
- During closure, students do most of work by rehearsing or
summarizing information.
- Closure can be at any time during the lesson.
- Closure is an investment that can pay off big time in increased
retention.
• Testing Long Term Storage.
- Give test no sooner than 24 hours after learning.
- Test exactly what should have been retained
- Surprise learner, provide no preparation time.