Building the realities of working memory and neural functioning into planning, instruction and teaching

Presenter Information

John Pegg, University of New England

Start Date

5-8-2013 2:45 PM

End Date

5-8-2013 4:00 PM

Comments

What are important take-home messages of a learning brain for teachers? This session considers this question, initially, by briefly focusing on the current theory constructs of working memory, long-term memory, neural connections and why evolution may have presented us with the type of brain we use today. When planning for teaching and learning the implications of these constructs need to be taken into account. But the activity of the brain does not happen in isolation of the personal, social or cultural context of the learning environment or of limitations within the brain associated with issues of cognitive load. Significantly, for optimal learning to occur, the teaching agenda should represent the reality of working memory and neural functioning. This means it is important for teachers to understand the implications of automaticity, a special kind of rehearsal referred to as deliberate practice, and the valuing of errors and the use of these errors as a source of building expertise. Alongside of this is the equally important emphasis on the role that consistent and sustained effort plays in learners achieving needed skills, knowledge and understandings.

Abstract

Concurrent Session Block 2

Recommended Citation

Pegg, J. (2013, August 05). Building the realities of working memory and neural functioning into planning, instruction and teaching [Paper presentation]. 2013 - How the Brain Learns: What lessons are there for teaching?. https://research.acer.edu.au/research_conference/RC2013/5august/15