Informational Processing Theories

      The brain is a complicated organ that enables humans to perform everyday tasks and to adjust to their surrounding environments. The brain is the control center of our bodies and it transmits information to different organs so that we can function appropriately.  When someone learns a new idea or concept there is a process the brain goes through in order to understand it completely. The informational process theory is a cognitive approach to the cognitive development of a human being (Rahul Thadani, 2010). According to Rahul Thadani there is a fixed structure that the information theory follows in order for the brain to process information and it is:

• Store model-this is the breakdown model, which any of the information that is being input into the brain can be stored in any of the processing units, or any of the channels that it passes through. The channels it passes through are: short term memory, sensory register, and the long term memory.
• The sensory register-this is the system of the brain that receives all of the information and stores it temporarily or permanently.
• Short term memory-this is a part of the sensory register that stores information for a short period of time. Once it makes a decision with the information that it’s given, it either sends it to the long term memory or dispose of it.
• Long term memory-this is where all of the information is stored permanently in the brain. Information can be retrieved at any time when it’s needed.

      A second theory that was explored this week was brain based learning. This theory explores the brain and how everyone learns.  Researchers suggest that in order for someone to fully develop an understanding and have a deeper level of understanding, they need to connect meaning and not just memorize the information (Caine & Caine, 1990). Everyone learns in different ways and at different rates. For an educator to fully understand this theory and design learning around students’ interest and make it contextual, will optimize learning for every student. According to Renate and Geoffery Caine there are twelve core principles that encompass the brain based learning and they are:

1.      The brain is a parallel processor-it can perform several tasks at once.

2.      Learning engages the whole physiology.

3.      The search for meaning is innate.

4.      The search more meaning comes through patterning.

5.      Emotions are critical for patterning.

6.      The brain processes wholes and parts simultaneously.

      7.      Learning involves both focused attention and  peripheral attention.

      8.      Learning involves both conscious and unconscious processing.

      9.      We have two types of memory: spatial and  rote.

10.  We understand best when facts are embedded in natural, spatial memory.

11.  Learning is enhanced by challenge and  inhibited by threat.

12.  Each brain is unique.

      The purpose of brain based learning is to engage students in a more meaningful discussion about their thinking and the strategies they use to apply new information. The shift from memorizing to more meaningful learning is proven to be more successful. In order for this type of learning to occur, the environment needs to be three elements: relaxed alertness, immersion and active processing (Caine & Caine, 1990). The environments that teachers create need to be non-threatening and challenging so that each learner is successful. Active processing through the learning process allows students to constantly reflect on what they are learning and allows them to develop a deeper level of understanding.

      Overall, these articles were valuable because it gave me more insight of the different learning theories and how they are effective. As a teacher and instructional Designer, I will use these different theories to facilitate a more productive classroom of learners. Seeing the evidence and the structure of these theories proves to me that learning is different among everyone and the way we interrupt information is crucial when developing lessons or a new curriculum.

Caine, R., & Caine, G. (1990). Understanding a brain based approach to learning and

    teaching. Educational Leadership (48)2, 66. Retrieved from EBSCOhost.

Thandani, Rahul (2010). Information processing therory. Retrieved from Buzzle.com.

Helpful Resources for Instructional Design

I don't have much experience blogging, but as I was researching I found many blogs to be very useful. In my profession it's essential to integrate different technological resources in order to reach every learner. There were blogs that directly relate to the teaching profession as well as Instructional Design. I am very excited and inspired to learn of these different websites and to continue to use them within the field of teaching and ID.

http://rlstan.wordpress.com/2011/08/26/what-instructional-design-means-to-me/

The first blog I found to be very interesting was Instructional Design Means to Me. It gives you an overview of the resources teachers continue to use in their classrooms when they implement lessons. Rlstan states that the roots of Instructional Design comes from the educators core beliefs and practices (Rlstan, 2011). I agree with this statement because as stated in the coursework this week for Learning Theories and Instruction, in order for an educator to be effective they need to know their own learning methods and use them within their instruction. Also, the educator becoming knowledgeable with the other learning theories and being able master them. He also went on to say that games and simulation are becoming more relevant in education and that they are trying to sway from teacher led instruction and more towards this model. He disagrees with the effectiveness of implementing this into classrooms and I do as well. I do believe that students are engaged with gaming, since most children use gaming systems to entertain themselves at home. I do believe that this can be an important element to integrate into a lesson, but I don't think it should be the only component or emphasis of instruction. I did find some insight with Instructional Design and what components are essential and beneficial to a consultant.

http://edumacated.wordpress.com/2011/09/05/technology-and-test-results/

This next blog I found discussed the correlation between test results and technology. Most districts are driven by data and test scores and therefore they continue to find and implement new strategies or tools to use in the classrooms. This blog indicated the test scores are not improving after the implementation of new technology. It goes into the implementation of these technological tools needs to be effective. In order for them to be effective they need to know what's useful for each student and find creative ways to reach all learners. This gives you insight of what tools are proven to be effective that correlates with the data they have compiled. This source would provide useful information for an Instructional Designer when creating instruction and implementing technological tools for a school district.

http://www.proteacher.net/blogs/

This last blog I found to be very useful is proteacher.com. I constantly use this blog and post periodically because it has so many different tools teachers, districts and parents can use. It focuses on teacher resources as well as different ideas to implement in the classroom. It has teacher practices, classroom management, and different content areas according to grade level for any teacher or district to utilize. This blog would be a great instructional design tool for district training on presentation skills, lesson planning and support.