Sequence: How Learning Happens

Sequence Information

Sequence: How Learning Happens
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Description:

The purpose of this LAMS sequence is for students to explore and understand how the brain processes information; manages information and how they can use this to become more successful learners. Students achieve this through a mixture of shared resources such as flash animations as well as online collaboration, discussion and activity.

Keywords: Learning, brain, information processing, learner, study skills, ALeD

Subject: Improving your Own Learning, Study Skills

Audience: Post 16 Education

Run time: 1.5 Hours

Delivery Mode: Classroom based

Resources: Computer and internet access per student.

Outline of Activities: Introduction and welcome to the session. This outlines the aims and objects of the session. These are: look at how your brain processes information from your senses and how this becomes learning; how your brain manages the information from your senses; what happens inside the brain when learning is happening and how you can use this information to become a more successful learner.

Tool: Notice board

Students are invited to look at a flash animation that demonstrates how the human body deals with sensory input. Students are asked to think of the types of information received through our senses and are challenged to think of four, one each for smell, sound images and reading.

Tool: Shared Resource

Students are invited to discuss the examples they have thought of with the group.

Tool: Chat

Students ate introduced to the Reticular Activating System. This includes and explanation as to what it is and does. This is partly achieved through a Flash animation.

Tool: Shared Resource

Students go on to see the Reticular Activating System in action by playing a game. The game challenges students to count the number of Fs in a sentence in 30 seconds.

Tool: Shared resource

Students are invited to chat with their peers and compared the number of Fs they counted and discuss why there might be differences.

Tool: Chat

Student have another opportunity to count the Fs again, this time they are give longer, 40 seconds.

Tool: Shared Resource

Students are asked to vote on the number of Fs they think were in the piece of writing. This allows students to compared votes.

Tool: Vote

Students receive feedback explaining why they counted the wrong amount of 'F's. They can also access a shared resource showing them the correct answer.

Tool: Notice board

Students are invited into a forum to discuss the benefits of learning about the brain might be. Some suggestions have already been entered for them. These suggestions are: how learning about the brain will help you motivate yourself; make the most of your everyday experiences; focussing more easily and learning more successfully.

Tool: Forum

Students are introduced to the next section of the learning design which is information regarding the neuron. Students access a Flash animation of the neuron with information regarding its function

Tools: Shared resource

Students are encouraged to think of learning as creating as many connections between the neurons as possible by using a variety of senses to input and practice information.

Tool: Notice board

Students have an opportunity to test the theory above by learning to count to ten in Japanese. Students access an image and are encouraged to use as many senses to input the information as possible. They are encouraged to say the word, connect an action to the word and look at an image that represents the word.

Tool: Shared Resource

The next screen reaffirms what they have just done

Tool: Notice board

Student access a flash animation that show lots of connected neurons. Students are encouraged to think of how many new connects they have made by completing the last task, thus making a connection between the activity and the development of the brain.

Tool: shared resource

Students are now given the opportunity to reflect on the session in a journal recording what they’ve learnt and experienced. They are asked to think about: What they have learnt; how did they learn it; what did they did and how they can use what they’ve learnt in the future?

Tool: Question and Answer
Author view:

Audience:

Subjects:

Language: English

LAMS Version: 2.0

License: Attribution-Noncommercial-ShareAlike

Support Files: No files

Sharing with: Everyone in Public

Status: Active

Average Rating: (4.5). Based on 4 reviews.

Number of downloads: 99 times

Number of previews: 23 times

Authored By: Kristian Besley

Date: 13 April 2007 04:43 AM

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Add comments to How Learning Happens sequence

Sequence Information
Sequence:	How Learning Happens Preview \| Open LessonLAMS \| Download
Description:	The purpose of this LAMS sequence is for students to explore and understand how the brain processes information; manages information and how they can use this to become more successful learners. Students achieve this through a mixture of shared resources such as flash animations as well as online collaboration, discussion and activity. Keywords: Learning, brain, information processing, learner, study skills, ALeD Subject: Improving your Own Learning, Study Skills Audience: Post 16 Education Run time: 1.5 Hours Delivery Mode: Classroom based Resources: Computer and internet access per student. Outline of Activities: Introduction and welcome to the session. This outlines the aims and objects of the session. These are: look at how your brain processes information from your senses and how this becomes learning; how your brain manages the information from your senses; what happens inside the brain when learning is happening and how you can use this information to become a more successful learner. Tool: Notice board Students are invited to look at a flash animation that demonstrates how the human body deals with sensory input. Students are asked to think of the types of information received through our senses and are challenged to think of four, one each for smell, sound images and reading. Tool: Shared Resource Students are invited to discuss the examples they have thought of with the group. Tool: Chat Students ate introduced to the Reticular Activating System. This includes and explanation as to what it is and does. This is partly achieved through a Flash animation. Tool: Shared Resource Students go on to see the Reticular Activating System in action by playing a game. The game challenges students to count the number of Fs in a sentence in 30 seconds. Tool: Shared resource Students are invited to chat with their peers and compared the number of Fs they counted and discuss why there might be differences. Tool: Chat Student have another opportunity to count the Fs again, this time they are give longer, 40 seconds. Tool: Shared Resource Students are asked to vote on the number of Fs they think were in the piece of writing. This allows students to compared votes. Tool: Vote Students receive feedback explaining why they counted the wrong amount of 'F's. They can also access a shared resource showing them the correct answer. Tool: Notice board Students are invited into a forum to discuss the benefits of learning about the brain might be. Some suggestions have already been entered for them. These suggestions are: how learning about the brain will help you motivate yourself; make the most of your everyday experiences; focussing more easily and learning more successfully. Tool: Forum Students are introduced to the next section of the learning design which is information regarding the neuron. Students access a Flash animation of the neuron with information regarding its function Tools: Shared resource Students are encouraged to think of learning as creating as many connections between the neurons as possible by using a variety of senses to input and practice information. Tool: Notice board Students have an opportunity to test the theory above by learning to count to ten in Japanese. Students access an image and are encouraged to use as many senses to input the information as possible. They are encouraged to say the word, connect an action to the word and look at an image that represents the word. Tool: Shared Resource The next screen reaffirms what they have just done Tool: Notice board Student access a flash animation that show lots of connected neurons. Students are encouraged to think of how many new connects they have made by completing the last task, thus making a connection between the activity and the development of the brain. Tool: shared resource Students are now given the opportunity to reflect on the session in a journal recording what they’ve learnt and experienced. They are asked to think about: What they have learnt; how did they learn it; what did they did and how they can use what they’ve learnt in the future? Tool: Question and Answer
Author view:
Audience:
Subjects:
Language:	English
LAMS Version:	2.0
License:	Attribution-Noncommercial-ShareAlike
Support Files:	No files
Sharing with:	Everyone in Public
Status:	Active
Average Rating:	(4.5). Based on 4 reviews.
Number of downloads:	99 times
Number of previews:	23 times
Authored By:	Kristian Besley
Date:	13 April 2007 04:43 AM
User Comments on How Learning Happens sequence Add comments to How Learning Happens sequence