Fall 20062 learning means the ability to store information in your brain and then to be able to recall it later
Fall 20063 most people try to learn by reading their notes over and over again reading is a form of passive learning that may in some cases get information TO your brain but does almost nothing to guarantee storage or retrieval reading takes information to the occipital lobe of the brain, and it doesn’t always get out of that lobe into other parts of the brain unless the brain processes that information correctly it won’t be stored, or it will be difficult to recall
Fall 20064 so reading alone tends to “dead-end” the information in a format and in a place that are not very good for recall
Fall 20065 any given memory is not stored in just one place in your brain—it is spread around to different areas, each of which stores a different aspect of the memory to increase your chances of remembering and recalling information, you need to make sure it is processed through as many parts of your cerebrum as possible, so that it has more chances to be stored
Fall 20066 the same problem applies to studying or learning by hearing alone, only information from hearing can dead end in the temporal lobe
Fall 20067 if you want to make your studying more efficient you have to use more parts of your brain, especially the parietal and frontal lobes the main goal of this process is to force your brain to re-organize the information you have already read or heard – this increases the chance that it will be sent through the brain on a different “path” and gives it more places to “stick” processes that force your brain to re-organize information are called active learning because your frontal lobe not only does all of your complicated processing, but also controls your skeletal muscles, anything process that uses the muscles can be adapted to active learning
Fall 20068 1. lists lowest level of discrimination required, works when there is no relationship among the items examples: List the bones of the upper extremity. List the muscles in the rotator cuff.
Fall 20069 shows relationships among a group of items examples: Outline the tissues of the body. Outline the body cavities. 2. hierarchical organization (outline)
Fall 200610 show sequential relationships and variation in temporal scale examples: Describe the membrane potential changes that occur during an action potential over time. Describe the events of the cardiac cycle. 3. time lines
Fall 200611 4. concept mapping is a method of brainstorming all of the things that are related to a particulate topic and drawing a diagram that represents those relationships when making a concept map remember that the finished map is not what is important, but the processing your brain was forced to do while making the map make your maps sloppy and throw them away the more times you map the same process the better you will learn it
Fall 200612 5. flow charts a special case of mapping showing a sequential activity example: Describe blood flow through the heart. superior and inferior vena cava right atrium tricuspid valve right ventricle pulmonary semilunar valve etc.
Fall 200613 6. tables useful when comparing several concepts; can illustrate both similarities and differences examples: Compare the characteristics of epithelium and connective tissue. Compare the histological structure of the bronchi and bronchioles.
Fall 200614 7. physical models force a high degree of activity in the brain by coordinating muscle activity, visual input and factual knowledge, engaging almost all of the brain the use of different colors magnifies the beneficial effect of physical models examples Make a clay model of the different types of epithelium. Make a clay model of the spinal cord showing white matter, gray matter and the central canal.
Fall 200615 8. drawing and coloring drawing is the process of making a two-dimensional and usually simplified model of a structure and using different colors increases its usefulness coloring a picture is not quite as effective as drawing from scratch, but it has the advantage of being faster labeling a predrawn diagram could be included in this category, but it requires very little work in the brain and is not as effective as either drawing or coloring
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