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Module 2 Quiz
| Term | Definition |
|---|---|
| Label each part of the information processing model and briefly describe what is occurring in each phase. | Input to Sensory Memory under it Forgotten. From Sensory Memory is Attention to Working Memory under it is Forgotten and Rehearsal (which rounds up). From Working Memory is Encoding to Long - Term Memory which goes back to Working Memory with Encoding. |
| Identify each of the three primary brain systems for learning, briefly describe the function of each system as it relates to learning, and describe what UDL suggests teachers do to engage those systems. | Limbic System (Emotions, Memories, Survival Drives), Cerebral Cortex (Integration of Senses, Conscious Interaction with the Environment), Prefrontal Cortex(The "Executive", The "Moderator") |
| Define "plasticity" as it relates to the human brain. | Thriving = Plasticity. To be changed shaped, molded, or altered. |
| Describe "myelination" and the role it plays in neural functioning. | "Insulating" Role. Motor, Sensory, and Cognitive Functioning that begins in the 3rd trimester. "Explosive Growth" in infancy and is continues into Young Adulthood. |
| Distinguish between Experience Expectant and Experience Dependent plasticity and provide an example. | Experience Expectant: Common to all in a normal environment. Experience Dependent: Unique to the individual's experiences. |
| What is chunking? | the process by which the brain divides significant details into more minor units (chunks), making them easier to retain in short-term memory. |
| What is "Working Memory" and how is it distinguished from "Short-Term Memory" | Working Memory is "the small amount of information that can be held in mind and used in the execution of cognitive tasks". The difference is short-term memory usually means storage, working memory includes both temporary holding and active processing. |
| Name and explain three things we discussed in class that an educator can do to maximize a student's attention. | Activating Prior Knowledge(ask students what they know already and what they need to know or refresh), Re-engaging Attention Often(make lessons a challenge or do a fun activity), and Providing Collaboration and Community(do a discussion project). |
| Describe and provide an example of: Explicit Memory Implicit Memory | Explicit Memory: conscious retrieval, verbal, declarative(events/facts), semantic(general knowledge of world), episodic(recall of personal events) Implicit Memory: Unconscious retrieval, non-verbal, procedural(learned skills), emotionally based, priming |
| Rehearsal | practicing, drilling, preparing |
| Elaboration | addition or more detail on past information |
| Association | connection or relationship between two things |
| Visual Imagery | constructing mental images when learning new information |
| Mnemonic Devices | any learning technique that aids information retention or retrieval in the human memory for better understanding |
| What is Universal Design for Learning? | is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. |
| Describe each of the three areas of focus (i.e., multiple means of...) in UDL. | Engagement (The "Why" of learning), Representation(The "What" of learning), Action and Expression(The "How" of learning) |
| How could neurological differences pose a challenge in the classroom and what can you do to better meet those challenges? | The differences could be brain level where everyone is on a different level of understanding than other, it could also be a difference in opinion between students. Make neutral collaborative projects for students to help pick up each others slack. |
| How could you use UDL to encourage a student's active engagement in learning and self-motivation? | It can be used as a guide for me to help navigate through certain students' struggles as well as help me understand different methods I can use to support a student. |
| Neurons | nerve cells that store and transfer information |
| Synaptogenesis | the points of contact where information is transferred between neurons in the brain. |
| Synaptic Pruning | where the brain removes neurons and synapses that are unnecessary. |
| Executive Functions | a set of mental skills that include working memory, flexible thinking, and self control |
| Metacognition | knowledge on our own thinking process. |
| Neuroplasticity | the ability of the nervous system to change its activity in response to intrinsic or extrinsic stimuli by reorganizing its structure, functions, or connections after injuries. |
Created by:
Rachel.Price
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