Processes can effect the learning of current content

Students prior experience, interests, and thought functions can influence the learning of current content area ideas because of the prior experiences, stress, perceptions and attitudes that can interfere with or distort the material that they are trying to learn. However, learning cannot occur without having preceding knowledge because thus giving a foundation from which to construct from.

The website link between past encounters, student interest, and present learning is that we draw upon earlier experiences and recollections even as learn. Educators need to consider the past activities as well as hobbies of students in order to make the lessons more desirable, accessible and interesting. The students past experiences can assist with building new knowledge together with preceding knowledge. Students will learn much faster and find out more if they have a groundwork to build upon instead of presenting random bits of information. The sensory registers show us that there are two important educational features present. One, we have to pay attention to any of the information that we have before us so that it can be refined, retained and filed away for further use. The second feature is the fact that it takes time and energy to take the information that has been stored away and bring it to leading for use later. (Slavin, 2006)

The Principle of Relevance is the one that has been analyzed and debated about for most generations. Deirdre Wilson & Dan Sperber are two individuals how are well known in this particular field where the Theory of Relevance is based on two rules, one being the Communicative Basic principle and the other being the Cognitive Concept of Relevance. Taking a look at the Rule of Relevance as the idea within education and students it can be seen how students learn, have learned and can learn as well as relate and recall that information in the future as needed. Relating to Wilson and Sperber, "relevance is a potential property not only of utterances and other observable phenomena, but of thoughts, remembrances and conclusions of inferences. " (Wilson & Sperber, 2002) So that it is seen that with students, their earlier activities, learning and life as well as hobbies and the ability to associate and store into storage area along with recalling the information can regulate how they learn all predicated on what foundations were set up prior.

Students' hobbies are one among the factors that are known to effect learning in content areas. The educator must use a number of methods or ways to keep carefully the students affinity for the lesson; often they will show a lack of attention or possibly disrupt the course for others. If students don't have any curiosity about learning what's being presented, they will not achieve the utmost ends in learning this content.

There are key concepts in brain structured learning, these are Importance of significant learning, knowledge track record, levels of processing development of neural connections, relevance, and activating prior knowledge otherwise known as the Schema Theory. (Slavin, 2006) Looking first at the Importance of meaningful learning it is stated that it needs active participation of the learner who have prior encounters and knowledge to bring understanding as new information is integrated into memory. Slavin states that it is "Mental processing of new information that pertains to previously discovered knowledge. " (Slavin, 2006) Looking next at knowledge history it can be said that a lot more the person is aware of a particular subject matter or lesson, a lot more they'll be able to find out about. It is said that prior or background knowledge is vital in determining the amount the pupil will learn, they have got a better network already in place in their brains in which the information can be prepared and stored. (Slavin, 2006)

With degrees of processing, or elsewhere known as the Levels of Processing Theory which was proposed by Craik and Lockhart in 1972, implies "people subject stimuli to different degrees of mental control and sustain only the info that has been put through the most complete control. " (Craik;Lockhart, 1972) And therefore the additional information that folks are put through, the greater mental processing that must be done and the better the probabilities are that it'll be remembered. This is why repetition of materials is necessary for learning and for a few, is one of the main processes they use to sustain material for later use.

It is said that learning starts off at delivery and persists on through life, this happens with the introduction of neural relationships within the brain. Parents will be the first professors with the surroundings that they create and expose the child to. As the child grows, instructors are then brought in and the surroundings that is created within the classroom is added to the mix. All of these are factors that are supposed to help students increase their skill levels; this allows the mind to work more effectively and effectively. With repetition, the process leads to an computerized response in which as duties are unveiled, it starts off to take little effort mentally due to the development of the neural relationships which allows the learner to recall information easier. (Slavin, 2006) So when looking into the lesson programs, simple repetition allows the mind to recognize and record away the needed information, and helps it be easier as time passes to recall it for use. That is why providing students more opportunities to apply skills that are necessary for the future is very important for this allows the university student to get more knowledge as well as more skills making the brain work better.

The Schema Theory normally known as activating prior knowledge allows us to access information that we have stored away in our long term recollection by following established paths that have been created as stepping stones. (Slavin, 2006) This theory expresses that information is stored in the long term ram in the schemata, which is a network of connectors to facts and concepts, which provides the basic structure for making sense of all new information. A good example is the recollection of using your first two wheeled bi-cycle, it's considered, the steps that were used and the steps stream together along the road to the final goal of using that bicycle with no training rims as well as no help from anyone. This memory space is stored in the long-term memory.

Consideration of past experiences, learning, and scholar pursuits should be an important part of lesson planning for the educator because learning is a process that occurs over an extended period of time, under different circumstances, with different conditions and ways of intro as well as the interaction socially. Students all interpret instructions differently, while some may have the correct interpretation, there are those that don't quite understand what is meant on a regular basis. This may lead at times to different explanations though they may reach the right answer, the path taken is not the one preferred and identified prior. The training experience needs to be the process where it draws upon different interests, previous experiences and preceding knowledge to attract it all in as one agreeable process. By considering all this, the student opens up to what is being provided more, submitting it away in steps to be discovered and recalled at another time as it's being repeated though possibly with different methods, as everything draws in to the same final result the lamp at the end of that tunnel becomes on when the information is called frontward.

Craik, F. &. Lockhart, R. S. , (1972). Degrees of Control: A construction for Storage area Research. Journal of Verbal Learning and Verbal Action, 11, 671-684.

Roshelle, J. (1995). Learning in Interactive Environments: Prior Knowledge and New Experience. Retrieved June 21, 2010, from General public Organizations for Personal Learning: Building a Research Plan: http://www. exploratorium. edu/IFI/resources/museumeducation/priorknowledge. html

Siemens, G. (2006, November 12). Connectivism: Learning Theory or Past Time of the Self-Amused. Retrieved June 20, 2010, from http://www. elearnspace. org/Articles/connectivism_self-amused. htm

Slavin, R. E. (2006). Educational Psychology: Theory and Practice. Boston: Pearson Education Inc.

Wilson, L. (n. d. ). Summary of Brain Structured Learning. Retrieved June 10, 2010, from http://www. sonoma. edu/users/f/filp/libs_200/brain. pd

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