What Good is Information If You Can't Remember?

 As I read chapter 6, I reflected on my classroom, The students, my instructional delivery, activities, and assessments. I thought about whether I was offering my students the best educational experiences conducive to learning. You may think I have never reflected on these things, but I have! However, I only now reflect on the brain and how it processes information. After all, it controls everything; our actions, feeling, and viewpoints (p.136). Teachers must consider their students' backgrounds because it will affect their learning. For example, there is a possibility that children who lack nurturing will not have the proper brain development (Sousa, 2017, as cited in Slavin, 2014, p. 138).

Teaching is imposing information upon and impacting the brain of the learner. Slavin (2014) stated that you would only be successful in changing the brain of a learner who can receive the incoming information (p. 141). For example, I have a student who does not know letter sounds, is not fluent in addition and subtraction to 10, and only knows a few sight words; However, the student could answer critical thinking questions during read-aloud. The student may not be ready to read, but listening comprehension is superb when I am reading to her. The brain is a mystery within itself, and I enjoyed learning more about how the brain works. 

I could be a better teacher by understanding my students as learners. I need to know what they know, what they are ready to develop, and what needs to be extended. Most importantly, I need to determine what helps them remember skills, strategies, and other concepts taught this year. I realize the importance of explicitly teaching how to remember. I have used mnemonic devices like; Circle, Underline, Evaluate, and Solve (C.U.B.E. S) and Somebody Wanted, But, So, Then (S.W.B.S.T.). However, I have also observed students knowing a chant but needing to know what it means or how to use the chant to gauge their understanding. What good is the information if they can't remember?

I want to know more about how to help students who have attention deficits. First, students must pay attention and listen to remember the information (Slavin, 2014, p.128). I have quite a few students diagnosed and undiagnosed, but I would love to learn more about how to help those students learn self-regulation with focus and attention so that they will stay caught up with their peers.

References

Slavin, R. E. (2014). Educational psychology: Theory and practice. Pearson College Division.