October 4, 2013
As a teacher, I constantly strive to innovative methods for
introducing concepts that will both intrigue students to want to learn more
about the concept and foster an enduring understanding so that they will be
able to apply the concept or skill in other contents. I am aware of Brain Based Research which
holds these beliefs:
·
The brain is a
parallel processor (meaning it can perform several activities at once, like
tasting and smelling)
·
Learning engages the
whole physiology.
·
The search for
meaning is innate.
·
The search for
meaning comes through patterning.
·
Emotions are
critical to patterning.
·
The brain processes
wholes and parts simultaneously.
·
Learning involves
both focused attention and peripheral perception.
·
Learning involves
both conscious and unconscious processes.
·
We have two types of
memory: spatial and rote.
·
We understand best
when facts are embedded in natural, spatial memory. Learning is enhanced by
challenge and inhibited by threat.
http://www.funderstanding.com/theory/brain-based-learning/brain-based-learning/#sthash.B3XT2fC7.dpuf
Acknowledging these learning factors, I am able to recommend
podcasting as a method to entice students to learn new instructional material
and demonstrate their knowledge of the information by creating a skit or
newscast that can be captured in a podcast which can be shared with peers. Podcasting affords students the opportunity
to develop a mental connection with the concept or skill, and the flexibility
for them to use the podcast as a tool for documenting knowledge. Students will surely enjoy the teaching and
learning exchange the podcast offers as opposed to a paper-pencil format
I took the opportunity to let my students listen to a
podcast produced by Mills Murfee Podcast 7.
The students of Mills Murfee covered the Civil War. I gave my students a list of facts regarding
the Civil War. They had to listen to the
podcast and write True or False next to each fact on the list. At the end of the podcast, students were
polled about the approach to learning about the Civil War. An overwhelming majority of the students
enjoyed having students teach them instead of reading the information from
their textbooks. They asked me if they
could do a podcast. Now, I am going to
incorporate at least one podcast into this year’s student portfolio.
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