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Understand How The Brain Processes, Interprets And Stores Information

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As teachers, our goal is to have students successfully learn and remember the information being taught. However, we need to first understand how the brain processes, interprets and stores information. According to David A. Sousa (1998), “when teachers have a thorough understanding of how the brain develops, learns, and organizes itself, they will make better decisions about teaching, and will use programs such as multiple intelligences, learning styles, and cooperative learning more effectively.” By understanding different exterior and interior parts of the brain, we can achieve our goal. The first part of the brain we need to understand is the executive control center, which is the frontal lobes and prefrontal cortex, located at the front …show more content…

The brain stem is where the vital body functions are supervised and controlled. The Limbic System is right above the brain stem and has four parts that are significant to learning and memory. The first part is the Thalamus which receives all the sensory information, besides smell, and relays to other parts of the brain to process. The second part is the Hypothalamus which monitors the internal system to maintain the normal state of the body, also known as homeostasis. The third part is the Hippocampus which consolidates learning and converts information from working memory to long term memory. Amygdala is the fourth part and is the emotional triggering mechanism of the brain. “Researchers believe that it encodes an emotional message, if one is present, whenever a memory is tagged for long-term storage” (Sousa, 2011). The Cerebrum is the soft covering of the brain and contains wiring for higher order thinking process and the Cerebellum coordinates all movements and balance. By understanding the exterior and interior parts of the brain, we can see how information is processed from one place to another. I have personally learned that the frontal lobe, pre-frontal cortex, and amygdala play a huge real on students’ higher order thinking skills and their emotions, which can easily affect them in my

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"Brainology: Transforming Students ' Motivation to Learn" is collection of informative text by Carol S. Dwecks, covering the concept of Fixed and Growth mindsets, along with the cause and effect for each. Dwecks opens the text with a researched idea that our brains are constantly changing throughout our lives, while learning and experiencing, followed by a question "Does this learning have implications for students ' motivation and learning?". Later showing that what students believe about their brains and source of intelligence, whether sought as being fixed or having the ability to grow and change, does have effects on their motivation and will to learn. Another question is asked, how do said mindsets work, and how might we be able to

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Amygdala- While playing Mexican Train Dominoes, I use my amygdala when I place a domino down trying to make someone else mad and instead I make the situation for me worse. Cerebellum- I flex my cerebellum when I’m trying to place a domino on the table without messing anyone else’s train up. Cerebral Cortex- In an attempt to win, I use my cerebral cortex to strategize where I am going to place my dominoes.

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Remedios Varo was a Spanish artist. Her original name was María de los Remedios Alicia Rodriga Varo y Uranga. She was born on December 16, 1908 in Anglés, Spain. She had two brothers, Rodrigo Varo, Jr. and Luis Varo. The Varos has traveled throughout Spain and North Africa a lot due to their father’s job.

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We are learning more about the human brain every day, and the more we can find out about our brains, the better we will understand ourselves and our society. The two texts, “Embarrassed? Blame Your Brain” by Jennifer Connor-Smith and “Use It or Lose It: A Good Brain Pruning” by Laura K. Zimmermann, tell us different ways the brain is responsible for specific human behavior. Both texts describe a relationship between the brain and human behavior, but there are many differences in the information the texts presents you. They each explain a different behavior the brain is responsible for, how the brain affects different age ranges, and a period in history that the behavior was necessary for human survival.

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