SPECIAL INSTRUCTIONS: 2 PAGES SUBDOMAIN 602.3 - INSTRUCTIONAL PRESENTATION & FOLLOW-UP Competency 602.3.14: Connections - The graduate connects: concepts within and across subjects; to student characteristics; and student experiences. Objective 602.3.14-06: Explain how content area concepts are related to prior student experiences, personal interests, and real-life experiences. -------------------------------------------------------------------------------- Given: Psychologists have long known that our interpretation, assimilation, and mastery of new learning is influenced by our existing mental sets, which are formed by our past and current experiences, learning, and interests. The current brain research on memory and learning is helping us to understand exactly how the brain works and how educators can best tap into the brain's natural learning potential. Slavin (2006) writes: The human mind is a meaning maker. From the first microsecond you see, hear, taste, or feel something, you start a process of deciding what it is, how it relates to what you already know, and whether it is important to keep in your mind or should be discarded. (p. 166) We not only assimilate new learning with our former understandings, but our very perception of what we consider reality is influenced by our learning, preconceived notions, and mental integrations of the past. While the notion of prerequisite skills in learning is a recognition that prior learning and experience can affect the current learning of new skills or concepts, the effect of the past often extends beyond classroom skills and concepts into a student's total life. Review chapter 6 of Educational Psychology: Theory Into Practice to get a better understanding of what current brain research tells us about the importance of linking instruction to prior experiences or interests. Another resource that you will find useful as you work on this task is: http://www.sonoma.edu/users/f/filp/libs_200/brain.pdf (see web link below) Task: In a brief essay (suggested length of 2 pages): A. Explain how students' prior experiences, interests, and thought processes can influence the learning of current content area concepts. 1. Establish the link between past experiences, student interest, and present learning. 2. Address each of the following key principles of brain-based learning: • Importance of meaningful learning • Knowledge background • Levels of processing • Development of neural connections • Relevance • Activating prior knowledge (schema theory) B. Explain why consideration of past experiences, learning, and student interests should be an important part of lesson planning for the teacher. C. Include specific examples from brain-based research to support your explanations. Use appropriate APA format for your in-text citations. D. If you use sources, include all in-text citations and references in APA format. Reference List: Note: This reference list refers only to direct citations in the task above and may be different than those you need to complete the task. Consult your Course of Study for a list of suggested learning resources. Slavin, R. E. (2006). Educational psychology: Theory and practice (8th ed.). Boston: Pearson Education.

SPECIAL INSTRUCTIONS: 2 PAGES SUBDOMAIN 602.3 - INSTRUCTIONAL PRESENTATION & FOLLOW-UP Competency 602.3.14: Connections - The graduate connects: concepts within and across subjects; to student characteristics; and student experiences. Objective 602.3.14-06: Explain how content area concepts are related to prior student experiences, personal interests, and real-life experiences. -------------------------------------------------------------------------------- Given: Psychologists have long known that our interpretation, assimilation, and mastery of new learning is influenced by our existing mental sets, which are formed by our past and current experiences, learning, and interests. The current brain research on memory and learning is helping us to understand exactly how the brain works and how educators can best tap into the brain's natural learning potential. Slavin (2006) writes: The human mind is a meaning maker. From the first microsecond you see, hear, taste, or feel something, you start a process of deciding what it is, how it relates to what you already know, and whether it is important to keep in your mind or should be discarded. (p. 166) We not only assimilate new learning with our former understandings, but our very perception of what we consider reality is influenced by our learning, preconceived notions, and mental integrations of the past. While the notion of prerequisite skills in learning is a recognition that prior learning and experience can affect the current learning of new skills or concepts, the effect of the past often extends beyond classroom skills and concepts into a student's total life. Review chapter 6 of Educational Psychology: Theory Into Practice to get a better understanding of what current brain research tells us about the importance of linking instruction to prior experiences or interests. Another resource that you will find useful as you work on this task is: http://www.sonoma.edu/users/f/filp/libs_200/brain.pdf (see web link below) Task: In a brief essay (suggested length of 2 pages): A. Explain how students' prior experiences, interests, and thought processes can influence the learning of current content area concepts. 1. Establish the link between past experiences, student interest, and present learning. 2. Address each of the following key principles of brain-based learning: • Importance of meaningful learning • Knowledge background • Levels of processing • Development of neural connections • Relevance • Activating prior knowledge (schema theory) B. Explain why consideration of past experiences, learning, and student interests should be an important part of lesson planning for the teacher. C. Include specific examples from brain-based research to support your explanations. Use appropriate APA format for your in-text citations. D. If you use sources, include all in-text citations and references in APA format. Reference List: Note: This reference list refers only to direct citations in the task above and may be different than those you need to complete the task. Consult your Course of Study for a list of suggested learning resources. Slavin, R. E. (2006). Educational psychology: Theory and practice (8th ed.). Boston: Pearson Education.