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Input, auditory, visual

Metacognition or Executive functioning – doesn’t perform well in children. Input, auditory, visual. Sensory register. STM. output. rehearsal. Intermediary –working memory. output. rehearsal. LTM. output.

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Input, auditory, visual

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  1. Metacognition or Executive functioning – doesn’t perform well in children Input, auditory, visual Sensory register STM output rehearsal Intermediary –working memory output rehearsal LTM output Learning process; combined learning theories with instructional strategies influences Instruction Strategies; Vygotsky E.L. Thorndike

  2. Metacognition – Executive functioning Input: auditory, visual Sensory register STM output rehearsal Intermediary –working memory output rehearsal attention LTM output

  3. Important Regions of the Brain Region of cognition Responds to motivation demands Ventral striatum; rich in dopamine receptors Facilitates memory & recall

  4. Vygotsky’s ZOPD Is this true teaching? Additional learning with help from teacher when student frustrated Section of learning independently This is the zopd; “extra learning”

  5. Pruning replaces gray matter with white matter for more efficient brain functioning Back Notes: Blue = less gray matter

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