your CLT

The capacity to process information gradually progresses, thus allowing learners to increasingly acquire knowledge and skills.

(Santrock, 2011)

Thanks to EDS 103. At first I was quite upset as I browse the modules.  I just want to have a proper certificate in order to teach in a real classroom then while all of a sudden I have to study the mind and the behaviour. Why Psychology was involved? Little I knew, these modules granted me wider scope and idea how to become an effective teacher (though I am) and extended my knowledge not just mentoring one or two students but as a whole of it. Imagine having minimum 25 different minds in one classroom, so a challenge called me in! In this journal, consider that I am the teacher.

A teacher needs not to monopolize the teaching engagement. It is so exciting to impart the knowledge or convey the subject matter to the students but a teacher must put herself in the shoes of the student. These are the things to consider based on what the teacher requires to apply to have an effective teaching/learning engagement.

The cognitive load of theory.  Overloading materials in one time will result to dilemma. Only important learning information needs to convey so as to intercalate into long-term memory.

Modality Effect. Explanation of any information has little effect to infuse into working memory, so a teacher should use a ‘’model’’ such as pictures, structure, videos, and alike. The visual works with the audio system effectively.

Schema. A teacher must have an idea of the previous knowledge of the students so as to assess whether the more complex information can be successfully established into their minds so as to form into additional schema.

Split-Attention Effect. A teacher should get the attention of the students by taking out any extraneous sources that obviously splits the focus of the students.

Problem Space. Proper schedule and proper pacing is the best solution to inject important information to the students.  The teacher should not cram the students but break the learning into parts.

Mnemonic. Learning materials are enormous. The teacher must help the students learn how chunk, priming, cluster, organize, associate, and other strategies.

Blooms Taxonomy. The teacher should also implement the levels from lower-thinking to higher-thinking so as to produce an effective learning. Indulging the students into ‘’deep processing’’ will pave them into learning by their own.

These are the Cognitive Theories of Learning essential inputs a passionate teacher must put into practice.

Therefore, as a teacher, let them show how immense the ocean is. Let the students drench slowly so as they learn how to swim steadily by themselves. – rowenapraxEDS103