When More is Less: Using Neuroscience to Teach and Learn More Effectively

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Session Description
Research has shown that the human working memory is made up of only four subsections. Each subsystem has a limited capacity. Markus Janczyk and Joachim Grabowski (2011) demonstrated the validity of the Working Memory concept and noted that only one subsection can be accessed at any given time. Therefore, a person who is heavily multitasking can lose up to 40% of the information they are seeking.

Providing too much stimulation and too many choices can prove ineffective to learning and is probably a waste of time and detrimental to learning.

Therefore, we must re-think our approach to teaching and learning. Streamlining information may be the key to student retention. Our presentation will provide research support for this theory and practical examples of how we can adjust our teaching methods to best engage our students so they can retain more information.

We will provide examples of the theory in action and ask for audience participation. How do they best engage their students without overloading them with information?

Ellen Manning, Kaplan University, Palm Beach County, FL, USA
Ellen ManningEllen Manning holds a Doctorate in English from the University of South Africa and a Masters in English from Brooklyn College. She has taught at a number of ground colleges and universities, and has been teaching on line for 12 years. She is a full time Professor of Composition at Kaplan University for the past ten years.
Sandra Maenz, Kaplan University, Chicago, IL, USA
Bio coming soon!

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One Response to When More is Less: Using Neuroscience to Teach and Learn More Effectively

  1. nembaye@kaplan.edu April 24, 2014 at 9:48 am #

    Excellent presentation!

    I wanted to say that I am working on this – developing study guides for my class which are informed by reading skills (which are related to Bloom’s taxonomy). I got great results with my first one so I am refining it and adding more of them.

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