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I learned a lot from this assignment, especially how the brain works and how it help me learn and store information. I also learned on how to take care of my brain so that it function properly and stay healthy in the future. After I'm taking this test below, it is stated that I'm using both of my hemispheres and slightly left-brained. It doesn't surprise me at all because I know that I can do math and science but I'm also like to draw and read fictions. I can do both critical and creative thinking.

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Right-brained? Left-brained? Take the brain test!

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Right-brained? Left-brained? Take the brain test!

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Which side of your brain is more dominant? Take the popular ③⓪-second brain test and compare the result with your friends! ☕ Start your brain test now "

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1. The brain is the fascinating organ in the human body. This is where all the magic comes from. The place where idea generates and creativity forms. I've had been using this all my life since the time I know the difference between what is safe and what is dangerous. And then when I went to primary school and secondary school, this organ helped me when I'm learning new information. From that information, I'm trying to code it so that it would be understandable and restored it perfectly in my mind so that it can be used in the future.

2.  As I grow older, my mind also becomes wiser, what I had learned in primary and secondary school, I applied that knowledge in my tertiary studies. And after I'm doing this assignment, there are more ways for me to improve my brain powers. I can use some of the information that I had learned from this assignment to plan, to apply and to evaluate my current situation and that is completing my degree with flying color. It may be a long way to go, but I also had to think about what am I going to do after I graduated. Hopefully, I can help me planning my future well.

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Flipsnack is a digital catalog maker that makes it easy to create, publish and share html5 flipbooks. Upload a PDF or design from scratch flyers, magazines, books and more. Author: Faiz Amin, Catalog: How The Brain Works, Published: Nov 04, 2016

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1. FlipSnack

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1. Mind Mapping
2. Graphic Organizer

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Mind map on how to take care of your brain, so that it can function properly.

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We all know the qualities that make up effective teaching strategies: Being well prepared, knowledgeable in a subject area, and a ton of experience in their field. Teachers using effective teaching strategies are never afraid to try new things and are always developing their craft. They know that doing these things is essential in order to be an effective teacher. They also know that avoiding the wrong thing is critical too. Here are ten teaching strategies containing mistakes that you don't want to make in your classroom.

Less-effective teachers always use the "name sticks" to randomly call upon students to answer questions. These teachers think they are keeping their students on their toes, but in all actuality they are just putting more pressure on students and intimidating them. It's OK to randomly call on students here and there, but if you use this as your only means to get students to participate, you will fail. Some students are naturally shy, and for these students you may find that the whole time that you are teaching, all they are doing is sitting at their seats praying that you don't call on them. Where is the learning when you are scared?

2. Teaching Without an Objective

The key to effective teaching is to have clear learning objectives. Brief learning statements will not only help you know what you are going to be teaching, but they will also help your students to know what you expect of them.

3. Never Using Visuals

Less-effective teachers only lecture and never use visuals to accompany their lessons. Most students prefer to learn through a hands-on approach, or need to be visually stimulated to help them make a connection to what they are learning. Lecturing and text-driven teaching usually doesn't serve students well. Visuals give students a chance to physically see what you are talking about.

4. Asking for Volunteers Before they Ask a Question

Most students do not respond well (expect maybe your select few) when a teacher asks for volunteers to answer a question. Do not say, "I need a volunteer to answer this question: Who was the 10th President of the United States?" If you do this, you will only get the same few people who always raise their hands, as well as a classroom full of students who are avoiding eye contact with you because they do not want to answer your question.

5. Making Students Always Take Notes

Taking notes is a great hands-on way to keep students involved in what you are teaching them, while you are teaching. But if notetaking becomes the only way that you teach, and students are always just copying what you have written on the board, they will become extremely bored and unengaged. Try giving students an outline of the notes that you want them to take so they are actively involved. They can fill in the blanks as you speak and get a chance to participate while you are teaching.

6. Failing to Mix it Up

Less-effective teachers are monotonous in their teaching, and always teach the same boring lessons in the same boring way, year after year. These teachers never mix it up and try new things. Variety is the spice of life, which means that an effective teacher knows that the more variety you have in your activities, the more likely your students will be engaged.

7. Never Using Cooperative Learning

Cooperative learning is the "Super Bowl" of group work. It gives each group member individual accountability in order for their group to succeed in their task. While many teachers love to put students into groups because they think it's a great way for them to learn, ineffective teachers fail to realize that each student needs to be accountable for themselves as well as their group work, and that is just what cooperative learning does.

8. Giving too Many Tests, or Too Long Tests

Assessing students' work is an important part of learning, but your goal is to test their knowledge and skills, not speed or how many tests they can master. A 10-question test can be just as effective in determining the mastery of their skills as a 50-question test. Keep tests short and conduct them about once a week.

9. Being Disrespectful to Students

Just as you want to be treated with respect, so do your students. Far too often, teachers take their role as an authority figure too far, and forget to treat their students with respect because they think they are older and wiser. While this may hold true, it is still important to treat others as you want to be treated if you want your students to enjoy your class.

10. Failing to Connect Content to the Real World

Student motivation begins with student interest and connecting what you are teaching with the real world. Ineffective teachers fail to establish relevance that relates to what students know and see every day. Successful teachers know that they need to find out students' interests and goals, and take that and connect it to what they are teaching and make it relevant to their lives.
What do you think is a quality of an ineffective teacher? Feel free to share your thoughts in the comment section below, we would love to hear them. Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.

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We all know the qualities that make up effective teaching strategies : Being well prepared, knowledgeable in a subject area, and a ton of experience in their field. Teachers using effective teaching strategies are never afraid to try new things and are always developing their craft.

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Tips from Psychology to Improve Learning Effectiveness and Efficiency

Are you interested in finding ways to learn new things faster? Do you want to become a more effective and efficient learner? If you are like many students, your time is limited so it is important to get the most educational value out of the time you have available.

Speed of learning is not the only important factor, however. Retention, recall, and transfer are also critical. Students need to be able to accurately remember the information they learn, recall it at a later time, and utilize it effectively in a wide variety of situations.

So what can you do to become a better learner? Becoming an effective and efficient student is not something that happens overnight, but putting a few of these tips into daily practice can help you get more out of your study time.

We've talked before about some of the best ways to improve memory. Basic tips such as improving your focus, avoiding cram sessions, and structuring your study time are a good place to start, but there are even more lessons from psychology that can dramatically improve your learning efficiency. Check out some of these memory improvement tips to maximize your memorization and retention of new information.

One sure-fire way to become a more effective learner is to simply keep learning. A 2004 Nature article reported that people who learned how to juggle increased the amount of gray matter in their occipital lobes, the area of the brain is associated with visual memory. When these individuals stopped practicing their new skill, this gray matter vanished.

So if you're learning a new language, it is important to keep practicing the language in order to maintain the gains you have achieved. This "use-it-or-lose-it" phenomenon involves a brain process known as "pruning." Certain pathways in the brain are maintained, while other are eliminated. If you want the new information you just learned to stay put, keep practicing and rehearsing it.

Focus on learning in more than one way. Instead of just listening to a podcast, which involves auditory learning, find a way to rehearse the information both verbally and visually. This might involve describing what you learned to a friend, taking notes, or drawing a mind map. By learning in more than one way, you're further cementing the knowledge in your mind.

According to Judy Willis, "The more regions of the brain that store data about a subject, the more interconnection there is. This redundancy means students will have more opportunities to pull up all of those related bits of data from their multiple storage areas in response to a single cue. This cross-referencing of data means we have learned, rather than just memorized."

Educators have long noted that one of the best ways to learn something is to teach it to someone else. Remember your seventh-grade presentation on Costa Rica? By teaching to the rest of the class, your teacher hoped you would gain even more from the assignment. You can apply the same principle today by sharing your newly learned skills and knowledge with others.

Start by translating the information into your own words. This process alone helps solidify new knowledge in your brain. Next, find some way to share what you've learned. Some ideas include writing a blog post, creating a podcast, or participating in a group discussion.

Another great way to become a more effective learner is to use relational learning, which involves relating new information to things that you already know. For example, if you are learning about Romeo and Juliet, you might associate what you learn about the play with prior knowledge you have about Shakespeare, the historical period in which the author lived, and other relevant information.

For many students, learning typically involves reading textbooks, attending lectures, or doing research in the library or on the Web. While seeing information and then writing it down is important, actually putting new knowledge and skills into practice can be one of the best ways to improve learning.

If you are trying to acquire a new skill or ability, focus on gaining practical experience. If it is a sport or athletic skill, perform the activity on a regular basis. If you are learning a new language, practice speaking with another person and surround yourself with language-immersion experiences. Watch foreign-language films and strike up conversations with native speakers to practice your budding skills.

Of course, learning isn't a perfect process. Sometimes, we forget the details of things that we have already learned. If you find yourself struggling to recall some tidbit of information, research suggests that you are better offer simply looking up the correct answer.

One study found that the longer you spend trying to remember the answer, the more likely you will be to forget the answer again in the future. Why? Because these attempts to recall previously learned information actually results in learning the "error state" instead of the correct response.

Another great strategy for improving your learning efficiency is to recognize your learning habits and styles. There are a number of different theories about learning styles, which can all help you gain a better understanding of how you learn best. The concept of learning styles has been the subject of considerable debate and criticism, but many students may find that understanding their learning preferences can still be helpful.

Gardner's theory of multiple intelligences describes eight different types of intelligence that can help reveal your individual strengths. Looking at Carl Jung's learning style dimensions can also help you better see which learning strategies might work best for you. Other models such as the VARK learning styles and Kolb's learning styles can offer more information about how you prefer to learn new things.

While it may seem that spending more time studying is one of the best ways to maximize learning, research has demonstrated that taking tests actually helps you better remember what you've learned, even if it wasn't covered on the test. The study revealed that students who studied and were then tested had better long-term recall of the materials, even on information that was not covered by the tests. Students who had extra time to study but were not tested had significantly lower recall of the materials.

For many years, it was thought that people who multitask, or perform more than one activity at once, had an edge over those who did not. However, research now suggests that multitasking can actually make learning less effective.

In the study, participants lost significant amounts of time as they switched between multiple tasks and lost even more time as the tasks became increasingly complex. By switching from one activity to another, you will learn more slowly, become less efficient and make more errors.

How can you avoid the dangers of multitasking? Start by focusing your attention on the task at hand and continue working for a predetermined amount of time.

Final Thoughts

Becoming a more effective learner can take time, and it always take practice and determination to establish new habits. Start by focusing on just a few of these tips to see if you can get more out of your next study session.

References:

Draganski, B., Gaser, C., Busch, V., & Schuierer, G. (2004). Neuroplasticity: Changes in grey matter induced by training. Nature, 427(22), 311-312.

Willis, J. (2008). Brain-based teaching strategies for improving students' memory, learning, and test-taking success.(Review of Research). Childhood Education, 83(5), 31-316.

Chan, J.C., McDermott, K.B., & Roediger, H.L. (2007). Retrieval-induced facilitation. Journal of Experimental Psychology: General, 135(4), 553-571.

Rubinstein, Joshua S.; Meyer, David E.; Evans, Jeffrey E. Journal of Experimental Psychology: Human Perception and Performance, 27(4), 763-797.

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Tips from Psychology to Improve Learning Effectiveness and Efficiency Are you interested in finding ways to learn new things faster? Do you want to become a more effective and efficient learner? If you are like many students, your time is limited so it is important to get the most educational value out of the time you have available.

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This is the diagram of how the brain processing information (learning something) and turning it into memory, so that we can used this information later in the future.

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Advertisement

Our brains are crammed with a massive amount of memories that we have formed over a lifetime of experiences. These memories range from the profound (who am I and how did I get here?) to the most trivial (the license plate of the car at a stoplight). Furthermore, our memories also vary considerably in their precision. Parents, for instance, often know the perils of a fuzzy memory when shopping for a birthday gift for their child: remembering that their son wanted the G.I. Joe with Kung Fu Grip rather than the regular G.I. Joe could make an enormous difference in how well the gift is received. Thus, the "fuzziness" of our memory can often be just as important in our daily lives as being able to remember lots and lots of information in the first place.

Different Levels of Detail for Different Types of Memory?
In the past several decades, cognitive psychologists have determined that there are two primary memory systems in the human mind: a short-term, or "working," memory that temporarily holds information about just a few things that we are currently thinking about; and a long-lasting memory that can hold massive amounts of information gained through a lifetime of thoughts and experiences. These two memory systems are also thought to differ in the level of detail they provide: working memory provides sharp detail about the few things we are presently thinking about, whereas long-term memory provides a much fuzzier picture about lots of different things we have seen or experienced. That is, although we can hold lots of things in long-term memory, the details of the memory aren't always crystal-clear and are often limited to just the gist of what we saw or what happened.

A recently published study by Timothy F. Brady, a cognitive neuroscientist at the Massachusetts Institute of Technology, and colleagues suggests that these long-term memories may not be nearly as fuzzy as once thought, however. In their work, the researchers asked subjects to try to remember 3,000 pictures of common objects-including items such as backpacks, remote controls and toasters-that were presented one at a time for just a few seconds each. At the end of this viewing phase, the researchers tested subjects' memory for each object by showing them two objects and asking which one they had seen before. Not surprisingly, subjects were exceptionally good (more than 90 percent correct) even though there were thousands of objects to remember. This high success rate attests to the massive storage ability of long-term memory. What was most surprising, however, was the amazing level of detail that the subjects had for all of these memories. The subjects were just as good at telling the difference between two pictures of the same object even when the objects differed in an extremely subtle manner, such as a pair of toasters with slightly different slices of bread.

If It's Not Fuzzy, Why Do We Still Forget Things?
This new work provides compelling evidence that the enormous amount of information we hold in long-term memory is not so uncertain after all. It seems that we actually hold representations of things we've seen in a fairly detailed and precise form.

Of course, this finding raises the obvious question: if our memories aren't all that fuzzy, then why do we often forget the details of things we want to remember? One explanation is that, although the brain contains detailed representations of lots of different events and objects, we can't always find that information when we want it. As this study reveals, if we're shown an object, we can often be very accurate and precise at being able to say whether we've seen it before. If we're in a toy store and trying to remember what it was that our son wanted for his birthday, however, we need to be able to voluntarily search our memory for the right answer-without being prompted by a visual reminder. It seems that it is this voluntary searching mechanism that's prone to interference and forgetfulness. At least that's our story when we come home without the Kung Fu Grip G.I. Joe.

Are you a scientist? Have you recently read a peer-reviewed paper that you want to write about? Then contact Mind Matters editor Jonah Lehrer, the science writer behind the blog The Frontal Cortex and the book Proust Was a Neuroscientist.

ABOUT THE AUTHOR(S)
Edward Vogel is a professor of psychology at the University of Oregon. Trafton Drew is a graduate student in the Vogel lab.

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Our brains are crammed with a massive amount of memories that we have formed over a lifetime of experiences. These memories range from the profound (who am I and how did I get here?) to the most trivial (the license plate of the car at a stoplight).

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How We Make Memories: Crash Course Psychology #13

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How does your memory work? | Head Squeeze

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7 Myths About The Brain You Thought Were True

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The Sentis Brain Animation Series takes you on a tour of the brain through a series of short and sharp animations. The third in the series explains how our brain filters and pays attention to all the information coming in from our five senses. Who is Sentis?

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Human Cognition | PSYCHOLOGY & BRAIN SCIENCE VIDEO

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University of Utah Neuroscience Initiative

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The Sentis Brain Animation Series takes you on a tour of the brain through a series of short and sharp animations. The second in the series describes the three regions of the brain and how they interact as we experience the world. Who is Sentis?

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