stroder discussion questions TCH-520

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Grand Canyon University *

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520

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Psychology

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Dec 6, 2023

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What is meant by “the brain as a novelty seeker”? How does novelty affect classroom environment, lesson design, or instructional methods? What are some classroom strategies that align with the brain’s search for novelty? Part of our survival and success as a species can be attributed to the brain’s persistent interest in novelty, that is, changes occurring in the environment. The brain is constantly scanning its environment for stimuli to determine whether they pose a potential threat (Sousa, 2017) . Novelty can affect the classroom environment by that child that consistently tilts the chair and that one time a kid walks by an unintentionally hits the leg of the chair and now that child falls and the child in the chair slams chin on the table which cause a loud boom and as the teacher you rush over to make sure everyone is ok, so the attention is solely on the two potential hurt individuals, while still making sure everyone else is safe and no one is laughing at this accident. Now the lesson you were presenting that was almost ending now takes an additional 10-15 minutes to wrap up. Classroom strategies tha align with novelity is making sure the classroom is safe and free of clutter. This example aligns with a typical kindergarten classroom and novelty to me aligns to the brain of maintaining a safe classroom to prevent such accidents from happening. Reference: Sousa, D. A. (2017). How the brain learns (5th ed.). Thousand Oaks: Corwin. The term multitasking is often used in relation to the need to balance multiple demands on our time and attention in today’s society. What is actually happening in our brains when we attempt to multitask? What are the implications for student learning? Multitasking is a skill that we all think we have as a teacher, and for the last seven years I assumed multitasking was being able to begin a letter lesson, know what Chris is doing on the computer during reading lesson and being able to teach pass the many distractions I face daily. As I read this week’s readings I realize that now that is not multitasking and in fact the meaning of multitasking is “actually task switching. It occurs as sequential tasking (attention moves from Item A to Item B to Item C, etc.) or alternate tasking (attention moves between Items A and B). Whenever the brain shifts from focusing on Item A to focusing on Item B and back again to Item A, there is a cognitive loss involved” (Sousa, 2017) . The implications for student learning is greater in children because they have to be able to switch from A to B, B to A all in an instance to be able to finish the classwork that the teacher has for them. In my classroom I can see how student A has to focus on the image projected to the white board then back to their paper to remain on task, then a student B walks in late and tells the teacher they are hungry. So student A at the moment brain goes to what they had for dinner, what time does lunch start or the fact that they did not eat this morning all while trying to remain on task and switching their brains back to what the teacher is teaching. That scenario has major implications on learning because now they

are thinking about the next meal when focus should be on learning new sight words, or new strategies to read words. Reference: Sousa, D. A. (2017). How the brain learns (5th ed.). Thousand Oaks: Corwin.

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