Cramming and Multitasking
Refuted by limited brain capacity.
Multitasking
What is Cognitive styles:
uniform strategy individuals take to problem-solving, thinking, perception and memory across various tasks, influencing how they process information and interact in the environment.
a complex organ that works like a computer or a machine that a computer was designed after.
The brain
Neuroplasticity debunks
Cognitive Rigidity
Controls higher-level thinking, responsible for reasoning
What is the Cerebrum
To avoid cramming
spaced or distributed practice and repetition.
Why use differentiated instructions, varied instructional methods, and support the unique needs of different students and their cognitive learning styles, social-emotional learning (SEL), and multisensory learning.
To avoid normality
refutes that the brain is a computer (there is a connection between the mind, body, and environment.
Embodied mind
To counteract Cognitive Rigidity = all students can learn and grow through experiences and hard work (growth mindset)
help students face challenges with enthusiasm, and provide motivation
Controls digestion and heart rate
Brain Stem
debunked by The brain’s a natural need for time to synthesize, contextualize, and consolidate new information. The brain needs time to process information.
Cramming
Why is having a Variety so important
It’s important to embrace individuality, backgrounds, experiences, opportunities, and perspectives that impact brain function.
To counter the reductionist view of the brain as a mere computational device, integrate embodied learning strategies
physical engagement, multisensory stimulation, and kinesthetic (hands-on on exploration.
Controls decision making impulse control and emotional regulation
Prefrontal Cortex
Controls emotions and memory and decision making
Limbic System
imposes cognitive overload, impeding deep learning. Not good for long-term retention.
Cramming
What are Cognitive Styles
diverse, not deficient. Neurodiversity embraces conditions like autism, ADHD, dyslexia, and others as part of the natural spectrum of human brain function.
Thinking of the brain as a computer oversimplifies the brain’s complexity
The brain is complex and is influenced by emotions and experiences.
Preoperational thinking (symbolic play, language)
Autonomy vs. Shame and Doubt (Erikson)
Preschool Stage (Ages 3–4)
Trust vs. Mistrust (Erikson)
Infant–Toddler Stage (Birth–2 years)
isn’t a beneficial learning habit because it impairs decision-making abilities.
Multitasking
What is the Myth of Normal
It is believed that there is a standard way of doing things, ways of thinking.
Trust vs. Mistrust → Responsive care
Autonomy vs. Shame → Encourage independence Initiative vs. Guilt → Support creativity Industry vs. Inferiority → Build competence
Identity vs. Role Confusion → Foster self-exploration
Erikson’s Psychosocial Development Theory
Stages & Teaching Implications
Kindergarten–1st Grade (Ages 5–6)
The preoperational stage continues
Initiative vs. Guilt (Erikson)
Responsible for balance coordination motor control
Cerebellum