Revision Learner Development And The Science Of Learning 2

Task 2: Teaching Channel Video-Academic Choice Task 2 Sonia Daly Western Governor’s University Learner Development and the Science of Learning - D665 Prof. Heather Hayes July 07, 2025 Video: Academic Choice The video I chose was the first one where the teacher utilizes Academic Choice Comprehending and retelling a story. In the video the teacher engages with the students by reading them a story and asking them questions afterwards. The teacher begins the process of Encoding which means, encoding works in the classroom by first using the acquisition phase where the teacher introduces the first version of Goldilocks and the three Bears, then in consolidation the students begin to process and organize the concept. Encoding is when we get information in and absorb knowledge, almost like a sponge (Agarwal & Bain, 2019). When teachers focus on both acquisition and consolidation they help support students in encoding information. By utilizing hands-on activities, such as slides, pictures and videos, it helps to connect abstract ideas with real life actions and movements making learning simple for students and less difficult to retain. The learning theory constructivism based on Piaget focuses on interactive learning and building from personal experience and it is also student oriented. Key Principles and strategies are that students construct their own meaning from prior knowledge and in the video the students give input as to how they learn the information, proving that students are more motivated to learn when they are interested, have a sense of autonomy and understand the purpose behind what they are learning. Learning is a process that involves effort, mistakes, reflection and refinement of strategies which the teacher clearly illustrates when asking questions such as what pronoun is replacing Goldilocks with the correct pronoun in the video and by pretending to make mistakes and the students correcting her. Future Classroom and using Principle of Learning: Specific Scenario: In my future classroom, I would create short skits for the students to re-enact a part of the story and in some of the skits I would make the skit wrong on purpose for them to point out what was wrong and how to correct it as part of the principle involving learning is a process that involves effort, mistakes, reflection and refinement of strategies. I believe that by implementing this principle it will have a positive impact on students learning in the future classroom. The encoding principle of learning science refers to the process by which incoming sensory information is transformed into a format that the brain can store and retrieve it later. Effective encoding makes information easier for the students to remember and recall at a later date. When students actively construct their understanding while using manipulatives such as masks that they make from paper bags and paint, of the characters from the story, Goldilocks and the three Bears, actively participating in making the masks, painting them and acting out the story, this active engagement helps foster deeper understanding with students, by creating short skits to re-enact parts of the story, this requires students to actively process the narrative, understand character motivations, and organize the plot in ways which they will be able to perform it for others and understand better. The students utilize several of their senses such as touch, sight, and sound, this multi-sensory input creates richer and more distinctive memory traces, which are easier to retrieve at a later time. The masks provide a tangible, hands-on way to represent abstract ideas. The students make the masks and tell specific parts from the story using cut out pictures that they make themselves such as a bowl of porridge, a bed, Goldilocks and the three Bears, by using clues from the story the students are able to remember and recall the contents of the story by making masks and performing the skits which makes the encoding principle of learning science a positive impact on the students in the future. . REFERENCES Agarwal, P. K., & Bain, P. M. (2019). Powerful teaching: Unleash the science of learning. John Wiley & Sons, Incorporated. https://ebookcentral.proquest.com/lib/westerngovernorsebooks/reader.action?docID=5773217&ppg=23 Eysenck, M. W. (1993). Principles of cognitive psychology. Lawrence Erlbaum Associates, Inc.