Group 3

NOVELTY VS RITUAL

AN EASY WAY TO REMEMBER SOMETHING IS TO MAKE IT NEW

AND DIFFERENT.

NOVELTY VS RITUAL

easy way to remember something is

to make it new and different
 Alternative
Novelty Critical Thinking Solutions

New Information or Unpredictable

Good Choices
Solution Problems
 RITUAL
REPITITION Memorize Understanding

Doing well Conducting Know the meaning

established routines that of the concept
activities and unchanging that have been
procedures activities and learned as results
frequently. procedures. of repetitive


process.

HIGH NOVELTY + HIGH RITUAL

Combination of high novelty and high ritual lead

students to have a consistent framework in which to
interact with new learning.
 sp o n d s
rain Re
B s
o St re s
t Imagine how you would feel if you encountered a bear in the woods.
Your heart might start racing and you might start breathing heavily.
You might freeze in place, unable to move out of fear. You might feel
the urge to run away. These are all symptoms of STRESS.
Stress can come from many different sources. Normal stressors are
things that make you feel nervous or scared for a short time, like talking
in front of a large group of people. Bigger, long-lasting stressors make
you feel sad or scared for a long time
 Re sp o nds
Brain
to S tr ess

The good news is that your brain is s SUPERHERO

The brain gets help from other organs to calm you down

when you face scary or sad stressful situations. The stress

response system is the name for the parts of the brain,
organs, and hormones that work together to combat stress is

the name of the team of superheroes in you body that is led

by the brain to combat stress.

 HPA
This begins with HPA
(Hypothalamus-Pituitary-Adr
enal axis). When the brain
detects stress, it first sends
a message to a part of the
brain called the
hypothalamus. The job of the
hypothalamus is to wake up
the pituitary gland. The
pituitary releases hormones,
which are the messengers in
the stress–response system.
 Brain responds to THREATH

When we encounter a threat, stress or danger an automatic and unconscious process

happens in our brains and bodies. It’s pretty amazing because this process is designed to
keep us safe from harm by automatically preparing us to fight the threat, take flight or
freeze. Also when we freeze we might feel terror and act as though immobilised or shut
down.

These responses are known as an “amygdala hijack” or “flipping your lid”. The amygdala
is the part of our brain which acts like a smoke alarm. It is very good at detecting threats
and activating our alarm systems. Our alarm systems sends a message to release
cortisol, which is the stress hormone responsible for the ‘rush’ of adrenaline
that comes when we feel angry or anxious i.e when are preparing to fight or
flight.
 Amigdala

This image shows that the

connection between our
amygdala, the cortisol
response, and the prefrontal
cortex is working well. Cover
the "fire brigade" part of the
brain. What is left? A frenzied
alarm, releasing more and
more cortisol (stress) into
the body with no way to turn
it off. This is how some of
our brains are working right
now.
 As a teacher, I found that students are often taught what to learn, but they rarely
teach how to learn, which can lead to deadlocks, anxiety, and indifference. We as a
teacher need to guide our students with strategies to reduce test stress, you also
help them build emotional resilience, learn more efficiently, and activate their highest
levels of cognition, while promoting their success in activating their brain’s best
resources during tests.
 Conclusion

Anxiety makes things seem

scarier than they actually are,
which will make the student feel
even more stressed! There are
things you can do to handle
short-term and long-term stress in
your own life. Doing any activity
that you enjoy releases chemicals
in your brain that make you feel
happy
“When our brain thinks we are in danger,
it responds to help us stay safe. This is
called our fight/flight/freeze response.
The good news is, once you are safe and
calm down, everything in your brain
returns to normal.
Brain Thrives on Pattern-Making
and Detection

Confusion Figuring things out in your own way

1 Categorization

2 Memory

3 Learning

Three Essentials
of the Higher
Brain Functions
HOW DO WE
ACCOMMODA
TE BRAIN’S GRAPHIC ORGANIZER:
NEEDS FOR 1. Help visualize or present information in a way that is easier to

PATTERN IN comprehend, by breaking down larger or complex concepts or ideas

into smaller and simpler parts.

OUR
2. Provide students the opportunity to actively contribute and participate in the
learning process through the creation of graphic organizers.

TEACHING?
3. Help develop cognitive skills such as brainstorming, critical and
creative thinking, categorizing and prioritizing content, reflection,
etc.
4. Help recall prior knowledge about a subject and quickly connect it
to new information
5. Promotes self-learning. By using graphic organizers for note-
taking, analyzing, studying, etc. students can familiarize themselves
with a lesson far more easily.
https://creately.com/blog/diagrams/types-of-graphic-organizers/
 Learning is Best When:

Focused Diffused Focused Diffused

Memory is essential to learning,
but it also depends on learning
because the information stored
in one’s memory creates the
basis for linking new knowledge
by association. It is a symbiotic
relationship which continues to
evolve throughout our lives
 3 Kinds of Memory
Episodic Memory
•Memory that consists of
events that people have
experienced or
witnessed
•E.g.. Your memories of
your first day of school,
attending a friend's
birthday party, and your
brother's graduation
Semantic/Generic Memory Procedural/Implicit
•General knowledge Memory
•Skills or procedures we
usually not able to
have learned..once the
remember when we
skill has been learned it
acquired the information.
usually stays for many
It’s associated with facts
years
and continues to grow as
•E.g. How to make a
you age
sandwich or ride a bike or
•E.g.. Washington was the
swimming
first president of America.

Basic Memory
Tasks
•Recognition-Identifying objects or
events that have been encountered
before
•Recall-Bring back to mind
•Relearning-Relearn things forgotten
e.g.. Algebra 25 years later
There are many ways to
keep the memory of
learned information alive
in your learners. Have
students:
•Do peer teaching and peer review
•Recreate the material with mind maps, then present
it
•Encourage the use of projects, murals, mindscapes
Halaman 1

DEFINITION
how imagery works in performance
enhancement. It suggests that imagery
develops and enhances a coding system
that creates a mental blueprint of what has
to be done to complete an action.

 Halaman 3

“People tend to create scenario about what will

they perform something, before actually doing it.
By using imagination to make plans and improve
perfomances.”

 Halaman 12

WHY IS SYMBOLIC LEARNING

IMPORTANT?
According to Russian psychiatrist Lev Vygotsky. For
Vygotsky, who published his theories in the early
20th century, playing make-believe is essential to a
child’s healthy development. Symbolic play is the
way children overcome their impulsiveness and
develop the thought-out behaviors that will help
them with more complicated cognitive functions.
 Here’s a list of five areas that are strengthened when your
child engages in symbolic play:

COGNITIVE SOCIAL SELF-ESTEEM LANGUAGE MOTOR

SKILLS SKILLS SKILLS
When your child exercises

Symbolic play teaches a Symbolic play exercises Your child needs a Play involves action. As
their imagination, they
child to see the “other.” cognitive skills, as we developed memory to your child plays, they
create new neural
develop fine and gross
pathways and learn how to Since some kids may think mentioned. Your child understand that an object
motor skills. Watch your
think creatively. This skill differently than them, your needs to come up with a can stand for something
will help them with child learns how to plan and a way to carry it other than itself. This is the kids at play and you’ll most
cooperate and negotiate. out. Goal achieved? That’s first step in language likely hear both sets of skills
problem solving as they

a great boost to acquisition. Play is a great being practiced: “Who
grow older. As they play,

developing self-esteem. way to build up their spilled out all the beads?
they act out experiences

vocabulary. Now I have to pick them
that they’ve encountered

up!” mingles with “Last one
and hardwire into their
to the end of the yard is a
brains how to deal with
rotten egg!”
them.