Zull, James E. (2002). The art of changing the brain: enriching teaching by exploring the biology of learning. Sterling, Va.: Stylus Pub.

Self-reflection on the Chapter 6 and Chapter 7

In Chapter 6 and 7, Zull discussed how new knowledge can be constructed in a neurological perspective. Most importantly, based on the existing neuronal networks (which holds the prior knowledge), teachers should help learners to change their neuronal network via new neurons connections. The prior knowledge is essential for the new connections to be built up since the existing network is the start point of the new connections.

Existing network may not hold correct connection, what teachers should do is not to correct the wrong connection but to reinforce the correct connection; the wrong connection will be weaken by ignoring them.

There are few points made by Zull in these 2 chapters. Firstly of all, prior knowledge is important to learners as well as teachers. Secondly, prior knowledge is personal and complex and teachers can use them as the starting point to construct new knowledge.

Thinking back to the article: A learner-centered framework for e-learning, the principle 12 13 and 14 have addressed the importance of learners’ priori knowledge. In particular in the principle 14, setting up diagnostic assessment is to determine learners’ prior knowledge. This strategy has been employed by many fields in education. For instance, adaptive learning system provides an example of determine and use learners’ priori knowledge even though it might not be an appropriate way.

Personally, I think it is difficult to know what learners have already known, especially in online learning environment. Adaptive learning systems has its flexibility as a content provider and content management system, but still it leaves the challenge for teachers to figure out learners’ prior knowledge and make use of them to alter learners existing neuronal connection.