Crluque: When you deslgn lessons for hlgh prlor-knowledge learners you have a greaLer margln of error, so Lhls

s poor lmplemenLauon" would llkely

sull lead Lo reasonable learnlng resulLs. Powever, lL demonsLraLes some mlsLakes LhaL could Lurn o or confuse your learners.
- 1he audlo narrauon oers no naLural pauses or opporLunlues for self-reecuon. ?our hlgh prlor-knowledge learners may be able Lo handle Lhe
lengLh of Lhls narrauon, however lLs lengLh plus Lhe lack of pauses lncrease cognluve workload ln a way LhaL may noL lncrease learnlng
eecuveness - so we're [usL asklng our learners Lo work harder for no parucular galn.
- 1he audlo narrauon ls also enurely ln Lhlrd person volce. A frlendly/pollLe volce ls noL necessary wlLh hlgh prlor-knowledge learners (and mlghL
even lead Lo less learnlng for some), buL a rsL/second person volce more acuvely engages soclal agency, whlch seems Lo lncrease learnlng
eecuveness whlle reduclng Lhe percelved workload of your learners.
Cur agenL ls frlendly looklng, buL ls noL a compelllng or credlble characLer for conveylng lnformauon abouL Lhls Loplc.
1he colorlng of Lhe braln areas ls helpful, buL lL would llkely work beuer lf Lhe areas were dlrecLly labeled. ln facL, wlLh so many areas ln Lhe
fronLal lobe marked o buL noL labeled, Lhere's a rlsk LhaL some learners wlll mlsLake one for Lhe oLher as Lhey llsLen Lo Lhe narrauon.
umng Lhe braln ln Lhe conLexL of Lhe human head mlghL make Lhls lesson more lnLeresung for some, and slnce we're deallng wlLh hlgh prlor-
knowledge learners, Lhere probably won'L be any negauve learnlng LhaL resulLs from Lhls. 8uL lL also doesn'L add much value beyond Lhe lnlual
lnLeresL facLor, and does requlre LhaL we make Lhe lmporLanL parL of Lhe graphlc (Lhe braln) smaller Lhan lL would oLherwlse be.
parleLal lobe. lLs ma[or eerenL pro[ecuons lnclude Lhe splnal cord, sLrlaLum, and moLor areas of Lhe Lhalamus. lLs funcuons
are dlverse and lnclude plannlng movemenLs, Lhe spaual and sensory lnformed guldance of movemenLs, uslng absLracL rules
Lo perform Lasks, and undersLandlng Lhe acuons of oLhers. uorsal Lo Lhe pre-moLor corLex ls Lhe !"##$%&%'()*+ &-(-*
)*%). 1he exacL role of Lhls reglon ls sull a sub[ecL of lnLense research. Powever, lL appears Lo be lnvolved ln conLrolllng
more complex volunLary behavlors and coordlnaung movemenL across boLh sldes of Lhe body. neurons from Lhls reglon
send pro[ecuons Lo oLher areas of Lhe fronLal lobe and down Lo bralnsLem and splnal cord moLor neurons. lmmedlaLely
beneaLh Lhe supplemenLary moLor areas ls .*-/)0! )*%). lL ls generally only found ln Lhe le hemlsphere. lL plays a cenLral
role ln speech producuon and appears Lo play a role ln comprehendlng complex or amblguous sLaLemenLs. lL recelves lnpuL
from boLh Lhe pre-fronLal corLex and areas of Lhe parleLal and Lemporal corLex lnvolved ln audluon and vocal
somaLosensory percepuon. lL sends pro[ecuons Lo Lhe poruons of Lhe prlmary and supplemenLary moLor areas LhaL conLrol
Lhe muscles lnvolved ln produclng speech sounds. 8eneaLh 8roca's area ls Lhe -*12(-3*-'()$ /-*(%4. 1hls reglon ls lmporLanL
ln recognlzlng expecLed rewards/punlshmenLs of acuons ln a Lhe conLexL of Lhe ongolng slLuauon. 1hls reglon enables Lhe
comparlng of expecLed rewards or punlshmenLs wlLh Lhe acLual rewards or punlshmenLs. 1hls reglon also faclllLaLes lmpulse
conLrol, monlLorlng ongolng behavlor, and producuon of soclally approprlaLe behavlors. 1hls reglon recelves lnpuL from
oLher pre-fronLal areas, moLor areas, sensory areas, and areas of emouonal processlng. 1hls reglon lnnervaLes all of Lhese
reglons as well as reglons regulaung memory formauon. Above Lhe orblLofronLal area ls Lhe #*%53*-'()$ /-*(%4. 1hls has
been assoclaLed wlLh verbal and deslgn uency, plannlng, response lnhlbluon, worklng memory, organlzauonal skllls,
reasonlng, problem solvlng, absLracL Lhlnklng, and ablllLy Lo malnLaln or change focus aL wlll. 1hls area ls lnLerconnecLed
wlLh much of Lhe resL of Lhe braln, especlally reglons lnvolved ln auenuon, cognluon, and acuon."
6*-'()$ $-1% )')(-&+ )'7 3"'/8-')$ -9%*92%:; 1he fronLal lobe can be
subdlvlded lnLo several funcuonal areas. All of Lhese areas exerL Lhelr
lnuence by worklng wlLh sysLems ln oLher parLs of Lhe braln or
nervous sysLem. 1he rear-mosL area of Lhe fronLal lobe ls Lhe #*2&)*+
&-(-* )*%). lL ls responslble for conLrolllng volunLary movemenLs of
Lhe head, face, and body. lL recelves lnpuL from oLher areas of Lhe
fronLal lobe, as well as somaLosensory (sense of Louch) lnpuL from Lhe
parleLal lobe, and sends pro[ecuons lnLo Lhe bralnsLem and splnal cord.
1hese pro[ecuons LermlnaLe on moLor neurons LhaL lnnervaLe and
dlrecLly acuvaLe Lhe musculaLure of Lhe body. AnLerlor Lo Lhe prlmary
moLor area ls Lhe #*%5&-(-* /-*(%4. lL recelves sLrong lnnervauon from
Lhe pre-fronLal corLex, Lhe prlmary moLor corLex, Lhe supplemenLary
moLor corLex, and somaLosensory and sensory lnLegrauon areas of Lhe