1. Language has been connected to every chapter we have read so far. The beginning of the course, we talked about percption. Well, we need language to help up us understand and process what we perceive in the world around us. Then we delved into memory (working and long-term). We need language to be able to connect what we are learning to what we have already learned to help us transfer information from working to long-term memory. We also need the language to be able to pull information out from our memory.
2. I would like to know more about the research behind the phonics approach and the whole-word approach. Matlin does not give much proof of any studies, but says that research shows a favoritism to the phonics approach to learning reading. As a classroom teacher, I can see the benefits of both approaches and would like to see what research there is to support my thoughts.
3. I thought the section about ambiguous language was really interesting. As an elementary teacher, I find that students sometimes have a difficult time understanding what I am saying to them. I never thought that it could be because of their prior knowledge and lack of ability to understand the context of what I am saying. After reading this section, I'm planning on including more lessons about context clues and I want to make sure to use as little ambiguous language as possible in my lessons. I think it is also important for me to have my students talk to each other to check for understanding as well as create an exit slip where they can write down any questions they might still have.
Saturday, April 4, 2009
Sunday, March 29, 2009
ch. 12
1. The topics in this chapter, deductive reasoning and decision making, go right along with problem solving from the last chapter. All three fit into the category of thinking. When we are thinking, we are taking the information that we were given and finding a solution, decision, or a belieft. Someimes we can create stereotypes if we are not understanding the process completely.
2. I have a difficult time understanding when I would be using these heuristics or making these fallacies. I needed more real life examples, not just senerios from reasearch. To me those are too abstract. I guess this goes back to situated cognition?
3. I think it is very important to teach students about decision making so they do not easily create stereotypes about others. If we teach them the fallacies, hopefully they will not just look at what is comfortable, but they will look ouside that "cell in the matrix" and see the other information. We will help create more openminded citizens if we teach them these skills.
2. I have a difficult time understanding when I would be using these heuristics or making these fallacies. I needed more real life examples, not just senerios from reasearch. To me those are too abstract. I guess this goes back to situated cognition?
3. I think it is very important to teach students about decision making so they do not easily create stereotypes about others. If we teach them the fallacies, hopefully they will not just look at what is comfortable, but they will look ouside that "cell in the matrix" and see the other information. We will help create more openminded citizens if we teach them these skills.
Saturday, March 14, 2009
ch. 11
1. This chapter explains problem solving. First you have to understand the problem and then apply a strategy to solve the problem. Context is an important factor when applying a problem solving strategy. A person can try to solve a problem using either the top down approach by using similar problems as examples on how to solve the current problem. This can be difficult if there is no prior problem to compare it to, then one would need a more creative approach. We could also have functional fixedness if our top-down approach is overactive. In this case we look at too narrow of features to help us solve the problem. Creativity is finding a solution that is novel, high quality, and useful. The type of motivation one has to solve a problem plays a large factor to how creatively one will solve a problem.
2. When solving problems, we can use the top-down approach as mentioned before when we try to connect an item to something else. Again, when top-down process is overactive, it can cause difficulty in finding the solution. As mentioned in an earlier chapter, it is important that we connect what is learned to real life (world) experiences.
3. For the first time I was actually very clear on the content of this chapter. I would like to learn more specific strategies on teaching my students how to understand the problem they are solving such as how to tell what information is irrelevant.
4. This completely applies to my teaching because my goal is to have my students be able to take what they learned in my class and appy it to their life to solve any problems they may come across. My goal is not to just increase my students' general knowledge, I want them to be deep, logical thinkers who can help solve problems for themselves and for others. Since reading this chapter, I now understand why it is so important for my students to have that connection to the problem they are solving and that it needs to be something they will experience in real life if I want them to replicate it. I also will take with me the concept of intrinsic motivation. I want my students to want to solve the problem for themselves, not for an A, candy, or to be the first one to do it.
5. The different demonstrations in this chapter helped me to understand and believe what Matlin was explaining. She used some of the exact demonstrations from research that she used to support the concepts.
6. I think it is extremely important for educators to think about how we assess our students. Even if we teach our students problem solving by connecting it to their lives, if we are still assessing them with pencil and paper tests, we are not going to get accurate results of their problem solving abilities. Doing a project where the student is connected to the problem (intrinsic motivation) and then assessing them on their work in the group project will deliever better results.
7. I would use this for all my students. Unfortunately, I could not use this all the time. The project-based approach to learning does not seem to be encouraged by the schools. It takes too much time to cover all the different obejectives the teacher must cover in a year. I could use the project based approach for specific groups of objectives. Also, we have to teach test taking skills and get students familiar to taking a test (especially in third grade since it is the first time they take the MAP test in Missouri).
8. If we could redesign our education system to allow us to use a more project based approach, we could use this information more often and easier. If the learning objectives were not broken down so specifically for each grade level it would create a better environment for teachers to facilitate the students questions, learning, and problem solving. What's the point of teaching them something that they have no personal need to learn.
"It is our American habit if we find the foundations of our educational structure unsatisfactory to add another story or wing. We find it easier to add a new study or course or kind of school than to recognize existing conditions so as to meet the need. " - John Dewey
2. When solving problems, we can use the top-down approach as mentioned before when we try to connect an item to something else. Again, when top-down process is overactive, it can cause difficulty in finding the solution. As mentioned in an earlier chapter, it is important that we connect what is learned to real life (world) experiences.
3. For the first time I was actually very clear on the content of this chapter. I would like to learn more specific strategies on teaching my students how to understand the problem they are solving such as how to tell what information is irrelevant.
4. This completely applies to my teaching because my goal is to have my students be able to take what they learned in my class and appy it to their life to solve any problems they may come across. My goal is not to just increase my students' general knowledge, I want them to be deep, logical thinkers who can help solve problems for themselves and for others. Since reading this chapter, I now understand why it is so important for my students to have that connection to the problem they are solving and that it needs to be something they will experience in real life if I want them to replicate it. I also will take with me the concept of intrinsic motivation. I want my students to want to solve the problem for themselves, not for an A, candy, or to be the first one to do it.
5. The different demonstrations in this chapter helped me to understand and believe what Matlin was explaining. She used some of the exact demonstrations from research that she used to support the concepts.
6. I think it is extremely important for educators to think about how we assess our students. Even if we teach our students problem solving by connecting it to their lives, if we are still assessing them with pencil and paper tests, we are not going to get accurate results of their problem solving abilities. Doing a project where the student is connected to the problem (intrinsic motivation) and then assessing them on their work in the group project will deliever better results.
7. I would use this for all my students. Unfortunately, I could not use this all the time. The project-based approach to learning does not seem to be encouraged by the schools. It takes too much time to cover all the different obejectives the teacher must cover in a year. I could use the project based approach for specific groups of objectives. Also, we have to teach test taking skills and get students familiar to taking a test (especially in third grade since it is the first time they take the MAP test in Missouri).
8. If we could redesign our education system to allow us to use a more project based approach, we could use this information more often and easier. If the learning objectives were not broken down so specifically for each grade level it would create a better environment for teachers to facilitate the students questions, learning, and problem solving. What's the point of teaching them something that they have no personal need to learn.
"It is our American habit if we find the foundations of our educational structure unsatisfactory to add another story or wing. We find it easier to add a new study or course or kind of school than to recognize existing conditions so as to meet the need. " - John Dewey
Thursday, February 26, 2009
ch.6 and ch. 13
1. We have now moved on to memory strategies to help us move information from working memory to long term memory. The chapter focuses on strategies using mnemonics with imagery and organization. Chapter 13 discussed the memory process as we age. Children actually have really good memories, but they are easily changed if there is a stereotype or suggestion added to the memory. It is important to teach memory strategies to children so they can make use of them.
2. So far we learned that changing information from working memory to long term memory is a process. For students, connecting what they are learning to their lives, the real world, or to past memories, can help them transfer what was learned into long term memory.
3. I am still having a hard time understanding the method of loci strategy. I saw the video clips, but I just don't see how it helps. I guess that it is a strategy that I do not use and maybe never worked for me so it is more difficult for me to understand.
4. After doing activity 13.2 with a few students, I really would like to teach my students memory strategies. I am very interested in finding more research for strategies I can use in my classroom. To me, it is really important to expose them to as many as I can since not everyone will use the same strategies.
5. I am having difficulty seeing the validity of all the studies. I do not see how the researchers could prove that the participants were only using a specific strategy while they were testing them. For instance in the study with the animal names, one group was taught the visual imagery strategy and expected to use it while remembering the names. What if they actually repeated the names in their heads the whole time instead of the imagery? How would the person giving the experiment know? Even though I have a hard time believe that the studies are all 100% accurate, I do think the information is worth researching further and I do believe it is true.
6. The information in these chapters help me understand why I have trouble trying to get my third graders to study for a test. I do not remember being taught too many memory strategies in school, but I learned some from my mom. So as a teacher, I have not thought about teaching my students any before, but now I will. I can't wait to get started.
7. I will start using these strategies at the beginning of the school year next year. Also, I am using the information from these chapters to help me reflect on bad memory strategies, especially with Spelling words, that I have taught my students.
8. By learning new strategies, one will be able to learn new information for a longer period of time. The strategies I used in high school Spanish class obviously were not good because I took 5 years of Spanish and can barely say a sentences. I learned to just memorize words for the test and then end it there. If only a teacher would have stopped to teach me a new way. (Maybe one did, but I don't remember that either!)
2. So far we learned that changing information from working memory to long term memory is a process. For students, connecting what they are learning to their lives, the real world, or to past memories, can help them transfer what was learned into long term memory.
3. I am still having a hard time understanding the method of loci strategy. I saw the video clips, but I just don't see how it helps. I guess that it is a strategy that I do not use and maybe never worked for me so it is more difficult for me to understand.
4. After doing activity 13.2 with a few students, I really would like to teach my students memory strategies. I am very interested in finding more research for strategies I can use in my classroom. To me, it is really important to expose them to as many as I can since not everyone will use the same strategies.
5. I am having difficulty seeing the validity of all the studies. I do not see how the researchers could prove that the participants were only using a specific strategy while they were testing them. For instance in the study with the animal names, one group was taught the visual imagery strategy and expected to use it while remembering the names. What if they actually repeated the names in their heads the whole time instead of the imagery? How would the person giving the experiment know? Even though I have a hard time believe that the studies are all 100% accurate, I do think the information is worth researching further and I do believe it is true.
6. The information in these chapters help me understand why I have trouble trying to get my third graders to study for a test. I do not remember being taught too many memory strategies in school, but I learned some from my mom. So as a teacher, I have not thought about teaching my students any before, but now I will. I can't wait to get started.
7. I will start using these strategies at the beginning of the school year next year. Also, I am using the information from these chapters to help me reflect on bad memory strategies, especially with Spelling words, that I have taught my students.
8. By learning new strategies, one will be able to learn new information for a longer period of time. The strategies I used in high school Spanish class obviously were not good because I took 5 years of Spanish and can barely say a sentences. I learned to just memorize words for the test and then end it there. If only a teacher would have stopped to teach me a new way. (Maybe one did, but I don't remember that either!)
Sunday, February 15, 2009
Ch. 5
1. This chapter was about long-term memory and specifically episodic memory. It discussed levels of processing, for example, the self-reference effect. In this case you can remember something better if you connect it to yourself. Also, we learned that memory is better if the retrieval is similar to how it was encoded. When it is done this way, it there is no difference between recall and deeper semantic understanding. This chapter also discusses people with amnesia and how they are able to use implicit memory but not explicit memory. Then autobiographical memory is discussed including flashbulb memories which is controversial. Some believe that we remember big events such as 9/11 because of how connected we are to it emotionally, and some believe it is just because the frequency we discuss the topic and are forced to recall it.
2. Now we are bridging the gap from working memory to long term memory. This chapter explained how we need to learn information to change it from just working to long term and the context it needs to be presented it.
3. I think this chapter was explained really well. I still would like to know more about creating false memories and how our brain does that. I had a memory from my childhood of me breaking the front room window by kicking one of my mom's high heeled shoes off. This is a VERY vivid memory, but when I recently told my mom about it, she said that never happened. Why would I have this memory?
4. I am really going to focus on what my objective is in my lessons and make sure that I am assessing my students the same way. But, I have to think of what I really want the outcome to be. If I want them to be able to apply what I am teaching them to their life then I will need to create an assessment that mimics that somehow and then make sure I teach it to them that way.
5. I really liked how the studies in this chapter had several groups for all situations and they explored the memory over time. To me, that made the information more valid. They did not just have a control group, they had groups for all circumstances. Example: The people who were depressed compared to the non-depressed in the Pollyanna study. If the study only showed the non-depressed, it would not have been as valid.
6. This chapter not only helps me in my teaching, but in my own life. I found the Pollyanna Principle very interesting when reflecting on my life and my family member's lives. I have a little more understanding of why I have handled a situation a certain way (reaction and feelings about it years later) and my siblings have not handled it that way.
7. I need to use the information about explicit and implicit memory for all my students. I think too often in education we ask the students explicit questions when assessing. These recall and recognition types of questions will not show us what they students have learned, just that they can store some information for a short period of time. The implicit questions will help determine if the students have actually learned the skill. I became a pro at answering explicit questions in high school and sailed through school because I could find ways to memorize the information for a short period of time, but once I entered college and took courses that required me to answer implicit questions, I struggled.
8. Sure, instead of focusing on the recall and recognition, spend more time on the implicit learning. Also, connect the learning to the students' lives.
2. Now we are bridging the gap from working memory to long term memory. This chapter explained how we need to learn information to change it from just working to long term and the context it needs to be presented it.
3. I think this chapter was explained really well. I still would like to know more about creating false memories and how our brain does that. I had a memory from my childhood of me breaking the front room window by kicking one of my mom's high heeled shoes off. This is a VERY vivid memory, but when I recently told my mom about it, she said that never happened. Why would I have this memory?
4. I am really going to focus on what my objective is in my lessons and make sure that I am assessing my students the same way. But, I have to think of what I really want the outcome to be. If I want them to be able to apply what I am teaching them to their life then I will need to create an assessment that mimics that somehow and then make sure I teach it to them that way.
5. I really liked how the studies in this chapter had several groups for all situations and they explored the memory over time. To me, that made the information more valid. They did not just have a control group, they had groups for all circumstances. Example: The people who were depressed compared to the non-depressed in the Pollyanna study. If the study only showed the non-depressed, it would not have been as valid.
6. This chapter not only helps me in my teaching, but in my own life. I found the Pollyanna Principle very interesting when reflecting on my life and my family member's lives. I have a little more understanding of why I have handled a situation a certain way (reaction and feelings about it years later) and my siblings have not handled it that way.
7. I need to use the information about explicit and implicit memory for all my students. I think too often in education we ask the students explicit questions when assessing. These recall and recognition types of questions will not show us what they students have learned, just that they can store some information for a short period of time. The implicit questions will help determine if the students have actually learned the skill. I became a pro at answering explicit questions in high school and sailed through school because I could find ways to memorize the information for a short period of time, but once I entered college and took courses that required me to answer implicit questions, I struggled.
8. Sure, instead of focusing on the recall and recognition, spend more time on the implicit learning. Also, connect the learning to the students' lives.
Sunday, February 8, 2009
CH 4
Better late than never... Sorry everyone, I forgot to do my blog posting for last week.
1. Chapter 4 of Cognition was focused on Working Memory. The chapter discussed older research on working memory (also known as Sort-Term Memory) and then goes into greater depth int eh Working-Memory Approach. It is here that the phonological loop, visuospatial sketchpad, central executive, and episodic buffer are introduced. The phonological loop is when we store sounds in our memory for a short time. The visuospatial sketchpad stores the spatial and visual ideas. A great example is when you visualize while reading. The central executive does not store information, but helps organize and prioritize what we are doing/thinking at that time. The episodic buffer combines the last three and connects them to an experience in the past.
2. This chapter helped explain why we focus on what we are at that time (central executive) and how we store the information that we are perceiving or hearing. The last chapters explained how we perceive things and how we focus our attention on things whereas this chapter explains how we remember it for a few seconds and even prioritize what we are doing or perceiving.
3. I'm still having a little trouble with the concept of Proactive Interference. I need more examples of everyday life situations to help me see this clearer. I understand that it is when prior knowledge interferes with what you are now learning, but I would just like more examples.
4. I am much more aware of the amount of information I can expect my students to remember just giving it to them audibly. For example, giving directions; I am going to make sure that if I give several step directions that I will also write them on the board. I also want to make sure I find out what my students know about certain topics (especially Science) before I teach them a new unit. I want to make sure there isn't going to be any PI. (I think that is an example, but again I am still not sure)
5. Again, all the examples and the studies in the chapter helped me believe that the concepts were valid. I have not taken a research methods course yet, so I am not exactly sure what I should be looking for. For me, connecting it to real life and having the data available really help convince me.
6. I think the working-memory approach is really important to not just my teaching but to myself. I am able to understand why I have a difficult time remembering random numbers or something a person told me. For example, just today my trainer told me to mix something in my protein shake to make it taste better. I know he told me twice and I even repeated it in my head over and over, but not 15 mins later, I forgot!
7. I gave one example in number four, but I could also use this information in all subject areas. I would like to incorporate visuospatial sketchpad into my class by having my students visualize what we just read or learned and have them sketch what they pictured in their mind in their notebooks.
8. I think that there are ways to remember more at one time. I believe that it will take a lot of practice, but that finding ways to chunk numbers is a great way to help remember a phone number or a combination to a lock. Instead of just trying to remember each number, find patterns.
1. Chapter 4 of Cognition was focused on Working Memory. The chapter discussed older research on working memory (also known as Sort-Term Memory) and then goes into greater depth int eh Working-Memory Approach. It is here that the phonological loop, visuospatial sketchpad, central executive, and episodic buffer are introduced. The phonological loop is when we store sounds in our memory for a short time. The visuospatial sketchpad stores the spatial and visual ideas. A great example is when you visualize while reading. The central executive does not store information, but helps organize and prioritize what we are doing/thinking at that time. The episodic buffer combines the last three and connects them to an experience in the past.
2. This chapter helped explain why we focus on what we are at that time (central executive) and how we store the information that we are perceiving or hearing. The last chapters explained how we perceive things and how we focus our attention on things whereas this chapter explains how we remember it for a few seconds and even prioritize what we are doing or perceiving.
3. I'm still having a little trouble with the concept of Proactive Interference. I need more examples of everyday life situations to help me see this clearer. I understand that it is when prior knowledge interferes with what you are now learning, but I would just like more examples.
4. I am much more aware of the amount of information I can expect my students to remember just giving it to them audibly. For example, giving directions; I am going to make sure that if I give several step directions that I will also write them on the board. I also want to make sure I find out what my students know about certain topics (especially Science) before I teach them a new unit. I want to make sure there isn't going to be any PI. (I think that is an example, but again I am still not sure)
5. Again, all the examples and the studies in the chapter helped me believe that the concepts were valid. I have not taken a research methods course yet, so I am not exactly sure what I should be looking for. For me, connecting it to real life and having the data available really help convince me.
6. I think the working-memory approach is really important to not just my teaching but to myself. I am able to understand why I have a difficult time remembering random numbers or something a person told me. For example, just today my trainer told me to mix something in my protein shake to make it taste better. I know he told me twice and I even repeated it in my head over and over, but not 15 mins later, I forgot!
7. I gave one example in number four, but I could also use this information in all subject areas. I would like to incorporate visuospatial sketchpad into my class by having my students visualize what we just read or learned and have them sketch what they pictured in their mind in their notebooks.
8. I think that there are ways to remember more at one time. I believe that it will take a lot of practice, but that finding ways to chunk numbers is a great way to help remember a phone number or a combination to a lock. Instead of just trying to remember each number, find patterns.
Thursday, January 29, 2009
CH. 3
1. There are three different ways to pay attention: selective (focusing on one thing), divided (dividing your attention into several things), and saccadic eye movements (moving our eyes to follow what we are looking at). Consciousness is related to attention because sometimes we are not giving our full attention to a task we are doing, but we are still consciously processing what we are doing.
2. It is difficult to learn something new if I have to focus my attention on several different things at one time. When we focus our attention on something, we can use top-down or bottom-up processing.
3. I am still having a difficult time with the last chapter and I think that is carrying over to this chapter. I understand this chapter much better, but to compare it to the last was difficult. I would like to know more about consciousness.
4. Having this information on attention has helped me realize how hard it is for students to give their attention to more than one thing at a time when they are trying to learn. I always wondered why some teachers were so stern about students being quiet and having their eyes on them when they were talking, but now I know that it truly does help them focus on the discussion at hand.
5. The story about the air traffic controller who was dividing his attention too many ways causing the planes to crash really helped me to understand divided attention. I also enjoyed how the author put in current information about cell phone users and driving.
6. It is important to educators so we can find out how to really help students focus in on what we are trying to teach them. It also helps with testing, especially the part about the present/absent features. I know that if I give my students a test and I ask them to tell me which one is not part of the group, that the difficulty of the question is harder.
7. I think this would help with all of my students, but especially for my students that have difficulty focusing on the lesson. I need to make sure I can figure out all the other things that student is giving their attention to and remove it during the lesson times. (Sounds like a duh statement haha).
8. Not really sure what to say to this question?
2. It is difficult to learn something new if I have to focus my attention on several different things at one time. When we focus our attention on something, we can use top-down or bottom-up processing.
3. I am still having a difficult time with the last chapter and I think that is carrying over to this chapter. I understand this chapter much better, but to compare it to the last was difficult. I would like to know more about consciousness.
4. Having this information on attention has helped me realize how hard it is for students to give their attention to more than one thing at a time when they are trying to learn. I always wondered why some teachers were so stern about students being quiet and having their eyes on them when they were talking, but now I know that it truly does help them focus on the discussion at hand.
5. The story about the air traffic controller who was dividing his attention too many ways causing the planes to crash really helped me to understand divided attention. I also enjoyed how the author put in current information about cell phone users and driving.
6. It is important to educators so we can find out how to really help students focus in on what we are trying to teach them. It also helps with testing, especially the part about the present/absent features. I know that if I give my students a test and I ask them to tell me which one is not part of the group, that the difficulty of the question is harder.
7. I think this would help with all of my students, but especially for my students that have difficulty focusing on the lesson. I need to make sure I can figure out all the other things that student is giving their attention to and remove it during the lesson times. (Sounds like a duh statement haha).
8. Not really sure what to say to this question?
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