1. Chapter 9 of How People Learn discuess different technology baesd learning situations. Chapter 10 is a conclusion that reviews all the previous information present in How People Learn. These different technological situations require creativity a topic that was discussed in our Cognition textbook. Technology helps motivate students, many of these students are used to using technology daily, so the incorporation is very important in our classrooms.
2. I agree that technology is very important. The problem I have is that not every school is equipped with the school technology. How does a school that does not have the appropriate equipment go about getting their hands on it? I have heard of teachers writing grants, how do you go about writing a grant, where do you go to look for different grant programs. As a new educator these things are very uncertain to me.
3. Technology is a very important part of the classroom. I hope to continue to gain knowledge about how to incorporate technology into my classroom by attending district workshops or classes at the local university. With the advances in technology in society and in our youth I feel that schools are always going to struggle to keep up.
Wednesday, April 22, 2009
Wednesday, April 15, 2009
Week 14 Reflection
1. How People Learn Chapters 6 & 7 discussed the different designs of learning environments. The four different types of learning environments are learner, knowledge, assessment and community centered classrooms. Each concept has different aspects of cognitive function and expectations. The learner is based around exploration and self discovery (inquiry). The knowledge is centered around building on prior knowledge. The assessment tries to obtain feedback on their work for understanding. The community centered focuses on interactions with many people to build a positive environment.
2. I think I am clear on everything. I found it interesting to learn about the different types of learning environments. This helps me be more aware of my teaching techinques.
3. This information helps me incorporate different methods into my classroom. I now understand the importance of problem solving for students. Overall very helpful chapters with much information that is beneficial to myself as an educator.
2. I think I am clear on everything. I found it interesting to learn about the different types of learning environments. This helps me be more aware of my teaching techinques.
3. This information helps me incorporate different methods into my classroom. I now understand the importance of problem solving for students. Overall very helpful chapters with much information that is beneficial to myself as an educator.
Saturday, April 11, 2009
Week 13 Reflection
1. Chapter 10 discussed language production. Topics such as speaking, writing, and bilingualism are covered. Interesting topics such as slip-of-the-tongue are discussed, this is a topic that happened often in the classroom setting but I wouldn't often refer to as a slip-of-the-tongue. I enjoyed reading about bilingualism, I have heard that people learn a second language more efficiently if they begin at a young age, I know understand that phonology, voacbulary, and grammar are what make this easy or difficult.
2. I think that I am clear on everything from Chapter 10, I understand why it is easy for students to learn to a second language and why it is harder for an adult to learn, but there is still part of me that believes that an adult can learn the language but maybe not master the language.
3. I can apply this into my classroom in many situations. Teaching language arts speaking and writing are very important. Phonology, vocabulary and grammar are all important part of students developing language. I also think that the bilingualism is important, many students are being exposed the a second language much earlier, and I think that as a regular education teacher that it is important for me to carry over some of the second language into my classroom. The students then are recieving more than just 45 minutes 5 times a week, they are getting a reinforcement during the rest of their school day.
2. I think that I am clear on everything from Chapter 10, I understand why it is easy for students to learn to a second language and why it is harder for an adult to learn, but there is still part of me that believes that an adult can learn the language but maybe not master the language.
3. I can apply this into my classroom in many situations. Teaching language arts speaking and writing are very important. Phonology, vocabulary and grammar are all important part of students developing language. I also think that the bilingualism is important, many students are being exposed the a second language much earlier, and I think that as a regular education teacher that it is important for me to carry over some of the second language into my classroom. The students then are recieving more than just 45 minutes 5 times a week, they are getting a reinforcement during the rest of their school day.
Thursday, April 2, 2009
Week 12 Reflection
1. Chapter 9 discusses language. Language can be written or spoken. When discussing language whole-word, phonics, and whole-language are mentioned. These are all concepts that are used when teaching language to students. Along with phonics and whole-word are indirect and direct access. These concepts help us understand if something is recognized immediately or not. Chapter 9 also discusses comprehension and ambiguity. When a statement is abiguious it can affect comprehension.
2. I think I have a clear understanding of all concepts in Chapter 9. I really enjoyed reading this chapter as a Language Arts teacher. There was many terms and concepts that I had heard of previously.
3. As a Language Arts teacher, language is extremely important. Language is incorporated into every part of my teaching. The students are required to read, write, listen, or speak throughout the class. Last year when I taught science at the begining of the year I would have ventured to say that language wasn't as important. After teaching for a very short period of time I realized that language is in all aspects of the classroom. Students have to use reading, writing, speaking and listening in all subject areas.
2. I think I have a clear understanding of all concepts in Chapter 9. I really enjoyed reading this chapter as a Language Arts teacher. There was many terms and concepts that I had heard of previously.
3. As a Language Arts teacher, language is extremely important. Language is incorporated into every part of my teaching. The students are required to read, write, listen, or speak throughout the class. Last year when I taught science at the begining of the year I would have ventured to say that language wasn't as important. After teaching for a very short period of time I realized that language is in all aspects of the classroom. Students have to use reading, writing, speaking and listening in all subject areas.
Monday, March 23, 2009
Week 11 Reflection
1. Decision making continues to build on the topics previously discussed in this course. When making decisions we have to access our working memory and long term memory using our prior knowledge. Reasoning and decision making are affected by our long term memory and our previous experiences. Decision making also affects how we process different information.
2. I am still struggling differentiating between the different heuristic methods. It seems to me that each subtopics could be easily related. I struggled applying these to this weeks discussion questions. I could see how several methods could apply to different situations. Many of this weeks ideas were complex and hard to follow. Example: propositional calculus, understanding antecedent and consequent would confusing as well. I think I have the general idea behind the chapter but would like farther understanding.
3. This information helps me better understand how many of my students make decisions. The text does a good job of helping me comprehend the way my students learn/reason/or make decisions. One of the discussion questions was about background information, I found this very interesting to see how not only my students might think but also how I would make the choice. I think I am going to give an example to my class and see how they respond and give explanation. I think the results will be interesting! If I get a chance to do this soon, I will share the results :)
2. I am still struggling differentiating between the different heuristic methods. It seems to me that each subtopics could be easily related. I struggled applying these to this weeks discussion questions. I could see how several methods could apply to different situations. Many of this weeks ideas were complex and hard to follow. Example: propositional calculus, understanding antecedent and consequent would confusing as well. I think I have the general idea behind the chapter but would like farther understanding.
3. This information helps me better understand how many of my students make decisions. The text does a good job of helping me comprehend the way my students learn/reason/or make decisions. One of the discussion questions was about background information, I found this very interesting to see how not only my students might think but also how I would make the choice. I think I am going to give an example to my class and see how they respond and give explanation. I think the results will be interesting! If I get a chance to do this soon, I will share the results :)
Monday, March 16, 2009
Week 10 Reflection
1. The information in week 10 helps us better understand how our students think and solve problems. Problem solving and creativity can easily be related to work memory and long term memory. Some of the information learned earlier in the semester was also presented again in this chapter, top down and bottom up approach. This chapter also discusses creativity and types of motivation.
2. I think I am clear on everything from week 10. I found this chapter to be very interesting. Many thing I remember doing as a student are things that I see my students doing as well and they now make sense.
3. Any condition for all students. Especially important in preparing students for standardized testing. I also find that is it important to try to motivate our students both intrinsically and extrinsically. By using the creativity and problem solving we can gain our students interest and they will hopefully become self motivated!
2. I think I am clear on everything from week 10. I found this chapter to be very interesting. Many thing I remember doing as a student are things that I see my students doing as well and they now make sense.
3. Any condition for all students. Especially important in preparing students for standardized testing. I also find that is it important to try to motivate our students both intrinsically and extrinsically. By using the creativity and problem solving we can gain our students interest and they will hopefully become self motivated!
Wednesday, March 4, 2009
Week 8 Reflection
1. Chapter 8 focused of semantic memory, our general knowledge of the world, and schema. Schema explain how information is 1) selected, 2) abstracted, 3) inferred, and 4) integrated. Semantic memory is broken down into 4 different approaches or models, feature comparison, prototype, exemplar and network. Feature comparison, prototype and exemplar all focus on categorizing concepts while networking tries to make connections between concepts.
2. This information continues to help us understand how we learn, remember, store and retrieve information. With the help of Chapter 8 we are now putting concepts/information in categories for more efficient retrieval.
3. I am still struggling with the idea of schema and inferences. How can we shut out past experiences and not allow them to affect the way we interpret concepts? Some past experiences are beneficial to making inferences - How do we determine what is helpful and what will get in the way of our learning?
4. This can easily be applied to my teaching, with 100 students on the team I teach, I see a variety of different levels of background knowledge. As the teacher I am constantly reinforcing and giving support to the students to make sure they have the background knowledge they need so they can continue you on with understanding. By reinforcing information to the students the approaches of semantic memory are being taught, helping the students access the information efficiently and accurately.
5. Matlin provides case studies/examples and I have my own experiences in my classroom. In my classroom I have students who get distracted easily and have trouble staying focused. This made me think of the nodes in the networking model. If you can not access all of the nodes, how are you going to stay on task. This becomes very difficult for some students.
6. Helps me realize why a students may be off task and what I can do to help them get back on task. The different approaches of semantic memory are designed to help our students process/store/and recall information efficiently.
7. This will be beneficial in my classroom for all of my students. I think this will help me be especially aware of any students with ADD of ADHD, to help them categorize or connect using the different approaches to semantic memory.
8. This information is overwhelming but very important. If the information was more user friendly I could see the information being incorporated more in the classroom.
2. This information continues to help us understand how we learn, remember, store and retrieve information. With the help of Chapter 8 we are now putting concepts/information in categories for more efficient retrieval.
3. I am still struggling with the idea of schema and inferences. How can we shut out past experiences and not allow them to affect the way we interpret concepts? Some past experiences are beneficial to making inferences - How do we determine what is helpful and what will get in the way of our learning?
4. This can easily be applied to my teaching, with 100 students on the team I teach, I see a variety of different levels of background knowledge. As the teacher I am constantly reinforcing and giving support to the students to make sure they have the background knowledge they need so they can continue you on with understanding. By reinforcing information to the students the approaches of semantic memory are being taught, helping the students access the information efficiently and accurately.
5. Matlin provides case studies/examples and I have my own experiences in my classroom. In my classroom I have students who get distracted easily and have trouble staying focused. This made me think of the nodes in the networking model. If you can not access all of the nodes, how are you going to stay on task. This becomes very difficult for some students.
6. Helps me realize why a students may be off task and what I can do to help them get back on task. The different approaches of semantic memory are designed to help our students process/store/and recall information efficiently.
7. This will be beneficial in my classroom for all of my students. I think this will help me be especially aware of any students with ADD of ADHD, to help them categorize or connect using the different approaches to semantic memory.
8. This information is overwhelming but very important. If the information was more user friendly I could see the information being incorporated more in the classroom.
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