1. Week 3's reading made me more aware of how my students pay attention. Understand they may be using divided attention and can still understand what you are saying to them even if they are not looking at you. This has made me more aware of how I pay attention to different things and people.
2. I think the visual and auditory recognition and attention can go hand in hand. Not every students learns through visual or auditory (may favor one) and I think that will be reflected in their attention.
3. I am clearly on everything up to this point. Although I did struggle with how to relate perception to consciousness.
4. I think being aware of the different types of attention that a student may display in the classroom is important. It will help me as an educator understand the students perceptive.
5. Just like with Chapter 2, the author discusses case studies. I see these things happen in my own classroom as well, reading this just opened my eyes up to it even more.
6. It is important to understand the kinds of attention and consciousness to make myself better prepared to work with students who make show these.
7. I think these would be used for all students regardless of age and or ability. I think that the divided attention could be more apparent in an ADD/ADHD student who becomes easily distracted but also be present in your regular education student.
8. This one is hard to answer for this chapter....
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Katie, do you think students with ADD/ADHD have more divided attention or selective attention?
ReplyDeleteAfter reading your blog I was more open to the idea that students can have divided attention, therefore, just because they are doing something else doesn't mean that they aren't listening. Do you find that your students are capable of meeting requirements while dividing their attention to other aspects- ie rearranging their desks, writing notes, fidgeting with crayon boxes, etc.?
At first I viewed my students as having selecting attention because I thought they would selectively tune me out to have a whispering conversation with their neighbor or a "cloud 9" conversation in their own mind. However, now I'm thinking maybe not all are selective, some may be more of a divided attention because I think most of them do get part of what I am saying while they are doing something else. I have tested a couple of students on this by asking them what I just said, and most will be able to answer that question. It may be a half and half. This might be a good action research study to do some time to see just how many are using selective vs. divided attention.
ReplyDeleteRegarding perception and consciousness, I think William did a good job trying to relate the two to each when he led the discussion. But I do agree with you that the textbook isn't that clear on the relationship. Part of that is just because the term consciousness is very nebulous.
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