1. In Chapter 7 Matlin discusses mental imagery and cognitive maps. Cognitive maps are simply a mental representation of the external environment. These cognitive maps are stored as mental images in either Analog Code or Propositional Code. Both very different, Propositional Code is an abstract language representation and Analog Code is representation that closely resembles the physical object.
2. Week 7 information helps us understand how and why interference affects or students learning/processing of information. It also continues to show us the important of incorporating different kinds of learning.
3. I think I am clear on everything to this point.
4. This helps me in my own teaching by having me make an effort to create lessons were students can be both hands on and visual, using both mental and physical processing.
5. Matlin proves this throughout her book, giving examples and case studies. I also find this evident in my own classroom with my students.
6. I think this is important because it helps us as educators understand why our students struggle with interference and being able to continue processing the information. It is also important for us to understand the benefit of physical and mental processing.
7. Having this information is beneficial to all students in all education environment. I think it could apply especially to a students with ADD or ADHD because the student already becomes easily distracted. This helps us be more aware of what we can do to help the students.
8. I think we need to continue to do research and studies with the variety of different students to help us gain more knowledge and insight into mental and physical processing. This information can help educators to better understand their students needs.
Saturday, February 28, 2009
Wednesday, February 18, 2009
Week 6 Reflection
1. Chapter 6 and 13 discuss different strategies for memory improvement. Also discussed was metacognition as our knowledge, awareness and control of our cognitive processes. Metacognition is broken down into metamemory, the top-of-the-tonguq phenomenon and metacomprehension. The two main strategies are the total time hypothesis and the distribution of practice effect. Overall this chapter was very informative and helpful as a classroom teacher.
2. These chapters continue to build of the previous chapters. We have spend several weeks discussing memory, working and long term and know we know different strategies to help with our encoding and retrieval of the information.
3. I still am finding the idea of metacomprehension interesting. The text mentions different studies show students can be overconfident in judging whether they understand the material they just finished learning. (This makes sense, I often remember feeling this way when I was younger) The text also mentioned that this can be improved with pretests, I need more explanation on how this would improve the students understanding.
4. I use many of the different strategies in my daily teaching. My students use the different strategies during class and then are expected to be able to return to class in the following days and recall the information. The students being able to recall the information accurately requires them to become deep thinkers retrieving that information from their long term memory.
5. Matlin gives good examples of the strategies at work in the textbook. I also have used many of these strategies in my classroom. I use or have experienced several of these strategies in my own life recently as well.
6. Making a relationship for our students helps them understand the importance of the strategies and information. Why do they need to know these strategies? How will it affect their lives? These are questions students want to know. I also found it very important to know that younger student often times do not understand the strategies so they become somewhat meaningless.
7. I think that all students can benefit from memory improvement strategies regardless of age and ability level. Teaching a variety of different strategies in my classroom allows for the students to figure out which strategy works best for them.
8. Our memories are very powerful. We use many expensive and inexpensive devices to store information for us. Why not take advantage of our brains more? Use the children we have access to daily to help us figure out what works best for them.
2. These chapters continue to build of the previous chapters. We have spend several weeks discussing memory, working and long term and know we know different strategies to help with our encoding and retrieval of the information.
3. I still am finding the idea of metacomprehension interesting. The text mentions different studies show students can be overconfident in judging whether they understand the material they just finished learning. (This makes sense, I often remember feeling this way when I was younger) The text also mentioned that this can be improved with pretests, I need more explanation on how this would improve the students understanding.
4. I use many of the different strategies in my daily teaching. My students use the different strategies during class and then are expected to be able to return to class in the following days and recall the information. The students being able to recall the information accurately requires them to become deep thinkers retrieving that information from their long term memory.
5. Matlin gives good examples of the strategies at work in the textbook. I also have used many of these strategies in my classroom. I use or have experienced several of these strategies in my own life recently as well.
6. Making a relationship for our students helps them understand the importance of the strategies and information. Why do they need to know these strategies? How will it affect their lives? These are questions students want to know. I also found it very important to know that younger student often times do not understand the strategies so they become somewhat meaningless.
7. I think that all students can benefit from memory improvement strategies regardless of age and ability level. Teaching a variety of different strategies in my classroom allows for the students to figure out which strategy works best for them.
8. Our memories are very powerful. We use many expensive and inexpensive devices to store information for us. Why not take advantage of our brains more? Use the children we have access to daily to help us figure out what works best for them.
Saturday, February 14, 2009
Chapter 5 Reflection
1. Chapter 5 discusses long term memory. Long term memory is broken down into episodic (you), semantic (world) and procedural (how to). The chapter also discusses encoding (when the information enters the memory) and retrieval (locating the information in storage). Mood congruence also seems to be an imporant concept, if the mood is the same during encoding as retrieval then the information will be processed more efficiently and accurately.
2. This chapter can easily be connected to chapter 4 about short term/working memory. They have to work together cooperatively for our students to successfully storage the new information.
3. When first reading the chapter I was confused on the Pollyanna Principle so I made that part of my discussion questions and feel like I have a better understanding now that everyone has put their own spin on things.
4. I think as educators we have to decide what is the most important information we want our students to learn. Then we have to implement strategies to help our students take the information from their working memory and place it in their long term memory.
5. Matlin does a good job of giving examples how long term memory is used and its importance. I also see these things happen in my own classroom. If I spend very little time on something I can usually expect that my students will not remember the information in the future, but if I spend much more time and constantly revisit the concept the students are more likely to recall the information at a later time.
6. I think this is important to help us understand how we as adult learn as well as how our students learn. I think this helps me understand why my students something do not remember information that I have presented to them. I will make an effort to teach things in a variety of ways and multiple times to make sure the students learn the information for the long term.
7. The concept of long term memory would be beneficial for a teacher who teaches all grade levels and all ability levels. I know realize that if I want my students to truly grasp an idea and be able to understand it for the future I need to reinforce the concept continually to encode it into their long term memory.
8. I think continued research is important. We as individuals are all different and process the information differently so I think continued research of different methods of encoding and retrieval would be beneficial to educators.
2. This chapter can easily be connected to chapter 4 about short term/working memory. They have to work together cooperatively for our students to successfully storage the new information.
3. When first reading the chapter I was confused on the Pollyanna Principle so I made that part of my discussion questions and feel like I have a better understanding now that everyone has put their own spin on things.
4. I think as educators we have to decide what is the most important information we want our students to learn. Then we have to implement strategies to help our students take the information from their working memory and place it in their long term memory.
5. Matlin does a good job of giving examples how long term memory is used and its importance. I also see these things happen in my own classroom. If I spend very little time on something I can usually expect that my students will not remember the information in the future, but if I spend much more time and constantly revisit the concept the students are more likely to recall the information at a later time.
6. I think this is important to help us understand how we as adult learn as well as how our students learn. I think this helps me understand why my students something do not remember information that I have presented to them. I will make an effort to teach things in a variety of ways and multiple times to make sure the students learn the information for the long term.
7. The concept of long term memory would be beneficial for a teacher who teaches all grade levels and all ability levels. I know realize that if I want my students to truly grasp an idea and be able to understand it for the future I need to reinforce the concept continually to encode it into their long term memory.
8. I think continued research is important. We as individuals are all different and process the information differently so I think continued research of different methods of encoding and retrieval would be beneficial to educators.
Tuesday, February 3, 2009
Week 4 Reflection
1. Chapter 4 explains that working memory, which was previously called short term memory, is the brief immediate memory for material that we are currently processing. Working memory is broken down into the phonological loop, visuospatial sketchpad, central executive, and episodic buffer. Each helping our working memory is a different way.
2. I find myself making a relationship between attention (previous chapter) and our memory. Our attention and our memories go together to make us see the big picture.
3. I had a question about chunking on the discussion this week. In terms of short term memory chunking would just be to help us remember for the 30-60 second window, were as the chunking I use in my classroom would be to use to have the students learn and be able to put into their long term memory. Correct?
4. I think our students use their working memory most of the time they are with us. As with the previous chapters understanding the students memories helps us understand how they learn, think, and process information.
5. This is present in our daily teaching. Having the students use visuospatial sketchpad and phonological loop shows us that these strategies/theories do work.
6. This is important to help me understand how my student’s brains are working. The better I understand my students the better equipped I am to teach them and to help them learn and understand more efficiently.
7. I would use this in my classroom to help me students see the big picture. If they are struggling to visualize something have them draw a picture to see where things go and how they fit together. This would be used for all students especially those who have sensory/focus struggles. Breaking down the working memory into the individual pieces and making adaptations for those students is important.
8. I think continuing to do research and become educated about what are the most effective ways to teach our students who struggling with their working memory. I think that if more money was spent on this, we may see results in test scores.
2. I find myself making a relationship between attention (previous chapter) and our memory. Our attention and our memories go together to make us see the big picture.
3. I had a question about chunking on the discussion this week. In terms of short term memory chunking would just be to help us remember for the 30-60 second window, were as the chunking I use in my classroom would be to use to have the students learn and be able to put into their long term memory. Correct?
4. I think our students use their working memory most of the time they are with us. As with the previous chapters understanding the students memories helps us understand how they learn, think, and process information.
5. This is present in our daily teaching. Having the students use visuospatial sketchpad and phonological loop shows us that these strategies/theories do work.
6. This is important to help me understand how my student’s brains are working. The better I understand my students the better equipped I am to teach them and to help them learn and understand more efficiently.
7. I would use this in my classroom to help me students see the big picture. If they are struggling to visualize something have them draw a picture to see where things go and how they fit together. This would be used for all students especially those who have sensory/focus struggles. Breaking down the working memory into the individual pieces and making adaptations for those students is important.
8. I think continuing to do research and become educated about what are the most effective ways to teach our students who struggling with their working memory. I think that if more money was spent on this, we may see results in test scores.
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