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 :)
Monday, March 23, 2009
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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