1.) How does this fit with what I already know? Chapter 9 focuses on how technology can support learning. It also cautioned that inappropriate uses of technology can hinder the learning process as well. The chapter discussed several different learning applications for different programs. This follows nicely with the learning environments we covered last week. When you incorporate technology in to the curriculum you are effectively expanding the learning environment. Technology can create new opportunities for curriculum design and allow students new ways in which to encode and retrieve information. The text further identifies computer scaffolding as a way for learners to engage in more advanced activities and build critical thinking skills. Finally, technology in the classroom can foster a sense of community offering students to collaborate and work together. It also allows for easier teacher feed back and can help them identify strengths and weaknesses in student thinking processes, thus allowing them to provide specified instruction when applicable.
Chapter 10 was a great wrap up of what we have been talking about all a long. It was a concise conclusion of the main themes of cognition we have covered. The biggest take away from chapter 10 for me was the information on transfer learning. I don't think this can be stressed enough in our current educational circumstances. "Instructional differences become apparent when evaluated from how well the learner transfers understandings to new problems and settings." That pretty much sums up the gamble our administrators and districts are taking on the current teach to the test approach that has invaded our schools. Will the next generation be able to think there way out of a paper bag? Much less a global crisis?
2.) What I don't understand? A.) I don't understand why, with all the evidence to the contrary, we allow the current philosophies of instruction to persist. I found chapter 10 to be fantastic, yet in direct opposition to what I am seeing and hearing about the state of education today. What gives? B.) How are we going to possibly bring technology to low income school districts? We can't even get some schools text books!
3.) How would I apply this information? "Learning with understanding is more likely to promote knowledge transfer rather than memorization." Words for every teacher and parent to live by. If I ever get the chance to have my own classroom, this will be on the wall somewhere.
Tuesday, April 21, 2009
Tuesday, April 14, 2009
Chapter 6 & 7 - how people learn
1.) How does this fit with what I already know? What I liked most about the reading this week was the applicable nature of the material. I think up until this point, we have been focusing so much on the cognitive processes of students, but we did not really focus on how you can take this information and apply it in a classroom situation. I thought chapter 6 was excellent for this idea of application. The different environments, learner centered, knowledge centered, assessment centered, and community centered environments were great at explaining how teachers should focus their learning environments. Teachers should build on the conceptual and cultural knowledge that students bring to class because these are valuable resources. They should help students become knowledgeable by learning in ways that lead to understanding and transfer of knowledge. We should provide more in the way of critical thinking and as the text describes "learning you way around" - teach kids about resources and how to use them. Teachers should provide opportunities for feed back and revision - assessment should match learning goals or objectives. Community centered environments should be incorporated into the classroom. I think it is important to introduce the idea to students that they are part of a bigger community - a global community. Lastly, the point of alignment as a key aspect of task analysis was a great summation.
I enjoyed chapter 7 as well and the different approaches to instruction discussed. The knowing how to teach as opposed to just what to teach is so crucial. The idea that students should be encouraged to develop their own problem solving strategies and discuss why they work struck me as ironic because as we have been discussing on blackboard, there doesn't seem to be a great deal of support for critical thinking today in education. I thought the hierarchy principles were very informative. On, page 176 it discusses people's preconceptions and how much time and effort they attribute to constructing a view of the physical world through experiences and observations and they cling to those views, however much they conflict with scientific concepts. When reading this I could not help thinking about all the controversy regarding teaching evolution in schools. (Just an observation)
2.) What am I not clear on? I was a little fuzzy on the bridging notion of connecting correct ideas to their misconceptions. I was trying to fit this idea with the experience I had regarding students who could not accept that any exposure to second had smoke was harmful. I wanted them to understand that their previous belief was incorrect and replace it with the new information...I don't want them to hold onto the old ideas.
3.) How will I use this? I will use this information to help enrich the learning environment I promote in my future classrooms. It will help me be more mindful of how my students think and what they bring to class with them as far as preconceived knowledge in concerned and how we can build on this as a community and share new understandings.
I enjoyed chapter 7 as well and the different approaches to instruction discussed. The knowing how to teach as opposed to just what to teach is so crucial. The idea that students should be encouraged to develop their own problem solving strategies and discuss why they work struck me as ironic because as we have been discussing on blackboard, there doesn't seem to be a great deal of support for critical thinking today in education. I thought the hierarchy principles were very informative. On, page 176 it discusses people's preconceptions and how much time and effort they attribute to constructing a view of the physical world through experiences and observations and they cling to those views, however much they conflict with scientific concepts. When reading this I could not help thinking about all the controversy regarding teaching evolution in schools. (Just an observation)
2.) What am I not clear on? I was a little fuzzy on the bridging notion of connecting correct ideas to their misconceptions. I was trying to fit this idea with the experience I had regarding students who could not accept that any exposure to second had smoke was harmful. I wanted them to understand that their previous belief was incorrect and replace it with the new information...I don't want them to hold onto the old ideas.
3.) How will I use this? I will use this information to help enrich the learning environment I promote in my future classrooms. It will help me be more mindful of how my students think and what they bring to class with them as far as preconceived knowledge in concerned and how we can build on this as a community and share new understandings.
Tuesday, April 7, 2009
chapter 10 &13
1.) How does it fit with what I already know? Chapters 10 and 13 focused on language production and cognitive development respectively. Chapter 10 readings referred to speech production and some of the errors made or slips of the tongue. It also discusses discourse and the social context of speech like pragmatics, or the underlying rules of language. The last part of chapter 10 covered the cognitive model of writing. In this section, we read about many familiar terms such as working memory, the phonological loop, the visuospatial sketch pad, and the central executive and the roles they play in writing. Chapter 13 focuses on cognitive development and language in children. It gave insight on language development in infancy through childhood.
2.) What am I not clear on? I think I am fairly clear on the readings. I would like to know more about young children learning second languages. Can learning a second language in childhood help strengthen cognitive connections and therefore provide additional academic benefits? Does it physically change the structure of the brain when you learn another language?
3.) How will I apply this information? I thought the information in chapter 10 was most valuable to me personally. I found the section on writing to be very helpful. The info on lexical entrainment was interesting too. I have witnessed some twins I know and they sometimes seem to share a secret language. I read an article just this weekend too that talked about how language can impact your relationship with your partner...similar kind of thing...couples who have this shared language have stronger relationships.
2.) What am I not clear on? I think I am fairly clear on the readings. I would like to know more about young children learning second languages. Can learning a second language in childhood help strengthen cognitive connections and therefore provide additional academic benefits? Does it physically change the structure of the brain when you learn another language?
3.) How will I apply this information? I thought the information in chapter 10 was most valuable to me personally. I found the section on writing to be very helpful. The info on lexical entrainment was interesting too. I have witnessed some twins I know and they sometimes seem to share a secret language. I read an article just this weekend too that talked about how language can impact your relationship with your partner...similar kind of thing...couples who have this shared language have stronger relationships.
Tuesday, March 31, 2009
chapter 9
1.) How does the new info fit with what we have already learned? Chapter 9 focuses on language and comprehension. It discusses both reading and writing regarding how we learn and recognize words. Several of the recurrent themes about cognitive processes appear in this chapter, such as negative sentences require more processing than similar positive sentences. Cognitive processes are remarkably efficient and accurate when we need to make sense of ambiguous sentences. We learn to refer to context in these situations, along with previous understandings. Cognitive processes are interrelated and do not operate in isolation of one another as the dual-route approach suggests. The cognitive functional approach emphasizes the function of language is to communicate and this requires attention and memory. We utilize both our working memory and long term memory when reading.
2.) What am I not clear on? The book quickly talks about the illiteracy rate in the world. I understand that in some countries girls are not educated and that they make up a large part of the illiterate population. However, illiteracy should not be as prevalent as it is in America. We have public schools in which to teach children to read. Why is it so many cannot read? If people cannot read the rest of their life is severely limited as far as autonomy is concerned. It impacts everything form being able to read an ad for a job vacancy, to driving, to filling out job applications, to going to the store and reading the labels on the shelves and everything in between that requires the ability to read the written word. How is it that kids pass through school and graduate without being able to read?
3.) How would I apply this info? I talked in our group discussion about the use of language in health class relating to other subjects kids study, like biology and chemistry. Many of the same terms show up in health and this reinforces what they already know, building on that knowledge. For others, who may not have had experience with the terminology, we build in class too. The example I gave in our group was talking about the lungs in anatomy. The function, tissue, and cells of the lungs and what they do for the body. We revisit the lungs when we talk about tobacco education and how they can become diseased and change on a cellular level as the cancer grows and spreads.
2.) What am I not clear on? The book quickly talks about the illiteracy rate in the world. I understand that in some countries girls are not educated and that they make up a large part of the illiterate population. However, illiteracy should not be as prevalent as it is in America. We have public schools in which to teach children to read. Why is it so many cannot read? If people cannot read the rest of their life is severely limited as far as autonomy is concerned. It impacts everything form being able to read an ad for a job vacancy, to driving, to filling out job applications, to going to the store and reading the labels on the shelves and everything in between that requires the ability to read the written word. How is it that kids pass through school and graduate without being able to read?
3.) How would I apply this info? I talked in our group discussion about the use of language in health class relating to other subjects kids study, like biology and chemistry. Many of the same terms show up in health and this reinforces what they already know, building on that knowledge. For others, who may not have had experience with the terminology, we build in class too. The example I gave in our group was talking about the lungs in anatomy. The function, tissue, and cells of the lungs and what they do for the body. We revisit the lungs when we talk about tobacco education and how they can become diseased and change on a cellular level as the cancer grows and spreads.
Tuesday, March 24, 2009
chapter 12
1.) How does this new information fit with what I already know? Chapter 12 follows what we were learned last week regarding problem solving. This week is kind of the "how" of problem solving...how we go about decision making and deductive reasoning. The first part of the chapter focuses on deductive reasoning and our preference for positive information or confirmation bias, which follows along with Theme 3 of the text. The rest of the chapter provides insight on several heuristics for decision making: the representative heuristic, the availability heuristic and the anchoring or adjusting heuristic.
2.) What is still unclear? I think I am reasonably clear on the information in Chapter 12. I have had classes in both logic and philosophy in the past - so my preexisting knowledge was very helpful in reading this chapter. I thought the default heuristic was interesting. The example of the French system of organ donation vs. the American system. In America you have to sign up or give consent, whereas in France they will consider you a donor unless you opt out. I would be interested to see actual numbers of lives saved (prospect theory) due to organ donation. There are long waiting lists in this country for donated organs and sometimes people die while waiting. I wounder if this is the case in France? They also have a national health care system and we do not...yet.
3.) How would I use this information? I have incorporated a lesson on decision making in health class. I put it in my tobacco unit I did with a group of 7th graders. We discussed influences, both external and internal. We covered six steps to decision making: 1.)identify the problem 2.)consider your values 3.)list the options 4.)weigh the consequences 5.)decide to act 6.)evaluate your choice.
2.) What is still unclear? I think I am reasonably clear on the information in Chapter 12. I have had classes in both logic and philosophy in the past - so my preexisting knowledge was very helpful in reading this chapter. I thought the default heuristic was interesting. The example of the French system of organ donation vs. the American system. In America you have to sign up or give consent, whereas in France they will consider you a donor unless you opt out. I would be interested to see actual numbers of lives saved (prospect theory) due to organ donation. There are long waiting lists in this country for donated organs and sometimes people die while waiting. I wounder if this is the case in France? They also have a national health care system and we do not...yet.
3.) How would I use this information? I have incorporated a lesson on decision making in health class. I put it in my tobacco unit I did with a group of 7th graders. We discussed influences, both external and internal. We covered six steps to decision making: 1.)identify the problem 2.)consider your values 3.)list the options 4.)weigh the consequences 5.)decide to act 6.)evaluate your choice.
Tuesday, March 17, 2009
chapter 11
1.) How does this fit what I have learned so far? The problem solving strategies discussed in chapter 11; Analogy, Means-Ends, and hill climbing heuristic offer further insight to how we process incoming stimuli - problems or tasks in this case - and then utilize our schemas to address those problems. Whether is is through analogy, when we employ a solution from past experiences, or means-ends, when we chunk problems or tasks into smaller pieces to solve that eventually lead to our goal. or hill climbing, when selecting an approach that appears to lead to our end goal.
Also relating to previous chapters was the information discussing bottom up and top down processing and the roles they play in problem solving. Matlin presents mental set (trying the same solution from previous problems, when another approach may be more efficient) and functional fixedness (giving up on trying to find new ways to improve your abilities to respond) as having an over active top down processing and closing ones self of to alternative solutions.
2.) What is unclear? I don't feel there is anything I am unclear about. The book provided clear understandings and examples. The Savery and Duffy article helped put the strategies from the text into a linear model for designing curricula.
3.) When would I use this? I would use this information when developing lesson plans. Specifically the information in the Savery and Duffy article. Regarding the Matlin text, I think educating students on different problem solving strategies is very useful. helping them identify different approaches is a life skill they can apply in and out of the classroom.
Also relating to previous chapters was the information discussing bottom up and top down processing and the roles they play in problem solving. Matlin presents mental set (trying the same solution from previous problems, when another approach may be more efficient) and functional fixedness (giving up on trying to find new ways to improve your abilities to respond) as having an over active top down processing and closing ones self of to alternative solutions.
2.) What is unclear? I don't feel there is anything I am unclear about. The book provided clear understandings and examples. The Savery and Duffy article helped put the strategies from the text into a linear model for designing curricula.
3.) When would I use this? I would use this information when developing lesson plans. Specifically the information in the Savery and Duffy article. Regarding the Matlin text, I think educating students on different problem solving strategies is very useful. helping them identify different approaches is a life skill they can apply in and out of the classroom.
Wednesday, March 4, 2009
chapter 8
1.) Summarize? Chapter 8 focuses on semantic memory and schemas. It identifies four categories of semantic memory: feature comparison (list of necessary features or characteristic), prototype approach (identify most typical representation of a category and reference that to others), exemplar approach (identifies specific examples and classifies new stimulus accordingly) and network models (focuses on interconnections among related items).
The chapter distinguishes between schemas and scripts in that schemas are our knowledge about the world and a script describes an expected sequence of events. Matlin discusses memory selection and the two opposing theories: we remember better when stimuli is consistent with existing schemas OR we remember better when stimulus is inconsistent with existing schemas. She continues with memory abstraction -suggesting we store the meaning of the message and not exact wording, memory interpretation - remembering our own interpretation rather than original messages, and finally memory integration.
2.) How does this fit with what I already know? It follows what was presented in earlier chapters, specifically 4-7. It offers more detailed theories to explain how memories are stored and how previous knowledge can influence the processing of new information.
3.) Unclear? I don't think I am unclear on anything. The chapter went into GREAT detail.
4.) How would I apply this in my own teaching? I posted on the discussion board an example of using the prototype approach in nutrition education. This is a very useful approach because students can learn a specific example of each food group and then compare it to new foods to determine which group they belong to.
5.) Proof? The author offers MANY studies in this chapter. I think the evidence comes in the description of the semantic memory categories - for me anyway. The descriptions seem easily understandable and rational. That's not to suggest that I don't believe the schema and scripts information. I completely believe we remember what is most applicable to us and the meaning of the message as opposed to exact words.
6.) Why is it important? What does it explain? I think it offers insight into how students may process new information and relate it to preexisting knowledge. It helps to explain why students may struggle with new material if it does not fit into their established schemas, therefore helping the teacher to try and alter that schema to allow new understanding.
7.) When would I use this? I think I would use this information with students who are struggling to incorporate new information into preexisting knowledge. I gave an example earlier in the semester about students who were having trouble with the idea that even a little second hand or environmental smoke is unhealthy. They seemed to resist this information because it did not fit with their existing understanding or schema. The effort then became to change that schema to allow for the new understanding that no amount of second hand or environmental smoke was acceptable and any exposure carried health risks.
8.) Faster, cheaper, better? I think as we understand these theories, we will be able to employ learning strategies to either utilize them as possible avenues in learning or work within them, such as schemas, to enable students to process new information more readily.
The chapter distinguishes between schemas and scripts in that schemas are our knowledge about the world and a script describes an expected sequence of events. Matlin discusses memory selection and the two opposing theories: we remember better when stimuli is consistent with existing schemas OR we remember better when stimulus is inconsistent with existing schemas. She continues with memory abstraction -suggesting we store the meaning of the message and not exact wording, memory interpretation - remembering our own interpretation rather than original messages, and finally memory integration.
2.) How does this fit with what I already know? It follows what was presented in earlier chapters, specifically 4-7. It offers more detailed theories to explain how memories are stored and how previous knowledge can influence the processing of new information.
3.) Unclear? I don't think I am unclear on anything. The chapter went into GREAT detail.
4.) How would I apply this in my own teaching? I posted on the discussion board an example of using the prototype approach in nutrition education. This is a very useful approach because students can learn a specific example of each food group and then compare it to new foods to determine which group they belong to.
5.) Proof? The author offers MANY studies in this chapter. I think the evidence comes in the description of the semantic memory categories - for me anyway. The descriptions seem easily understandable and rational. That's not to suggest that I don't believe the schema and scripts information. I completely believe we remember what is most applicable to us and the meaning of the message as opposed to exact words.
6.) Why is it important? What does it explain? I think it offers insight into how students may process new information and relate it to preexisting knowledge. It helps to explain why students may struggle with new material if it does not fit into their established schemas, therefore helping the teacher to try and alter that schema to allow new understanding.
7.) When would I use this? I think I would use this information with students who are struggling to incorporate new information into preexisting knowledge. I gave an example earlier in the semester about students who were having trouble with the idea that even a little second hand or environmental smoke is unhealthy. They seemed to resist this information because it did not fit with their existing understanding or schema. The effort then became to change that schema to allow for the new understanding that no amount of second hand or environmental smoke was acceptable and any exposure carried health risks.
8.) Faster, cheaper, better? I think as we understand these theories, we will be able to employ learning strategies to either utilize them as possible avenues in learning or work within them, such as schemas, to enable students to process new information more readily.
Tuesday, February 24, 2009
chapter 7
1.) Summarize? Chapter 7 discusses mental imagery and cognitive maps. Matlin introduces us to the debate between analog code (picture imagery) and propositional code (language descriptions). The chapter includes imagery rotation, distance, shape and interference. The information on interference suggests: visual imagery can interfere w/visual perception, auditory imagery can interfere w/auditory perception and motor movement can interfere w/mental image movement.The last part of the chapter covers cognitive maps and how we create mental representations from visual and spatial imagery to navigate our environment.
2.) Relation? Chapter 7 kind of echos chapter 4. Relating cognitive maps to the phonological loop and visuospatial sketch pad discussed previously. Ch. 7 states that we create mental images about our environment and spatial cognition. Ch. 4's description of the phonological loop was similar in that it utilizes the visuospatial sketchpad to help us identify objects and landmarks.
3.) Unclear? I understand the rationale for a finite amount of memory space, but I don't necessarily understand why it has to be one or the other regarding analog or propositional code. Perhaps, in the moment of retrieval, when we access information, we make an unconscious switch from the propositional storage to analog retrieval?
4.) Application? I apply cognitive maps all the time when traveling. When I was teaching in STL and driving from school to school, I would constantly use cognitive mapping. How long does it take to get from KOG to SLCS? Or from the office to the Y? A long time if you are on Kingshighway!
5.) Proof? I am big on the analog code because I use this so much. I understand the argument for propositional though too - the computer memory analogy and images take up more space. But I think this might be a little limited in the description of how our brains work. Perhaps both are at work.
6.) Why is this important? I think it is important to understand the use of mental imagery because it can be a powerful tool in education. Understanding how people use imagery can help teachers plan lessons more effectively by including visual and spatial images.
7.) When to use? All the time. I would definitely use this information on analog code an cognitive maps with students who rely heavily on visual learning. Helping them to create imagery that will be useful during encoding and retrieval.
8.) Faster, cheaper, better? Not sure if there is a better way. I think using both analog and propositional code during instruction would be beneficial to students. Tie the two together to encourage a deeper processing of information. An example in health class: discussing macro and micro nutrients and placing a visual image in relation to those definitions and creating a better understanding of what nutrients we need more of and which ones we need less of.
2.) Relation? Chapter 7 kind of echos chapter 4. Relating cognitive maps to the phonological loop and visuospatial sketch pad discussed previously. Ch. 7 states that we create mental images about our environment and spatial cognition. Ch. 4's description of the phonological loop was similar in that it utilizes the visuospatial sketchpad to help us identify objects and landmarks.
3.) Unclear? I understand the rationale for a finite amount of memory space, but I don't necessarily understand why it has to be one or the other regarding analog or propositional code. Perhaps, in the moment of retrieval, when we access information, we make an unconscious switch from the propositional storage to analog retrieval?
4.) Application? I apply cognitive maps all the time when traveling. When I was teaching in STL and driving from school to school, I would constantly use cognitive mapping. How long does it take to get from KOG to SLCS? Or from the office to the Y? A long time if you are on Kingshighway!
5.) Proof? I am big on the analog code because I use this so much. I understand the argument for propositional though too - the computer memory analogy and images take up more space. But I think this might be a little limited in the description of how our brains work. Perhaps both are at work.
6.) Why is this important? I think it is important to understand the use of mental imagery because it can be a powerful tool in education. Understanding how people use imagery can help teachers plan lessons more effectively by including visual and spatial images.
7.) When to use? All the time. I would definitely use this information on analog code an cognitive maps with students who rely heavily on visual learning. Helping them to create imagery that will be useful during encoding and retrieval.
8.) Faster, cheaper, better? Not sure if there is a better way. I think using both analog and propositional code during instruction would be beneficial to students. Tie the two together to encourage a deeper processing of information. An example in health class: discussing macro and micro nutrients and placing a visual image in relation to those definitions and creating a better understanding of what nutrients we need more of and which ones we need less of.
Monday, February 16, 2009
chapter 6 & 13
1.) Chapter 6 discusses memory strategies and metacognition. It offered a quick review over ideas covered in previous chapters, along with defining memory strategies as mental activities that help with encoding and retrieval. It gave many examples of different memory strategies: total time hypothesis (relates the amount of info learned to the time spent learning), distributed practice (spread info to be learned out over time), testing effect (test yourself to further long term memory), mnemonics -several different ways of organization, keyword method and method of loci. Finally, the comprehensive approach which suggests that people should use a variety of techniques to improve memory and not just a singular approach.
Chapter 6 defines metacognition as our knowledge about our cognitive processes and our control over these processes. As well as metacomprehension, which refers to our thoughts about comprehension.
Chapter 13 is about lifespan development of memory. It presents information on working memory of children, long term memory of children and memory strategies for children. It states that children don't understand the need for memory strategies because they have unsophisticated ideas about how the brain works. The text maintains that children do not understand they need to make an effort to use memory strategies and that it is difficult to test children because their vocabularies have not developed enough to describe their mental state. The chapter also includes information on elderly people and their working and long term memories.
2.) The reading fits with what I have already learned in that it supports the previous chapter discussions on encoding and retrieval. It offers strategies in encoding and storing information in our long term memory. The beginning of chapter 6 discussed a quick review on divided attention, levels of processing, self reference effect and encoding specificity. I found this very helpful when moving into the strategies.
3.) I am still unsure about the benefit, or lack there of, in instructing young children on memory strategies. The book suggests it is not developmentally appropriate for most young children as they cannot understand how their minds work. Yet, it says those with more sophisticated metacognitive abilities could use strategies effectively. Then it continues that it is difficult to test kids because their vocabulary skills are not sophisticated enough to describe their mental states. So I am not clear on how they can even measure effectiveness in this regard.
4.) How would I apply this? I use many kinds of strategies in my own learning experiences. Comprehensive approach closely represents how I study and commit things to memory. An example would be reading my text and reviewing questions and then spending time working out or with friends and then coming back to the material later for review. It helps me process information at a deeper level.
5.) The text provides great examples of memory strategies. I have used just about everyone at one time or another over the years and find them to be very useful. When I was reading about the tip of the tongue phenomenon I had to laugh...we were just at a trivia night a few weeks ago and experienced this with a question about an Oscar winning father and daughter directors. I kept thinking not Scorsese, but the other guy...Coppola - Frances Ford and his daughter Sophia! Finally!
6.) Why is it important? It is important to be able to identify different strategies that could help students efficiently and effectively commit information to memory. We all learn in different ways and what works for one student may not be as helpful for another. Having an understanding of different approaches will enable teachers to find the best way to help students learn and retain new material.
7.) When would I use this? I use a variety of strategies all the time in my own learning. It just depends on the task. In regard to helping students, I think once they identify what strategies work best for them, you can present information in such a way that emphasizes that strategy. An example would be if you had a student that has had success with chunking information, you can try to present new material in a way that utilizes this strategy for them. Classifying is another example that works well in science. Mnemonics may be another way to remember formulas or theories for some students.
8.) Faster, cheaper? I think as students begin to identify strategies that help them in class, they will become more efficient in studying. I know for myself this has proven to be true. Over years of trial and error, I have found ways to improve my efficiency and time management as well as retention.
Chapter 6 defines metacognition as our knowledge about our cognitive processes and our control over these processes. As well as metacomprehension, which refers to our thoughts about comprehension.
Chapter 13 is about lifespan development of memory. It presents information on working memory of children, long term memory of children and memory strategies for children. It states that children don't understand the need for memory strategies because they have unsophisticated ideas about how the brain works. The text maintains that children do not understand they need to make an effort to use memory strategies and that it is difficult to test children because their vocabularies have not developed enough to describe their mental state. The chapter also includes information on elderly people and their working and long term memories.
2.) The reading fits with what I have already learned in that it supports the previous chapter discussions on encoding and retrieval. It offers strategies in encoding and storing information in our long term memory. The beginning of chapter 6 discussed a quick review on divided attention, levels of processing, self reference effect and encoding specificity. I found this very helpful when moving into the strategies.
3.) I am still unsure about the benefit, or lack there of, in instructing young children on memory strategies. The book suggests it is not developmentally appropriate for most young children as they cannot understand how their minds work. Yet, it says those with more sophisticated metacognitive abilities could use strategies effectively. Then it continues that it is difficult to test kids because their vocabulary skills are not sophisticated enough to describe their mental states. So I am not clear on how they can even measure effectiveness in this regard.
4.) How would I apply this? I use many kinds of strategies in my own learning experiences. Comprehensive approach closely represents how I study and commit things to memory. An example would be reading my text and reviewing questions and then spending time working out or with friends and then coming back to the material later for review. It helps me process information at a deeper level.
5.) The text provides great examples of memory strategies. I have used just about everyone at one time or another over the years and find them to be very useful. When I was reading about the tip of the tongue phenomenon I had to laugh...we were just at a trivia night a few weeks ago and experienced this with a question about an Oscar winning father and daughter directors. I kept thinking not Scorsese, but the other guy...Coppola - Frances Ford and his daughter Sophia! Finally!
6.) Why is it important? It is important to be able to identify different strategies that could help students efficiently and effectively commit information to memory. We all learn in different ways and what works for one student may not be as helpful for another. Having an understanding of different approaches will enable teachers to find the best way to help students learn and retain new material.
7.) When would I use this? I use a variety of strategies all the time in my own learning. It just depends on the task. In regard to helping students, I think once they identify what strategies work best for them, you can present information in such a way that emphasizes that strategy. An example would be if you had a student that has had success with chunking information, you can try to present new material in a way that utilizes this strategy for them. Classifying is another example that works well in science. Mnemonics may be another way to remember formulas or theories for some students.
8.) Faster, cheaper? I think as students begin to identify strategies that help them in class, they will become more efficient in studying. I know for myself this has proven to be true. Over years of trial and error, I have found ways to improve my efficiency and time management as well as retention.
Tuesday, February 10, 2009
chapter 5
1. Chapter 5 discusses long term memory. It includes episodic memory (past events), semantic memory (organizing knowledge about the world), and procedural memory (knowledge about how we do something). It refers to encoding which is the initial acquisition of information and retrieval which allows storage and access to that stored information. Autobiographical memory includes schemas, source monitoring, flashbulb memories and eyewitness testimonies.
One of the points I found most interesting in the chapter was the information relating to levels of processing approach. The text states that a person's recall will be more accurate when they have a deeper level of processing. It discusses elaboration and a richer processing of meaning and interconnected concepts. I found this to be in opposition to what is occurring with NCLB and teaching to the test. We have a great deal of rote memorization in schools and little in the way of rich connections. How will the information they learn today hold up in their long term memories?
2. Chapter 5 picks up nicely where chapter 4 left off with working memory. In chapter 4 we learned about working memory and how people learn new information. Chapter 5 expands on this and provides insight on encoding and retrieval. It supports Theme 4 of the book which states cognitive processes are interrelated and do not operate in isolation.
3. I don't think there is anything I am unclear on regarding long term memory. I found the information on flashbulb memory and eye witness testimony very interesting. It is hard to believe we still rely so much on eye witness testimonies in court cases, when there is evidence that suggests it can be less that reliable.
4. I can apply the levels of processing information in my own learning experiences as well as in teaching practices. Specifically elaboration. This will allow my students and myself to make a stronger connection to the material and concepts discussed. It's the difference between learning something and knowing something.
5. There are many different examples given in the text that leads me to believe in the accuracy of the theories presented. The flashbulb memory is dead on. I remember where I was and what I was doing on September 11. I can picture the house we were living in, the kitchen tv when I turned it on and saw the first building on fire, my son sitting in his highchair having breakfast.....I will never forget that morning. (And I often wonder if I turned off the coffee pot, or did I just think about turning it off?)
6. Understanding long term memory is important because as teachers we need to have an understanding about how students retain information. This will enable us to present lessons and materials in ways that will enhance their abilities and they will be able to access stored information easier. It is important for us as learners to understand because it will only make our experiences with retrieval that much smoother.
7. I use the self reference effect with students in health class. Personalizing lessons so students create a deeper connection to the course content. The encoding specificity principle is applicable in the classroom too. This could be illustrated in the example I mentioned last week with the students diagramming sentences in the 4 square outlined on the floor.
8. A better way? I think learners encode and retrieve information in ways that work best for them. Some students are visual learners, some are kinesthetic learners, some read it once and remember it forever while others need to reread a couple of times or sing a song. What ever works! Teachers strive to find out what is the best way for each student, to help them learn as efficiently and effectively as possible.
One of the points I found most interesting in the chapter was the information relating to levels of processing approach. The text states that a person's recall will be more accurate when they have a deeper level of processing. It discusses elaboration and a richer processing of meaning and interconnected concepts. I found this to be in opposition to what is occurring with NCLB and teaching to the test. We have a great deal of rote memorization in schools and little in the way of rich connections. How will the information they learn today hold up in their long term memories?
2. Chapter 5 picks up nicely where chapter 4 left off with working memory. In chapter 4 we learned about working memory and how people learn new information. Chapter 5 expands on this and provides insight on encoding and retrieval. It supports Theme 4 of the book which states cognitive processes are interrelated and do not operate in isolation.
3. I don't think there is anything I am unclear on regarding long term memory. I found the information on flashbulb memory and eye witness testimony very interesting. It is hard to believe we still rely so much on eye witness testimonies in court cases, when there is evidence that suggests it can be less that reliable.
4. I can apply the levels of processing information in my own learning experiences as well as in teaching practices. Specifically elaboration. This will allow my students and myself to make a stronger connection to the material and concepts discussed. It's the difference between learning something and knowing something.
5. There are many different examples given in the text that leads me to believe in the accuracy of the theories presented. The flashbulb memory is dead on. I remember where I was and what I was doing on September 11. I can picture the house we were living in, the kitchen tv when I turned it on and saw the first building on fire, my son sitting in his highchair having breakfast.....I will never forget that morning. (And I often wonder if I turned off the coffee pot, or did I just think about turning it off?)
6. Understanding long term memory is important because as teachers we need to have an understanding about how students retain information. This will enable us to present lessons and materials in ways that will enhance their abilities and they will be able to access stored information easier. It is important for us as learners to understand because it will only make our experiences with retrieval that much smoother.
7. I use the self reference effect with students in health class. Personalizing lessons so students create a deeper connection to the course content. The encoding specificity principle is applicable in the classroom too. This could be illustrated in the example I mentioned last week with the students diagramming sentences in the 4 square outlined on the floor.
8. A better way? I think learners encode and retrieve information in ways that work best for them. Some students are visual learners, some are kinesthetic learners, some read it once and remember it forever while others need to reread a couple of times or sing a song. What ever works! Teachers strive to find out what is the best way for each student, to help them learn as efficiently and effectively as possible.
Tuesday, February 3, 2009
chapter 4
1. Chapter 4 discusses working memory (short term memory). It includes information on different theories and research. Examples would be Miller's Magical Seven, which states we can only remember about seven things at one time. Brown/Peterson and Peterson Technique suggests that we can only hold information for about one minute before it is forgotten. Atkinsons and Shiffins Model, which identifies control strategies like rehearsal to strengthen and improve memory. Alen Baddeley identified four components for working memory: Phonological loop (auditory) , Visuospatial Sketchpad (visual), Central Executive (managerial) and the Episodic Buffer (past experiences).
2. Proactive Interference refers to difficulty learning new material because previously learned material keeps getting in the way. I think this falls in line with previous discussion on preexisting knowledge. When reading about the visuospatial sketchpad, I thought it sounded very similar to the feature integration theory which states we sometimes see the big picture and other times we see pieces. With the visuospatial sketchpad, we take the pieces and use them as landmarks according to the text.
3. I am still working on an understanding of the central executive. I understand it to serve as a manager of information in the regard that it's role is to sort and match incoming stimuli with previous stimuli. It then decides what is important and where it goes. If I am incorrect, please let me know.
4. I think the Baddeley theory would be very useful in a teaching environment. Recognizing and utilizing the four components to help students make connections with new materials. Example: Using the visuospatial sketchpad when teaching anatomy.
5. Sometimes I think the seven things theory thing holds true. When there is too much information for me to process I feel like something has to give. I could also relate to the Atkinson and Shiffrin theory. I have often experienced forgetting someones name after just being introduced. I have met someone and stood there engaged in conversation and then when they walk away I am like, "What was his/her name?" Total blank on that part of the exchange! I use the visuospatial sketchpad all the time when trying to find my way around STL.
6. It is important to understand working memory because it can help identify areas in which learners can utilize strategies to help solidify memories and transfer them to long term memory. I wish the author would have included some research on kinesthetic learning in this chapter. I have read research on this and many students utilize this strategy to learn and store new information.
7. This is information that is applicable to everyday learning. I can use this in my own experiences as a student ad strengthen my own working memory. As I mentioned above, for those in a classroom environment, it is helpful information to have when creating lesson plans an presenting new material to students.
8. I think this is a very interesting area of research. In a classroom situation, I think once you begin to identify ways to present material in ways that emphasizes memory strategies, you will eventually be able to employ this material and use it efficiently. An example could be teaching the food pyramid and having students create a big pyramid in the classroom and fill it with pictures of foods. I once saw a classroom activity that helped students diagram sentences by placing a big, taped, outline of what looked like a 4 square box on the floor in the classroom. Students identified parts of a sentences by standing in the correct square. An inexpensive way to help with a visuospatial understanding of the material.
2. Proactive Interference refers to difficulty learning new material because previously learned material keeps getting in the way. I think this falls in line with previous discussion on preexisting knowledge. When reading about the visuospatial sketchpad, I thought it sounded very similar to the feature integration theory which states we sometimes see the big picture and other times we see pieces. With the visuospatial sketchpad, we take the pieces and use them as landmarks according to the text.
3. I am still working on an understanding of the central executive. I understand it to serve as a manager of information in the regard that it's role is to sort and match incoming stimuli with previous stimuli. It then decides what is important and where it goes. If I am incorrect, please let me know.
4. I think the Baddeley theory would be very useful in a teaching environment. Recognizing and utilizing the four components to help students make connections with new materials. Example: Using the visuospatial sketchpad when teaching anatomy.
5. Sometimes I think the seven things theory thing holds true. When there is too much information for me to process I feel like something has to give. I could also relate to the Atkinson and Shiffrin theory. I have often experienced forgetting someones name after just being introduced. I have met someone and stood there engaged in conversation and then when they walk away I am like, "What was his/her name?" Total blank on that part of the exchange! I use the visuospatial sketchpad all the time when trying to find my way around STL.
6. It is important to understand working memory because it can help identify areas in which learners can utilize strategies to help solidify memories and transfer them to long term memory. I wish the author would have included some research on kinesthetic learning in this chapter. I have read research on this and many students utilize this strategy to learn and store new information.
7. This is information that is applicable to everyday learning. I can use this in my own experiences as a student ad strengthen my own working memory. As I mentioned above, for those in a classroom environment, it is helpful information to have when creating lesson plans an presenting new material to students.
8. I think this is a very interesting area of research. In a classroom situation, I think once you begin to identify ways to present material in ways that emphasizes memory strategies, you will eventually be able to employ this material and use it efficiently. An example could be teaching the food pyramid and having students create a big pyramid in the classroom and fill it with pictures of foods. I once saw a classroom activity that helped students diagram sentences by placing a big, taped, outline of what looked like a 4 square box on the floor in the classroom. Students identified parts of a sentences by standing in the correct square. An inexpensive way to help with a visuospatial understanding of the material.
Wednesday, January 28, 2009
memory
http://www.cnn.com/2009/HEALTH/01/28/memory.research/index.html
I just read this article on the CNN website and I thought it was timely. Interesting research.
I just read this article on the CNN website and I thought it was timely. Interesting research.
Tuesday, January 27, 2009
chapter 3
Chapter 3 discusses attention and consciousness. Attention is defined as the mental activity that allows us to absorb a finite amount of information from our senses and memory. It includes different attention processes such as divided attention and selective attention. Consciousness includes people's perceptions about the world an our thoughts, images and feelings.
When reading about orienting attention and the attention required for visual search, I related this to my experience with my husbands grandmother. She had suffered a stroke, the doctors felt she had actually probably had several smaller strokes too, but she experienced the the parietal damage they mention in the text. She could not see food on the right side of her plate. My mother in law cared for her for a long time and she would have to help her with meals because of this.
I am not sure if there is anything I am unclear on, as the reading was very interesting. Perhaps offering some additional information on ADD students would have been helpful in this context. Maybe offering information on the brain processes of students with ADD and how to work best within their abilities.
I apply this knowledge in my own work in that when I am focused on school work, I cannot divert my attention to something else and produce quality work. (Like trying to do homework on a snow day when everyone is home!) The same holds true for my son when he is doing his homework - no tv and no video games on while doing homework because they divided his attention from the task at hand.
The text offers several resources and studies to provide validity to the information. The amount of research on the brain suggests well studied subject, although I believe there is still much to learn. I once read somewhere that we only use a fraction of our brain capability. And we all know how difficult it can be to multi-task....no we have science to back it up.
The information on attention and consciousness is important in that we should have an understanding on these processes to better serve students in the classroom. It is also important to understand how we as individuals process stimuli to further our own education too.
I would use this information when teaching to better understand the needs of students who struggle with ADD. Trying to understand what could be happening in their brains during instruction and how to best meet their learning needs.
Again, I am not certain about a response to the final question regarding accomplishing the same thing in a faster or cheaper way. In relation to scientific research and understanding the brain, I think it is important to continue learning all that we can.
When reading about orienting attention and the attention required for visual search, I related this to my experience with my husbands grandmother. She had suffered a stroke, the doctors felt she had actually probably had several smaller strokes too, but she experienced the the parietal damage they mention in the text. She could not see food on the right side of her plate. My mother in law cared for her for a long time and she would have to help her with meals because of this.
I am not sure if there is anything I am unclear on, as the reading was very interesting. Perhaps offering some additional information on ADD students would have been helpful in this context. Maybe offering information on the brain processes of students with ADD and how to work best within their abilities.
I apply this knowledge in my own work in that when I am focused on school work, I cannot divert my attention to something else and produce quality work. (Like trying to do homework on a snow day when everyone is home!) The same holds true for my son when he is doing his homework - no tv and no video games on while doing homework because they divided his attention from the task at hand.
The text offers several resources and studies to provide validity to the information. The amount of research on the brain suggests well studied subject, although I believe there is still much to learn. I once read somewhere that we only use a fraction of our brain capability. And we all know how difficult it can be to multi-task....no we have science to back it up.
The information on attention and consciousness is important in that we should have an understanding on these processes to better serve students in the classroom. It is also important to understand how we as individuals process stimuli to further our own education too.
I would use this information when teaching to better understand the needs of students who struggle with ADD. Trying to understand what could be happening in their brains during instruction and how to best meet their learning needs.
Again, I am not certain about a response to the final question regarding accomplishing the same thing in a faster or cheaper way. In relation to scientific research and understanding the brain, I think it is important to continue learning all that we can.
Friday, January 23, 2009
art collection
http://www.nytimes.com/slideshow/2009/01/23/arts/0123-RAPH_index.html
I was just looking at this collection on the nyt website and was thinking about how we perceive art. It is a beautiful collection and I thought others might enjoy.
I was just looking at this collection on the nyt website and was thinking about how we perceive art. It is a beautiful collection and I thought others might enjoy.
Tuesday, January 20, 2009
chapter 2
Chapter 2 provides insight on theories of visual and auditory perception. It discusses how our perceptions as humans utilizes previous knowledge to interpret stimuli. It offers information on how we rely on visual and auditory stimuli to make sense of our world. I found the information on face perception to be extremely interesting. Throughout the chapter I often thought of how babies must perceive their surroundings such as their mother's face or sound of her voice. Interesting.
While reading the chapter, I was thinking about my previous experience with the brain and how it functions. It has been a few years, but in my AP class we talked about the different parts of the brain and how neurons work together. I have also done some reading on the effects of exercise and the brain.
I guess a point I am not clear on would be why some people rely more heavily on the visual aspect of learning and why others may not require that stimulus as much.
If I were in a teaching environment, I would use this information everyday. From how I design my lesson to how I arrange the learning environment. Am I communicating the information in a way that is easily perceived by my students?
I think the author provides adequate evidence, through a variety of sources, that lends to its credibility. I think we do use many cues in our perception processes.
I would use this information with all types of students. I would hope to identify which students rely more heavily on visual stimuli and meets those needs appropriately.
I am not clear on how to achieve the same thing faster, cheaper or better?
While reading the chapter, I was thinking about my previous experience with the brain and how it functions. It has been a few years, but in my AP class we talked about the different parts of the brain and how neurons work together. I have also done some reading on the effects of exercise and the brain.
I guess a point I am not clear on would be why some people rely more heavily on the visual aspect of learning and why others may not require that stimulus as much.
If I were in a teaching environment, I would use this information everyday. From how I design my lesson to how I arrange the learning environment. Am I communicating the information in a way that is easily perceived by my students?
I think the author provides adequate evidence, through a variety of sources, that lends to its credibility. I think we do use many cues in our perception processes.
I would use this information with all types of students. I would hope to identify which students rely more heavily on visual stimuli and meets those needs appropriately.
I am not clear on how to achieve the same thing faster, cheaper or better?
Sunday, January 18, 2009
checking in
Just checking to see if this works. Never created my own blog before. Looking forward to hearing from everyone as the semester progresses.
Jenn
Jenn
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