chapters 9 & 10 - how people learn

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.

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.

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.