1) Technology is the ever changing cutting edge of education. The book speaks very little on technology but offers an occasional insight to some examples that could be used. The books by way of web offer more knowledge into the advancement of tech in the classroom. In my opinion, it is a must that we become advocates for tech in the classroom. Children have a world of information at their fingertips and we must help them discover the goods and bads and the ins and outs.
2) What is tough for me to understand is how to use technology effectively. Web quests are neat, but are often nothing more than reading or writing without the problem solving. I want to discover and help design interactive software that can be utilized by a whole class, not just one student. At our school computer lab time is limited and so our the number of computers. I want to utilize programs that I can lead, but still be engaging for my students.
3) My goal is to really browse the internet this summer in hopes to find programs that fit the above description. I think with right game and some careful planning I could touch a few students that I have been missing with some of my standard lessons.
Thursday, April 30, 2009
Tuesday, April 28, 2009
The Realm of Learning Environments
1) Chapters 6 and 7 from the How People Learn text is infusing information we learned from our Cognition books, but applying to the learning environments we create. The text talks about how we establish our learning environment and the process in which we create an avenue for students to use their cognitive abilities in different manners. The key is to make sure we offer a plethora of teaching styles so students can relate the material in some manner.
2) I am still not clear on the overall effectiveness of cooperative group work. I chose this specifically to speak about due to the struggles I have had with it. I try to make lessons and even units in which I incorporate group activities, but I am very apprehensive to give up control of the class. Even when I plan the lesson down to the very last role for a student, it still seems that some will do the majority of the work and some will just sit there. I wish it was easier but frustration has led me away from it.
3) I have stated this before but my philosophy on a lesson is to try and mix up the approach. The text reassures me of this. Different strategies, approaches, and modes can help tap into the different schemas that students possess. My current approach usually entails an activity from each of the main different approaches. For example, I usually start with some type of self-discovery activity, in which my hopes are to actively engage the students. Secondly, I try to use a knowledge-centered approach with me being the facilitator. I usually sum things up by some type of review, application, or activity in which students use the knowledge they have gained.
2) I am still not clear on the overall effectiveness of cooperative group work. I chose this specifically to speak about due to the struggles I have had with it. I try to make lessons and even units in which I incorporate group activities, but I am very apprehensive to give up control of the class. Even when I plan the lesson down to the very last role for a student, it still seems that some will do the majority of the work and some will just sit there. I wish it was easier but frustration has led me away from it.
3) I have stated this before but my philosophy on a lesson is to try and mix up the approach. The text reassures me of this. Different strategies, approaches, and modes can help tap into the different schemas that students possess. My current approach usually entails an activity from each of the main different approaches. For example, I usually start with some type of self-discovery activity, in which my hopes are to actively engage the students. Secondly, I try to use a knowledge-centered approach with me being the facilitator. I usually sum things up by some type of review, application, or activity in which students use the knowledge they have gained.
Thursday, April 9, 2009
Chapter 10 (Language)
Hola! Aloha! Guten Tag! Whassupp Dudes and Dudettes!
1) How does this fit?
I believe this week's reading was cover-all. Language Acquisition is truly an area in which all the cognitive processes that we have discussed over the term can be applied. For example, I can recall examples from almost every chapter in which language was used as the variable for study. The book has continuously made references to language acquisition as one of the most complex yet amazing accomplishments our human mind will endure. This chapter, even though # 10 in the book proved to be a apex for cognitive processes and also introduced to the idea of new material such as a 2nd language. The 2nd language acquisition is a retroactive look at the possibilities of the learning capacity of humans at different stages and ages.
2) What am I not clear on?
I cannot say there was something I didn't understand as much I missed a few connections that I thought the chapter would attempt to make. When I think of language I think of communication as the most important part. Passing information, stories, instruction, and etc. yet the chapter really didn't talk about these facets of language. Whether the section on the basic goals of language or the pragmatics it seems that the aspects of communication were mentioned very little. I don't know????? not what I expected.
3) How can I apply to my teaching?
I must reconsider my approach. There are those days when you look around the class and what you are saying just doesn't register with your students. I must have a set of checks and balances to assure that the students are hanging with my lessons. Whether you refer to this as common ground or audience specific I don't think it matters. We as teachers must always be sure that our students can connect with our strategies and ideas, or we are just polluting the air.
Here is my first comic, not as good as the 2nd, wasn't sure if it would have worked. Deals with past psych. stuff.
http://www.bitstrips.com/user/43944/read.php?comic_id=221813&subsection=1
1) How does this fit?
I believe this week's reading was cover-all. Language Acquisition is truly an area in which all the cognitive processes that we have discussed over the term can be applied. For example, I can recall examples from almost every chapter in which language was used as the variable for study. The book has continuously made references to language acquisition as one of the most complex yet amazing accomplishments our human mind will endure. This chapter, even though # 10 in the book proved to be a apex for cognitive processes and also introduced to the idea of new material such as a 2nd language. The 2nd language acquisition is a retroactive look at the possibilities of the learning capacity of humans at different stages and ages.
2) What am I not clear on?
I cannot say there was something I didn't understand as much I missed a few connections that I thought the chapter would attempt to make. When I think of language I think of communication as the most important part. Passing information, stories, instruction, and etc. yet the chapter really didn't talk about these facets of language. Whether the section on the basic goals of language or the pragmatics it seems that the aspects of communication were mentioned very little. I don't know????? not what I expected.
3) How can I apply to my teaching?
I must reconsider my approach. There are those days when you look around the class and what you are saying just doesn't register with your students. I must have a set of checks and balances to assure that the students are hanging with my lessons. Whether you refer to this as common ground or audience specific I don't think it matters. We as teachers must always be sure that our students can connect with our strategies and ideas, or we are just polluting the air.
Here is my first comic, not as good as the 2nd, wasn't sure if it would have worked. Deals with past psych. stuff.
http://www.bitstrips.com/user/43944/read.php?comic_id=221813&subsection=1
Thursday, April 2, 2009
Chapter 9, Language
1) HOW DOES IT FIT?
Being that we skipped around a little, chapter 9 ins attempting to help understand the processes of listening and reading with reference to comprehension. Chapter 9 breaks down psycholinguistics and is setup very much like chapter 10 and 11. It offers insight to human language, factors involved, and some science behind our perceptions on language. I related closely to the section on phonics vs whole language. Most of the chapter I found pretty science like and dull, but this section was very applicable to schooling and the importance of the effective teaching of language.
2) WHAT DON"T I UNDERSTAND?
I don't care for the reading as of late. Just my opinion. It is too wordy and lengthy. I guess I wish there was more material I could relate. I feel frustrated with all the reading and assignments. I guess I am just not as motivated as I was in the first few weeks. I don't like the fact that I find myself trying to take shortcuts to get through the assignments, hopefully things will start to come together and make more sense for me and my usefulness for it in the classroom.
3) WHAT WILL I USE?
I am definitely an advocate for phonics. I believe I will try to utilize more language and phonics oriented assignments in my Social Studies lessons. I try to infuse reading strategies, but after reading the chapter I intend on assisting students in overcoming some of the factors that inhibit reading comprehension to take place.
Being that we skipped around a little, chapter 9 ins attempting to help understand the processes of listening and reading with reference to comprehension. Chapter 9 breaks down psycholinguistics and is setup very much like chapter 10 and 11. It offers insight to human language, factors involved, and some science behind our perceptions on language. I related closely to the section on phonics vs whole language. Most of the chapter I found pretty science like and dull, but this section was very applicable to schooling and the importance of the effective teaching of language.
2) WHAT DON"T I UNDERSTAND?
I don't care for the reading as of late. Just my opinion. It is too wordy and lengthy. I guess I wish there was more material I could relate. I feel frustrated with all the reading and assignments. I guess I am just not as motivated as I was in the first few weeks. I don't like the fact that I find myself trying to take shortcuts to get through the assignments, hopefully things will start to come together and make more sense for me and my usefulness for it in the classroom.
3) WHAT WILL I USE?
I am definitely an advocate for phonics. I believe I will try to utilize more language and phonics oriented assignments in my Social Studies lessons. I try to infuse reading strategies, but after reading the chapter I intend on assisting students in overcoming some of the factors that inhibit reading comprehension to take place.
Friday, March 27, 2009
Make a Decision!
1) This topic fits right in with the process of things. We went from how we perceive stimuli, to determining if it is important or not, to identifying any problems we might have, how we solve those problems, and of course now we are considering how we reason out those things we can't identify so easily. This2 chapter deals with the ideals of decisions and judgements we make without necessarily knowing the result or which process might be most effective. I consider these types of decisions the ones that make us unique as humans. The ability to reason. These are the decisions that ultimately define us as individuals, and make or break us in our successes and failures. The ultimate form of learning, by experience and mistakes.
2) Cloudy, Cloudy, Cloudy that is how I would predict reading this chapter to someone. I had a tough time staying with the heuristics. I had to read them over and over again to make sure I knew the name and could distinguish it from one of the other hundred heuristics in the book. I made my own heuristic on the questions this week. I think I might write a book about heuristics, it will be very open-ended and similar to all other books.
3) I would say the framing effect hit me most in this week's reading and how apply it to my teaching. The outcome of decision making may depend on the wording and your background knowledge. This is very important in the classroom setting. How I promote kids to access prior knowledge and how I word questions, assignments, quizzes, and projects can have a greater effect than I ever thought possible. I must consider my lessons and assignments carefully, but more importantly, use a variety of techniques so I can hit all the cylinders of my student engine.
2) Cloudy, Cloudy, Cloudy that is how I would predict reading this chapter to someone. I had a tough time staying with the heuristics. I had to read them over and over again to make sure I knew the name and could distinguish it from one of the other hundred heuristics in the book. I made my own heuristic on the questions this week. I think I might write a book about heuristics, it will be very open-ended and similar to all other books.
3) I would say the framing effect hit me most in this week's reading and how apply it to my teaching. The outcome of decision making may depend on the wording and your background knowledge. This is very important in the classroom setting. How I promote kids to access prior knowledge and how I word questions, assignments, quizzes, and projects can have a greater effect than I ever thought possible. I must consider my lessons and assignments carefully, but more importantly, use a variety of techniques so I can hit all the cylinders of my student engine.
Thursday, March 19, 2009
Chapter 11 (What's your problem!)
1) Chapter 11 takes us back to many of the basics studied in earlier chapters. The chapter infuses many of the basic cognitive strategies and explains how we use them in our problem solving. Problem-Solving is based on knowledge and experience that exists from prior issues. You could also say that it also deals with the vise versa, which would be the lack of knowledge or experiences. When one encounters a problem there are many cognitive strategies that come into play. Whether it be there approach, factors inhibiting, factors assisting, or general mental disposition, the mind has many paths within the framework. The chapter starts to explore how we as thinkers differ in our tactics, mental sets, and/or creativity. In my opinion though, the most useful portion of the chapter is its reference to motivation, and how it affects all of these processes.
2) I wish the chapter would have went more in depth on the creativity sides of life. So many of my students are so creative, but lack organization, while the flip is true as well. What is it in our rearing that develops these types of abilities. For example, I am very creative, or at least I think I am, but I lack in organizational skills. When organzing, I get frustrated and stressed, while creative tasks produce excitement for me. I would like to learn more about the process of how we can make ourselves and our students more balanced.
3) To me the most important section in this chapter and possibly in this book is the short piece on motivation. In today's classroom, motivation is everything. Teachers are limited in their weapons of discipline and motivation. I can remember a day where if I were to get in trouble at school, I would be in twice as much trouble at home. Many times nowadays, the school is blamed. Grades have lost their validity, and seems to be just an inked letter. Many parents don't support their child's education. So how am I to get a student motivated if the supporting cast is not there to help me? In other countries those that don't care, work the fields and manual labor jobs. Would that be best for us? The fight is between the brilliant but bored student, and the B.D. troublemaker wasting everone's time. What to do??????
2) I wish the chapter would have went more in depth on the creativity sides of life. So many of my students are so creative, but lack organization, while the flip is true as well. What is it in our rearing that develops these types of abilities. For example, I am very creative, or at least I think I am, but I lack in organizational skills. When organzing, I get frustrated and stressed, while creative tasks produce excitement for me. I would like to learn more about the process of how we can make ourselves and our students more balanced.
3) To me the most important section in this chapter and possibly in this book is the short piece on motivation. In today's classroom, motivation is everything. Teachers are limited in their weapons of discipline and motivation. I can remember a day where if I were to get in trouble at school, I would be in twice as much trouble at home. Many times nowadays, the school is blamed. Grades have lost their validity, and seems to be just an inked letter. Many parents don't support their child's education. So how am I to get a student motivated if the supporting cast is not there to help me? In other countries those that don't care, work the fields and manual labor jobs. Would that be best for us? The fight is between the brilliant but bored student, and the B.D. troublemaker wasting everone's time. What to do??????
Thursday, March 5, 2009
Chapter 8 (The 4-S Chapter)
Structure of Semantic Memory, Schemas, and Scripts!!
1) This chapter explains how we use prior knowledge, experiences, and perceptions and apply them to new stimuli we encounter. The book identifies four key approaches that we use to recall and compare the past and the present. The four approaches are very similar in that they discuss how we network knowledge. The latter half of the chapter begins to discuss how we use our experiences to plan and evaluate our current situation. The text refers to these as Schemas and/or Scripts.
2) I believe this chapter is trying to tie together many of the other processes we have discussed in earlier chapters. I believe semantic memory is like the many closets of knowledge we have in our minds. The key to opening each closet is to be sure that we have a key that fits. By this I mean, that how we encode, rehearse, and practice over time helps us recall and open up banks of knowledge. The more we learn about a certain category or concept the more we start to use our parallel networks and builds relationships with the old and the new.
3) I found that the four approaches were very similar. So similar that I feel if one really wanted to they could blend them into one. I don't mean this negatively, I am just saying that as I reflected back on each of the approaches that had different names for the same types of occurrence in the mind. For example, spreading activation and Parallel Distributed Processing.
4) The is very crucial in the young minds of adolescents. We have students from all different backgrounds and experiences, yet our goal is to get them to understand a common concept. We as teacher, counselors, and mentors must be sure to use examples from many different realms in the hopes that students can take in the new material and bridge it to older experiences. I must also plan lessons that are effective in the encoding phase of stimuli. Being that encoding is a crucial part of recall, the more effective we can setup the stimulus, the greater the chance the students will recall it.
5) I believe the author offers sufficient proof within all the approaches. I found it difficult to identify with one of them. I could honestly take a little bit from each of them. The reading on schemas I found a little difficult. I had a hard time keeping track of what I was reading about. With this, I mean, as I just finished reading one term the paragraph took me to a new one. This may not answer this question, but I don't believe that I know enough to say that an author didn't make a valid point. I guess my general thought would be that by the end of the chapter is I was most persuaded it would be in the areas of networking and the Parallel Distributed Processing Approach.
6) The chapter confirms the importance of parenting in the memory growth of a child. Experiences play such a huge role in our approaches and schemas, that I can't imagine how difficult it must be for children that have very little support at home. I need to consider this when working with students from rough backgrounds, and try to expose the children to new ideas, but no bore those that have substantial prior knowledge.
7) I would just say that I need to highlight students with large amounts of prior knowledge in certain fields. It is important to allow them to have the floor when they have a chance to share their experiences.
8) This poses as a tough question this week. Reason being is that the chapter spoke about memory on more of a broad sense. Knowledge was the key this week and truly there is only one way to gain knowledge about a subject, and that is to work with it.
1) This chapter explains how we use prior knowledge, experiences, and perceptions and apply them to new stimuli we encounter. The book identifies four key approaches that we use to recall and compare the past and the present. The four approaches are very similar in that they discuss how we network knowledge. The latter half of the chapter begins to discuss how we use our experiences to plan and evaluate our current situation. The text refers to these as Schemas and/or Scripts.
2) I believe this chapter is trying to tie together many of the other processes we have discussed in earlier chapters. I believe semantic memory is like the many closets of knowledge we have in our minds. The key to opening each closet is to be sure that we have a key that fits. By this I mean, that how we encode, rehearse, and practice over time helps us recall and open up banks of knowledge. The more we learn about a certain category or concept the more we start to use our parallel networks and builds relationships with the old and the new.
3) I found that the four approaches were very similar. So similar that I feel if one really wanted to they could blend them into one. I don't mean this negatively, I am just saying that as I reflected back on each of the approaches that had different names for the same types of occurrence in the mind. For example, spreading activation and Parallel Distributed Processing.
4) The is very crucial in the young minds of adolescents. We have students from all different backgrounds and experiences, yet our goal is to get them to understand a common concept. We as teacher, counselors, and mentors must be sure to use examples from many different realms in the hopes that students can take in the new material and bridge it to older experiences. I must also plan lessons that are effective in the encoding phase of stimuli. Being that encoding is a crucial part of recall, the more effective we can setup the stimulus, the greater the chance the students will recall it.
5) I believe the author offers sufficient proof within all the approaches. I found it difficult to identify with one of them. I could honestly take a little bit from each of them. The reading on schemas I found a little difficult. I had a hard time keeping track of what I was reading about. With this, I mean, as I just finished reading one term the paragraph took me to a new one. This may not answer this question, but I don't believe that I know enough to say that an author didn't make a valid point. I guess my general thought would be that by the end of the chapter is I was most persuaded it would be in the areas of networking and the Parallel Distributed Processing Approach.
6) The chapter confirms the importance of parenting in the memory growth of a child. Experiences play such a huge role in our approaches and schemas, that I can't imagine how difficult it must be for children that have very little support at home. I need to consider this when working with students from rough backgrounds, and try to expose the children to new ideas, but no bore those that have substantial prior knowledge.
7) I would just say that I need to highlight students with large amounts of prior knowledge in certain fields. It is important to allow them to have the floor when they have a chance to share their experiences.
8) This poses as a tough question this week. Reason being is that the chapter spoke about memory on more of a broad sense. Knowledge was the key this week and truly there is only one way to gain knowledge about a subject, and that is to work with it.
Friday, February 27, 2009
How can imagery be auditory!
1) Chapter 7 gives a detailed look at the processes surrounding the formation of mental images and models. The material relates strongly to the top-down processing theory, in which the mind forms images based on prior knowledge. The unique structure of this chapter was based on what takes place in the mind when the stimulus is not physically present. The chapter offers research and information on the formation of imagery and the cognitive theories behind spatial perception (mental mapping).
2) I believe the theories introduced in Chapter 7 fits well with our journey thus far. From the initial onset of a stimulus the mind is continually moving the information through different terms of memory. In this case, the mind is creating its own physical model, map, or image as opposed to it being provided. In this case, the mind must rely on past experiences which, in turn, can be misleading or cause interference.
3) I don't agree or am not clear on the propositional code. I am having trouble relating to the language type of mind description. As I have stated before, I am an extremely visual person and find language to be a challenge with reference to visual imagery. I am also not a huge fan of the amount of terminology they have labeled all the different processes.
4) Absolutely this applies to school and teaching. Interference is probably the number one factor in the inability to attain certain academic goals for some. With a classroom of 30 kids with raging hormones, interference might be more relevant than being focused itself. As I have highlighted before, we as teachers must take the few valuable minutes in which we have tuned in our students and shove in information. I know that sounds somewhat careless but I think it is truthful.
5) For me, the most valid portions of a chapter or reading are accompanied by self-tests. This chapter had a few different demonstrations that put ideas into perspective for me. It is much more memorable and meaningful when I can perform the tests and demos and compare and contrast my results, with the results of the research completed by the psychologists.
6) The chapter definitely rang true to me, especially the latter portions of the reading. This section spoke more about mental mapping, relative position, spatial cognition. I have always felt strong when dealing with lessons, activities, or tasks that require use of a mental map or spatial perception. I would compare this area to students that do well with geography, geometry, or other subject matter in which the visual stimuli is the most crucial portion of the learning. The question is "why are some so effective, while other struggle"? The vice-versa would be true of those that struggle with language oriented learning, like me!
7) After reading the chapter I have become much more aware of classroom interruptions. There are steps I need to take to reduce the amount of interference that is occurring in my room. Whether it be the sign I hung on the door, the new signals I have created for students with issues, or the simple raising of the hand, I am much more alert about students staying focused. I have also realized there are many times that I am at fault for interfering. I like to tell too many stories, and should often times, stick to the task.
8) I believe that colleges don't allow for their students to see enough of the true classroom action that takes place on a day to day basis. I know they have increased the observation workload, but for newer teachers to come in and be more effective I think they should have a class like this. I have learned quite a bit, or have at least considered many different options to improve my style of teaching from the research mentioned in this text. I also believe to more effective in the classroom with many of these ideas, one would need more opportunities to get resources. I feel limited on time, money, supplies, that often makes me take a shortcut. But truly, to be the most effective I would need to invest in these things to benefit those in my classroom.
2) I believe the theories introduced in Chapter 7 fits well with our journey thus far. From the initial onset of a stimulus the mind is continually moving the information through different terms of memory. In this case, the mind is creating its own physical model, map, or image as opposed to it being provided. In this case, the mind must rely on past experiences which, in turn, can be misleading or cause interference.
3) I don't agree or am not clear on the propositional code. I am having trouble relating to the language type of mind description. As I have stated before, I am an extremely visual person and find language to be a challenge with reference to visual imagery. I am also not a huge fan of the amount of terminology they have labeled all the different processes.
4) Absolutely this applies to school and teaching. Interference is probably the number one factor in the inability to attain certain academic goals for some. With a classroom of 30 kids with raging hormones, interference might be more relevant than being focused itself. As I have highlighted before, we as teachers must take the few valuable minutes in which we have tuned in our students and shove in information. I know that sounds somewhat careless but I think it is truthful.
5) For me, the most valid portions of a chapter or reading are accompanied by self-tests. This chapter had a few different demonstrations that put ideas into perspective for me. It is much more memorable and meaningful when I can perform the tests and demos and compare and contrast my results, with the results of the research completed by the psychologists.
6) The chapter definitely rang true to me, especially the latter portions of the reading. This section spoke more about mental mapping, relative position, spatial cognition. I have always felt strong when dealing with lessons, activities, or tasks that require use of a mental map or spatial perception. I would compare this area to students that do well with geography, geometry, or other subject matter in which the visual stimuli is the most crucial portion of the learning. The question is "why are some so effective, while other struggle"? The vice-versa would be true of those that struggle with language oriented learning, like me!
7) After reading the chapter I have become much more aware of classroom interruptions. There are steps I need to take to reduce the amount of interference that is occurring in my room. Whether it be the sign I hung on the door, the new signals I have created for students with issues, or the simple raising of the hand, I am much more alert about students staying focused. I have also realized there are many times that I am at fault for interfering. I like to tell too many stories, and should often times, stick to the task.
8) I believe that colleges don't allow for their students to see enough of the true classroom action that takes place on a day to day basis. I know they have increased the observation workload, but for newer teachers to come in and be more effective I think they should have a class like this. I have learned quite a bit, or have at least considered many different options to improve my style of teaching from the research mentioned in this text. I also believe to more effective in the classroom with many of these ideas, one would need more opportunities to get resources. I feel limited on time, money, supplies, that often makes me take a shortcut. But truly, to be the most effective I would need to invest in these things to benefit those in my classroom.
JJ's Round-Up
1) Here's a heuristic. The too much time on your hands heuristic. This is where people think they are busier than they actually are, like the scientists that created heuristics. I thought the heuristics in the text were a bit of a stretch and somewhat weird.
2) I am good at spatial perception. I can walk a perfect zig-zag through my yard and not step in any of my dog's poop. And there is quite a bit.
3) I think reading this chapter will improve my tetris skills!
4) I thought code was so other people wouldn't understand, but the book says we need to code to understand. I don't Understand! Do you understand what I am saying?
5) I typed in Cognitive Map on my GPS, and it led me to Mr. Martinez's pool, if he has one!!! Do you have one?
6) I'm ready for summer!
Thursday, February 19, 2009
Tip of my Tongue!
1) This chapter was a continuation of the journey, as I like to put it. The text had a spectrum of studies, samples, strategies, phenomena, theories, and etc. Once again, I found myself entrenched in psychology terminology, however, this time it was very understandable. I felt like I could relate to the scientific explanations the author and friends were giving throughout this short chapter. It seemed that with every paragraph I read I was relating the information to my own thought processes. This created a level of interest different from some of the earlier readings. My thoughts ranged from some of my mnemonic strategies and retrieval devices as well as my metamemory and how I utilize my memory strategies. The chapter seemed to really evoke thought on whether teaching memory might be a valid and effective method to improve learning.
2) Last week I used the sequel example in my response. I thought last week was the last movie, but maybe this week is the last movie. Then again, maybe this movie will never end. Earlier chapters focused on the initial onset of the stimulus, while the last two chapters stressed the encoding and sorting-type phases. This chapter, with support from chapter 5, starts to breakdown the overall effectiveness the mind has on retrieval and metamemory. It highlights different pathways individuals use to re-locate, retrieve, or recall memories, whether 15 minutes ago or something like an image 15 weeks ago.
3) I am intrigued and puzzled by absentmindedness (weird word) and the "tip of the tongue" phenomenon. What is puzzling is the fact that the answer is in our brains but we can't seem to get to it. What actually blocks our ability to retrieve the information? Or how about the fact that you can strain your brain for minutes on an issue or word, and then an hour later it just smacks you in the forehead. I find this strange!!
4) The big unveiling I had this chapter came from Jill's memory experiment. I don't know if I discovered the importance of memory concepts in children or if I was super surprised at the results. What ticked me off was that my low student performed the best, which re-assured me how lazy his behind has been this year. However, the young lady that performed the test said she would have done things differently if asked to do it again, which proved to me that learning had occurred in the form of effective memory strategies. I never really thought about it before that comment. I have always used mnemonics and etc., but have never really considered careful evaluation of memory concepts.
5) I am not actually sure what it is I am believing some of the time. You see, most of the studies aren't facts, but merely theories. Yes, many of them sound sufficient and worthy, but I cannot say I agree with all of them. I did some introvert and extrovert research and I cannot say that I agree with the qualities they label each individual. It is kind of like the right-brain / left-brain thing. Yeah, most may be true of the person, but not all of the traits.
However, I was very impressed with the study completed by Moley on adult/child memory strategies. This, along with Denise's response, made me more aware of this misnomer. I never really considered that children don't think about or know how to use their memory effectively.
6) I will keep this one short to prevent beating a dead horse. Undoubtedly I discovered the importance of introducing and practicing memory strategies with students. I have answered this question in earlier responses with reference to the experiment completed this week.
7) My goal is to introduce and support the usage of new memory strategies. Ultimately, I want to expose my students to as many different aspects of learning as possible, in hopes that they can take and formulate their own "best way". Not only for information from the past, but also the perception of information that is in the present. I want my students to have the ability to effectively organize and recall useful information, and take responsibility for their comprehension of it.
8) No, I don't believe there is a better or cheaper way to teach the ability to organize and recall information more effectively. Many of these processes lie in the responsibility of the student, and more than likely improve with maturity. The only aspect I believe I could improve is maybe moving that child a little faster along by introducing different strategies sooner.
2) Last week I used the sequel example in my response. I thought last week was the last movie, but maybe this week is the last movie. Then again, maybe this movie will never end. Earlier chapters focused on the initial onset of the stimulus, while the last two chapters stressed the encoding and sorting-type phases. This chapter, with support from chapter 5, starts to breakdown the overall effectiveness the mind has on retrieval and metamemory. It highlights different pathways individuals use to re-locate, retrieve, or recall memories, whether 15 minutes ago or something like an image 15 weeks ago.
3) I am intrigued and puzzled by absentmindedness (weird word) and the "tip of the tongue" phenomenon. What is puzzling is the fact that the answer is in our brains but we can't seem to get to it. What actually blocks our ability to retrieve the information? Or how about the fact that you can strain your brain for minutes on an issue or word, and then an hour later it just smacks you in the forehead. I find this strange!!
4) The big unveiling I had this chapter came from Jill's memory experiment. I don't know if I discovered the importance of memory concepts in children or if I was super surprised at the results. What ticked me off was that my low student performed the best, which re-assured me how lazy his behind has been this year. However, the young lady that performed the test said she would have done things differently if asked to do it again, which proved to me that learning had occurred in the form of effective memory strategies. I never really thought about it before that comment. I have always used mnemonics and etc., but have never really considered careful evaluation of memory concepts.
5) I am not actually sure what it is I am believing some of the time. You see, most of the studies aren't facts, but merely theories. Yes, many of them sound sufficient and worthy, but I cannot say I agree with all of them. I did some introvert and extrovert research and I cannot say that I agree with the qualities they label each individual. It is kind of like the right-brain / left-brain thing. Yeah, most may be true of the person, but not all of the traits.
However, I was very impressed with the study completed by Moley on adult/child memory strategies. This, along with Denise's response, made me more aware of this misnomer. I never really considered that children don't think about or know how to use their memory effectively.
6) I will keep this one short to prevent beating a dead horse. Undoubtedly I discovered the importance of introducing and practicing memory strategies with students. I have answered this question in earlier responses with reference to the experiment completed this week.
7) My goal is to introduce and support the usage of new memory strategies. Ultimately, I want to expose my students to as many different aspects of learning as possible, in hopes that they can take and formulate their own "best way". Not only for information from the past, but also the perception of information that is in the present. I want my students to have the ability to effectively organize and recall useful information, and take responsibility for their comprehension of it.
8) No, I don't believe there is a better or cheaper way to teach the ability to organize and recall information more effectively. Many of these processes lie in the responsibility of the student, and more than likely improve with maturity. The only aspect I believe I could improve is maybe moving that child a little faster along by introducing different strategies sooner.
JJ's ROUND-UP (TIP OF TONGUE TEST!!!)
Don't Look, Answers are at bottom
1) What is the name of the blue, big-nosed, fuzzy character off of Muppet Babies?
2) What is a group of Penguins called?
3) In the 80's, Molly Rinwald was in 3 famous movies. Here are two of them, what is the third?
PRETTY IN PINK, BREAKFAST CLUB, _____?
4) In the movies, who was the original BATMAN?
5) What was the first music video on MTV?
6) On Saved by the Bell, what two character names are missing?
ZACK, SCREECH, _______, KELLY, ________, JESSIE
How did you do?
Any tongue tippers?
Which was most difficult?
Let me know for giggles!
ANSWERS:
Gonzo
Colony
Sixteen Candles
Michael Keaton
Video Killed the Radio Star
AC Slater and Lisa
Thursday, February 12, 2009
Chapter 5 "I forgot what it was about", Just kidding (Long-Term Memory)
1) This chapter was quite the lengthy one, so it is difficult to summarize it in a few sentences. However, I will try my best. The chapter takes us on a journey through the mind to figure out how it is we move information from our short-term/working memories to our long-term memories. There was even research that says a nomadic memory exists that tries to state information moves around until it finds a final resting spot. I have put this lecture in the bonus section link under "nomadic memory". The topic is interesting, but the lecture sometimes goes a little science guy on you, so be patient. The real challenge of the chapter seems to attempt to answer how it is we can successfully store and then retrieve the information. Most of the definitions, theories, and tests that were given are comparing successes to failures. With the results the scientists and psychologists make conclusions on avenues to effectively encode the material for greater retrieval.
2) This chapter is truly the last sequel movie or maybe the last sequel movie that is from the Trilogy "The journey of Info. through the mind"! It is the final stage of memory, and is defining whether or not the information is to be stored or kicked out. The chapter is crucial in completing a better understanding of memory as a whole. In my opinion, the book continues to breakdown the process of memory into segments and sections, when the process itself doesn't have any clear boundaries. I don't mean that negatively, I just think that to ultimately understand what is going on at each state the author must give examples of all the "classic" studies done to test these viable areas.
3) I am still unclear with the lurking evidence of amnesia. I think this is the key, but what the helicoptors do I know. We know that two types of amnesia exist, retrograde and anterograde. Scientists believe that these patients may hold the answers we our looking for, however, it is difficult to attach the results to science. I have watched a couple of the bonus links and a few of them mention the importance of the hippocampus. The book is yet to mention too many things about this origin of the brain. I don't know if we will get a look later, but I believe there is more to the story than just the different lobes of the brain. It is like a mystery, and the end of the book is going to tell us how memory works. ORRRR, maybe it won't! I don't know.
4) Encoding is the key. There is no doubt from reading the tests given, and the theories that exist that encoding is the key. For more effective retrieval the mind must have 3 elements. I am kind of just making this up, but it is what I think the book is trying to tell me. I feel the students must have something to attach the information to, like a song, dance, mnemonic, experience, signal, etc. That is first. Then comes an the avenue of committing the information to a deeper processing region of the brain. This is the most important aspect. This what teachers should be all about. And lastly, we need to build roads in the mind that will continually help the students grab the information when needed. We even need to build roads to different pieces of information, so greater learning and understanding can take place. So lesson plans need to be designed with this in mind. Sounds easy, and we still get 3 months off in the summer.
5) Yes, I believe in the author's writing is this chapter more than any of the others. The studies and research are very convincing. I also took the tests within the chapters and performed like the author said I would. The results are very concrete, but the problem lies in the science of explaining. I was in agreement with most of the statements made in this chapter, and there were a ton of them.
6) I think the most valid portion of the chapter, with reference to education, comes from the section that deals with explicit and implicit memory. The author defines these types of memory processes, but also explains problems that exist. For example, a better understanding of dissociation and proactive interference are crucial when it comes to students. They are bombarded with information on a daily basis. They continually have to cram in new material and organize around existing material. Research in this area could vastly improve the overall effectiveness of schools due to its relevancy with learning. I am struggling with students that can't separate our state government from our federal government. Many of the Congressmen and women have the same titles, but different qualifications and role. Students can't seem to realize that two governments exist, and that the state is just a micro-cosm of the federal.
8) I am still hating this question. I feel like I have to just "car salesman" my way through this. I really just don't know what to reply here. I guess I will just say "NO" there are no better, cheaper, faster ways to accomplish these tasks. This way Mr. Martinez can't be mad at me...
2) This chapter is truly the last sequel movie or maybe the last sequel movie that is from the Trilogy "The journey of Info. through the mind"! It is the final stage of memory, and is defining whether or not the information is to be stored or kicked out. The chapter is crucial in completing a better understanding of memory as a whole. In my opinion, the book continues to breakdown the process of memory into segments and sections, when the process itself doesn't have any clear boundaries. I don't mean that negatively, I just think that to ultimately understand what is going on at each state the author must give examples of all the "classic" studies done to test these viable areas.
3) I am still unclear with the lurking evidence of amnesia. I think this is the key, but what the helicoptors do I know. We know that two types of amnesia exist, retrograde and anterograde. Scientists believe that these patients may hold the answers we our looking for, however, it is difficult to attach the results to science. I have watched a couple of the bonus links and a few of them mention the importance of the hippocampus. The book is yet to mention too many things about this origin of the brain. I don't know if we will get a look later, but I believe there is more to the story than just the different lobes of the brain. It is like a mystery, and the end of the book is going to tell us how memory works. ORRRR, maybe it won't! I don't know.
4) Encoding is the key. There is no doubt from reading the tests given, and the theories that exist that encoding is the key. For more effective retrieval the mind must have 3 elements. I am kind of just making this up, but it is what I think the book is trying to tell me. I feel the students must have something to attach the information to, like a song, dance, mnemonic, experience, signal, etc. That is first. Then comes an the avenue of committing the information to a deeper processing region of the brain. This is the most important aspect. This what teachers should be all about. And lastly, we need to build roads in the mind that will continually help the students grab the information when needed. We even need to build roads to different pieces of information, so greater learning and understanding can take place. So lesson plans need to be designed with this in mind. Sounds easy, and we still get 3 months off in the summer.
5) Yes, I believe in the author's writing is this chapter more than any of the others. The studies and research are very convincing. I also took the tests within the chapters and performed like the author said I would. The results are very concrete, but the problem lies in the science of explaining. I was in agreement with most of the statements made in this chapter, and there were a ton of them.
6) I think the most valid portion of the chapter, with reference to education, comes from the section that deals with explicit and implicit memory. The author defines these types of memory processes, but also explains problems that exist. For example, a better understanding of dissociation and proactive interference are crucial when it comes to students. They are bombarded with information on a daily basis. They continually have to cram in new material and organize around existing material. Research in this area could vastly improve the overall effectiveness of schools due to its relevancy with learning. I am struggling with students that can't separate our state government from our federal government. Many of the Congressmen and women have the same titles, but different qualifications and role. Students can't seem to realize that two governments exist, and that the state is just a micro-cosm of the federal.
7) These processes are an everyday occurrence. Committing valuable concepts and information to long-term memory is essential in education. I think this chapter was doing more explaining than it was understanding. The author was continually introducing new concepts and definitions that exist with reference to long-term memory. I think this question will be better answered as we move to "what it is" that will improve long-term memory. It does shed light on the different types of students and how skill sets are different. For example, the book mentions a chess player that is phenomenal at calculating different moves, but aren't very different in intelligence or cognition than the average Joe. So it opens my eyes to the saying, "we were all put here for a purpose".
8) I am still hating this question. I feel like I have to just "car salesman" my way through this. I really just don't know what to reply here. I guess I will just say "NO" there are no better, cheaper, faster ways to accomplish these tasks. This way Mr. Martinez can't be mad at me...
JJ's ROUND-UP
1) I have poor mood congruence with #8, therefore I don't have pleasant memories of the question!
2) I met a girl named POLLYANNA on Spring Break, I remember her well!
3) How long did it take Margaret Matlin to write this book?
4) I couldn't attend the first night of class, therefore I have put Cartoon faces on all of you to help me remember you. No offense! I am just encoding.
5) Did you read about weapon focus? The book says that one would focus on the weapon instead of the person's face! UHHHH, DUHHHHHHH!
6) This is a little different since I know more people are looking this week! Does anyone have any areas of expertise, like the book explains? Please hit my blog if you do, for funsies.
Later, JJ
Thursday, February 5, 2009
Chapter 4 (Short-term/Working Memory)
1) Chapter 4 breaks down the process of short-term memory. Working memory has been separated into components. Each of the components deals with the specifics of the stimuli at hand. The phonological loop is how we store incoming sound, while the visuospatial sketchpad is our answer for visual stimuli. These stimuli are then temporarily stored in an episodic buffer component. All the while, it is the duty of the Central Executive to organize and plan around the received information.
2) Up to this point we have been bombarded with the "classic" scientific studies completed on attention, stimuli, perception, etc. Chapter 4 takes the basics of perceived stimuli and begins us on the path of understanding. How we filter, organize, and ultimately remember information that has passed our senses.
3) The Central Executive befuddles me. It is quite interesting that we can remember so many specific things, but struggle if we have two similar types of stimuli knocking on our door. I am not clear, nor are the scientists on how the CE actually filters and organizes information from different components of the working memory. If they don't get it how am I, I am just a middle school teacher.
4) I tried to apply the two components today. I had my students put the process of a bill becoming a law on the board with color coordinated panels. Red represents the House, while blue is the senate, joint operations are white, and presidential decisions are yellow. I want the students to be working both their visuo and phono. I also think that their buffer zone might respond more effectively since we organize the material in order. Ultimately, I hope the students can recall either the text or the color of the panel to help them recall the material when the CE asks for it.
5) I would say the proof is in the pudding. The tests speak for themselves. For example, the book mentions a test for the phonological loop component. It highlights the impossibility to count the number of the's in a sentence and also read the text for understanding as well. In each of these components the mind can only accomplish one task at a time. Every example the text highlighted this held true. Components can work together, but not at the same time necessarily. I do believe it, and I do believe one can improve these areas as well. This means there is still an abundant amount of information we don't understand.
6) The more we can understand the process of short-term memory, the more efficiently we can plan our lessons. I believe the ins and outs of short-term memory could play a huge role in the improvement of reading comprehension. The text mentions how some people are connnected more with the right side of their brain, while others are more left-brained. If one can recognize their strenghts and improve their weaknesses they can enhance their overall learning experience.
7) I am not actually sure how i will use this, but I am at least more aware of the process. Once again I think this applies to the different types of learning in students. I think we must plan our lessons to hit all the different types of learning styles. Some students will find their strength in visuospatial types of activities, while some will thrive in auditory acitivities, in which the phonological loop is active. Either avenue is effective, we must make sure that we give the different learning styles a chance to flourish.
8) I know question number 8 is taking some heat from the class, and I can't defend it here either. I guess an educator could and should allow students to express different modes of memory. Have students share the processes in their minds when introducing new concepts. Allow them to share their thought processes so that other students may develop their own skills as well. This is a real vanilla answer for lack of a better and cleaner word. I am just struggling with this question.
2) Up to this point we have been bombarded with the "classic" scientific studies completed on attention, stimuli, perception, etc. Chapter 4 takes the basics of perceived stimuli and begins us on the path of understanding. How we filter, organize, and ultimately remember information that has passed our senses.
3) The Central Executive befuddles me. It is quite interesting that we can remember so many specific things, but struggle if we have two similar types of stimuli knocking on our door. I am not clear, nor are the scientists on how the CE actually filters and organizes information from different components of the working memory. If they don't get it how am I, I am just a middle school teacher.
4) I tried to apply the two components today. I had my students put the process of a bill becoming a law on the board with color coordinated panels. Red represents the House, while blue is the senate, joint operations are white, and presidential decisions are yellow. I want the students to be working both their visuo and phono. I also think that their buffer zone might respond more effectively since we organize the material in order. Ultimately, I hope the students can recall either the text or the color of the panel to help them recall the material when the CE asks for it.
5) I would say the proof is in the pudding. The tests speak for themselves. For example, the book mentions a test for the phonological loop component. It highlights the impossibility to count the number of the's in a sentence and also read the text for understanding as well. In each of these components the mind can only accomplish one task at a time. Every example the text highlighted this held true. Components can work together, but not at the same time necessarily. I do believe it, and I do believe one can improve these areas as well. This means there is still an abundant amount of information we don't understand.
6) The more we can understand the process of short-term memory, the more efficiently we can plan our lessons. I believe the ins and outs of short-term memory could play a huge role in the improvement of reading comprehension. The text mentions how some people are connnected more with the right side of their brain, while others are more left-brained. If one can recognize their strenghts and improve their weaknesses they can enhance their overall learning experience.
7) I am not actually sure how i will use this, but I am at least more aware of the process. Once again I think this applies to the different types of learning in students. I think we must plan our lessons to hit all the different types of learning styles. Some students will find their strength in visuospatial types of activities, while some will thrive in auditory acitivities, in which the phonological loop is active. Either avenue is effective, we must make sure that we give the different learning styles a chance to flourish.
8) I know question number 8 is taking some heat from the class, and I can't defend it here either. I guess an educator could and should allow students to express different modes of memory. Have students share the processes in their minds when introducing new concepts. Allow them to share their thought processes so that other students may develop their own skills as well. This is a real vanilla answer for lack of a better and cleaner word. I am just struggling with this question.
JJ's ROUNDUP
1) Question 8 is rough!
2) I told my kids my phone number (7 digits) and none of them remembered it. 5 of them switched only one number. So I guess the 7 +-2 is true.
3) This might be the first class I have had in which I will read the whole book. I don't know if that is sad or scary.
4) This chapter had some real official names for things!
5) My episodic buffer is watching My Name is Earl right now.
6) My Central Executive is telling me the directions to Dairy Queen.
Friday, January 30, 2009
Chapter 3 (Perceptual Processes II)
1) I believe Chapter 3 was a a continuation of the first two chapters. I can see a compounding effect occurring as we continue to move through the text. Generally speaking this chapter continues to explain how humans focus, perceive, and how we take stimuli and from basic identification to our higher mental processes.
2) We have learned that our perceptions can be based on something as simple as certain features or as complex as past experiences. Chapter 3 reveals theories, processes, and research that tries to explain how we choose only certain pieces of stimuli that is being dealt to us at any given time, or how we can simply use a general scan to locate only stimuli that we deem important.
3) The third portion of chapter 3 focuses on Consciousness. The text offers explanations such as thought suppression, blindsight, and mental control. I, along with the scientists in the text, struggle finding consistent answers with reference to consciousness. It is almost as if the brain is having conversations with itself. I guess this is where we get the saying "my mind tells me one thing, my gut tells me another". Maybe our gut feeling in our conscious awareness.
4) I would say the most important aspects of the chapter, with reference to teaching, come from the attention section. We all know that levels of focus change with every student that walks into the room. I must ask myself, how can I take the concepts I want to teach and deliver them a manner in which I can maintain an effective level of focus and attention by my students.
5) The most interesting portions of this chapter occur in the demonstrations throughout. In my opinion seeing is believing. As I performed tasks like the Isolated/Combined Features and the Stroop effect in the front of the book, I had to invest in the validity of the research. One cannot ignore the differences in the effectiveness of the mind when performing these tasks.
6) The theories and research help explain how the human mind attempts to process incoming information. The more scientists and people learn about our abilities to comprehend and focus on tasks, the more we can improve it. I look at it like technology. The more research we do, the quicker and more efficient technology becomes. Ultimately, especially as educators, imagine how we could make learning more effective and processes more complete.
7) This is a tough question this week. I would say awareness is the key for young students. If we can make them aware of their perceptions then we can also help influence those perceptions. We are not going to be able to identify the mental processes of all our students, but if we can make them self-aware of those processes, then we can help them become more effective at deciphering them.
8) Not in this situation. I believe growth mentally, must be self-fulfilling. We can support and revise their processes, but ulitmately, the student will have to congnitely want to change and improve on learning. I do not believe fast and cheap are words that one can use when it comes to metal maturing.
J.J.'s ROUNDUP
1) If I was in school nowadays, they would consider me ADHD!!!
2) I had trouble paying attention to the section about attention, is that bad?
3) I gave up soda for a resolution. Now all I can think about is how bad I would like to have a COKE. The ironic effects of mental control.
4) Are conscience and conscious brothers?
5) Were a bunch of scientists and psychologists drunk when they came up with the bottleneck theory?
6) Yellow Hah! Stroop on you!
Peace out! JJ
2) We have learned that our perceptions can be based on something as simple as certain features or as complex as past experiences. Chapter 3 reveals theories, processes, and research that tries to explain how we choose only certain pieces of stimuli that is being dealt to us at any given time, or how we can simply use a general scan to locate only stimuli that we deem important.
3) The third portion of chapter 3 focuses on Consciousness. The text offers explanations such as thought suppression, blindsight, and mental control. I, along with the scientists in the text, struggle finding consistent answers with reference to consciousness. It is almost as if the brain is having conversations with itself. I guess this is where we get the saying "my mind tells me one thing, my gut tells me another". Maybe our gut feeling in our conscious awareness.
4) I would say the most important aspects of the chapter, with reference to teaching, come from the attention section. We all know that levels of focus change with every student that walks into the room. I must ask myself, how can I take the concepts I want to teach and deliver them a manner in which I can maintain an effective level of focus and attention by my students.
5) The most interesting portions of this chapter occur in the demonstrations throughout. In my opinion seeing is believing. As I performed tasks like the Isolated/Combined Features and the Stroop effect in the front of the book, I had to invest in the validity of the research. One cannot ignore the differences in the effectiveness of the mind when performing these tasks.
6) The theories and research help explain how the human mind attempts to process incoming information. The more scientists and people learn about our abilities to comprehend and focus on tasks, the more we can improve it. I look at it like technology. The more research we do, the quicker and more efficient technology becomes. Ultimately, especially as educators, imagine how we could make learning more effective and processes more complete.
7) This is a tough question this week. I would say awareness is the key for young students. If we can make them aware of their perceptions then we can also help influence those perceptions. We are not going to be able to identify the mental processes of all our students, but if we can make them self-aware of those processes, then we can help them become more effective at deciphering them.
8) Not in this situation. I believe growth mentally, must be self-fulfilling. We can support and revise their processes, but ulitmately, the student will have to congnitely want to change and improve on learning. I do not believe fast and cheap are words that one can use when it comes to metal maturing.
J.J.'s ROUNDUP
1) If I was in school nowadays, they would consider me ADHD!!!
2) I had trouble paying attention to the section about attention, is that bad?
3) I gave up soda for a resolution. Now all I can think about is how bad I would like to have a COKE. The ironic effects of mental control.
4) Are conscience and conscious brothers?
5) Were a bunch of scientists and psychologists drunk when they came up with the bottleneck theory?
6) Yellow Hah! Stroop on you!
Peace out! JJ
Thursday, January 22, 2009
Chapter 2 (How does my brain know its a "2"!)
1) I would say that scientists are working hard at the cellular level to unravel the complexities of the brain. Many theories exist on how we interpret, analyze, recognize, and eventually understand stimuli. I have concluded that as time goes on, scientists are getting closer and closer to understanding, not only how the brain functions at the onset of a stimulus, but also the journey to deeper meaning.
2) I struggled to relate to Chapter 1 from the book! I felt it was too busy and over my head. I feel as if Chapter 2 relates well to the Foundational learning theories from the PDF reading. I believe some of the studies found in Chapter 2 could easily serve as supporting evidence for the 3 main evolving studies revealed in the Foundational Learning section.
3) Did anyone else feel like the last kid picked in a Dodgeball game when viewing the picture on page 51. I stared at that stupid picture for half an hour and still had to cheat on page 66. Then after cheating, I still can't see the difference!!!! I guess there is an extra branch by the side of the picture but I don't think Columbo would have got that right. Come on Man! Anyone else struggle with this?????
4) The strongest evidence I take into my classroom after reading the chapter is the power and sensitivity of visual stimuli. Visuals are undoubtedly a key to higher and more effective learning, but I feel I need to make sure that I use them timely and effectively.
5 and 6) The most convincing and interesting evidence comes from the inattentional blindness section coming out of the top-down processing theory. I took the websites with the basketball and gorilla, and the basketball and the umbrella lady and practiced it on my classes. The results were astounding. I suggest you try it with your classes. The umbrella lady is more difficult than that of the gorilla. You can find both of these on youtube by searching these names. This tells me the ability of the mind to focus is a very delicate balance of concentration, and when teaching concepts that one should very carefully plan the lesson to maximize learning.
7) Generally speaking, I feel I should teach concepts with numerous modes of instruction in mind. A lesson should encompass many different styles of learning and perception. Whether it be Visuals and Speech Perception, Visuals and Text, Visuals and Narration, all are effective and unique, just like our classroom of students. It is important that we use different strategies throughout the course of conceptual understanding. If we introduce the material with one mode, then maybe we should practice and review with different modes.
8) This is a tough question. I would say YES, there are definitely faster, cheaper, and possibly even better ways, but I think overall effectiveness might suffer. I think time becomes a key factor in many cases as well. For example, one could teach the water cycle in one day with an overload of information and visuals. However, to really grasp what is taking place between the stages takes time. There are many labs and hands-on activities that students could grasp concepts from, but educators might look at a big chart as an easy way to accomplish this goal. Ultimately, I think the students suffer and would lack a deeper understanding.
JJ's Round-up (For Kicks)
1) Do the Gorilla thing, it's fun!!
2) I would like to be a psychologist for about a month and test people!
3) This chapter felt long!
4) I feel stupid when I look at page 51, it must be the branch
5) Why can't they put all the theories together and come up with 1
6) Inattenional shows up on spellcheck, A.I. is wrong! Humans rule!
Happy Blogging!
2) I struggled to relate to Chapter 1 from the book! I felt it was too busy and over my head. I feel as if Chapter 2 relates well to the Foundational learning theories from the PDF reading. I believe some of the studies found in Chapter 2 could easily serve as supporting evidence for the 3 main evolving studies revealed in the Foundational Learning section.
3) Did anyone else feel like the last kid picked in a Dodgeball game when viewing the picture on page 51. I stared at that stupid picture for half an hour and still had to cheat on page 66. Then after cheating, I still can't see the difference!!!! I guess there is an extra branch by the side of the picture but I don't think Columbo would have got that right. Come on Man! Anyone else struggle with this?????
4) The strongest evidence I take into my classroom after reading the chapter is the power and sensitivity of visual stimuli. Visuals are undoubtedly a key to higher and more effective learning, but I feel I need to make sure that I use them timely and effectively.
5 and 6) The most convincing and interesting evidence comes from the inattentional blindness section coming out of the top-down processing theory. I took the websites with the basketball and gorilla, and the basketball and the umbrella lady and practiced it on my classes. The results were astounding. I suggest you try it with your classes. The umbrella lady is more difficult than that of the gorilla. You can find both of these on youtube by searching these names. This tells me the ability of the mind to focus is a very delicate balance of concentration, and when teaching concepts that one should very carefully plan the lesson to maximize learning.
7) Generally speaking, I feel I should teach concepts with numerous modes of instruction in mind. A lesson should encompass many different styles of learning and perception. Whether it be Visuals and Speech Perception, Visuals and Text, Visuals and Narration, all are effective and unique, just like our classroom of students. It is important that we use different strategies throughout the course of conceptual understanding. If we introduce the material with one mode, then maybe we should practice and review with different modes.
8) This is a tough question. I would say YES, there are definitely faster, cheaper, and possibly even better ways, but I think overall effectiveness might suffer. I think time becomes a key factor in many cases as well. For example, one could teach the water cycle in one day with an overload of information and visuals. However, to really grasp what is taking place between the stages takes time. There are many labs and hands-on activities that students could grasp concepts from, but educators might look at a big chart as an easy way to accomplish this goal. Ultimately, I think the students suffer and would lack a deeper understanding.
JJ's Round-up (For Kicks)
1) Do the Gorilla thing, it's fun!!
2) I would like to be a psychologist for about a month and test people!
3) This chapter felt long!
4) I feel stupid when I look at page 51, it must be the branch
5) Why can't they put all the theories together and come up with 1
6) Inattenional shows up on spellcheck, A.I. is wrong! Humans rule!
Happy Blogging!
Wednesday, January 14, 2009
Practice Run!
Hey All! I thought blogging was an Olympic Sport. Needless to say I am not very tech savvy. I am rather new to online classes and the worldwideweb. I was just making sure this thing works. See ya soon! JJ
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