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.
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