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.
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