What?
The human memory is like a set of stores in which information is stored, and in addition a set of processes acts on these stores. The 3 different stores include: The Sensory Information Store in which information is entered from eyes, ears, etc. and is either ignored or paid attention to. It is critical to pay attention at this stage so that you will be able to get the information to the Short Term Memory. There are two major ways of transforming the information, interesting features or known patterns. The Short-Term Store or working memory has a limited storage capacity consisting of five, plus or minus two, items that decay and become inaccessible after an estimated time period of 15 to 20 seconds. There are two major concepts in short term memory, either organization (Chunking) or repetition (Maintenance rehearsal). The Long-Term Store can maintain information for very long periods of time. The two processes that are most likely to move the information into long term are elaboration and distributive practice. Long term memory holds many different kinds of information including: facts, events, motor skills, knowledge of laws, and others. The 3 processes include: Encoding (putting information into a store), Maintenance (keeping it alive), Retrieval (finding encoded information).
So What?
Now that I have processed this information from my short term memory to my long term memory I will be able to use this in my teaching skills. This allows me to help my students to access their prior knowledge and organize what is being taught. My students will be in a cognitive learning environment which focuses on putting information into their long term memory, where it will be easy to retrieve and use it in their spiral learning process.
Now What?
Throughout my classes, I plan on catching the students' attention by using cues and moving around the room. We will have open discussions to review the previous day's lesson. I will point out the most important information first and provide handouts so the students can visualize the information. By presenting information in an organized manner shows a logical cycle to concepts and skills. I will start with the simple topics and then move on to the harder, new material. In showing students how to categorize (chunk) related information, it will provide opportunities for students to connect new information to something they already know. Students’ stating important principles several times in different ways makes the information maintenance rehearsal for their short term memories. To reach the long term memory we will have items in each day's lesson to recognize or recall from the previous lesson.
Wednesday, February 25, 2009
Monday, February 16, 2009
Social And Moral Development
What?
This week we learned about moral and social development. Every action has a reaction and how we treat developing children and adolescents contributes to the future actions of the person. According to Erickson, if children are treated with love, encouragement, praise, and affection, then the child will develop more positive characteristics such as trust. Kohlberg discuss stages of social moral conformity starting with obedience. He believes that children are obedient in order to avoid punishment and later progress to being guided entirely by their own conscience. These are both great theories to explain everyday life.
So What?
Today’s researchers find that those who have made a strong commitment to an identity tend to be happier and healthier than those who have not. Those with a type of identity confusion tend to feel out of place in today’s world. With the world rapidly changing, identity crises are more common today than in Erikson's day. Exploring different aspects of yourself in the different areas of life, including at work, within your family, and in romantic relationships, can help strengthen your personal identity.
Now What?
I plan on applying social and moral interactions to the students by building positive activities in my classroom. Teaching problem-solving strategies have been proven to be beneficial in other classrooms. I would focus on teaching and modeling these strategies at the beginning of the year before the conflicts among the students in the classroom even begin. I have learned that a teacher needs to do more than just teach academics in the classroom. How the student feels inside the classroom walls affects the students learning experience and attitude. As a teacher, I hope to continue to improve my skills on dealing with these issues so that everyone in my classroom may feel appreciated, comfortable, and welcome while exploring different ways to finding their identity.
This week we learned about moral and social development. Every action has a reaction and how we treat developing children and adolescents contributes to the future actions of the person. According to Erickson, if children are treated with love, encouragement, praise, and affection, then the child will develop more positive characteristics such as trust. Kohlberg discuss stages of social moral conformity starting with obedience. He believes that children are obedient in order to avoid punishment and later progress to being guided entirely by their own conscience. These are both great theories to explain everyday life.
So What?
Today’s researchers find that those who have made a strong commitment to an identity tend to be happier and healthier than those who have not. Those with a type of identity confusion tend to feel out of place in today’s world. With the world rapidly changing, identity crises are more common today than in Erikson's day. Exploring different aspects of yourself in the different areas of life, including at work, within your family, and in romantic relationships, can help strengthen your personal identity.
Now What?
I plan on applying social and moral interactions to the students by building positive activities in my classroom. Teaching problem-solving strategies have been proven to be beneficial in other classrooms. I would focus on teaching and modeling these strategies at the beginning of the year before the conflicts among the students in the classroom even begin. I have learned that a teacher needs to do more than just teach academics in the classroom. How the student feels inside the classroom walls affects the students learning experience and attitude. As a teacher, I hope to continue to improve my skills on dealing with these issues so that everyone in my classroom may feel appreciated, comfortable, and welcome while exploring different ways to finding their identity.
Wednesday, February 4, 2009
Cognitive Learning
What?
This week, we learned about that brain and how it works and develops. We studied Piaget and Vygotsky and how to best use this knowledge. Piaget taught that students learn the things you’re teaching and then they put them into use. Piaget had 4 stages for his cognitive development: Sensor Motor Stage, Preoperational Stage, Concrete Operations Stage, and Formal Operations Stage. Piaget believed that the students control their own views on the knowledge they learn. Piaget also believed that the student’s environment influenced their learning. As teachers we learn how to put his knowledge to work in how we present things to the students.
Vygotsky differs from Piaget in his outlook on cognitive learning. He taught that the student has to have interaction with adults to enable them to foster the ideas and then they will develop their cognitive learning. He believed that the students need the adults to help them process the way that they should perform a task and that the adults will help the student accomplish the task they are learning. Educators feel that by looking at it from Vygotsky’s viewpoint, that it will be helpful to know the student’s cultural and social settings. Vygotsky believed that these make a difference in the student’s learning.
Linguistics was another learning tool that we gained more understanding about. We found that we need to start a vocabulary with our students to help them develop the terminology that will be used in classroom. This will also be useful in their everyday life.
So What?
What we accomplished this week was the ability to study different ideas on how students learn. Both Piaget and Vygotsky had good points to bring to the educator’s attention. Now as teachers we will need to assess our students and what works best for them. We might find ourselves using some of both of their ideas. I found it interesting that linguistics plays a part in how our students will be able to communicate with both their fellow students and the teacher. A good teacher will take the things they learn and be able to expand on them in future classroom experiences. This week has given us some good things to file away for future use.
Now What?
I need to make my classroom a place where the students can fully understand the concepts I am trying to teach them. To do this I will have to observe my students and test different ways to see what works best for them. The experiences they will have while in my class need to be enjoyable, but also useful in the business world. The business world also has its own form of language, and by introducing the students to these vocabulary words they will be able to better understand the things being taught to them.
This week, we learned about that brain and how it works and develops. We studied Piaget and Vygotsky and how to best use this knowledge. Piaget taught that students learn the things you’re teaching and then they put them into use. Piaget had 4 stages for his cognitive development: Sensor Motor Stage, Preoperational Stage, Concrete Operations Stage, and Formal Operations Stage. Piaget believed that the students control their own views on the knowledge they learn. Piaget also believed that the student’s environment influenced their learning. As teachers we learn how to put his knowledge to work in how we present things to the students.
Vygotsky differs from Piaget in his outlook on cognitive learning. He taught that the student has to have interaction with adults to enable them to foster the ideas and then they will develop their cognitive learning. He believed that the students need the adults to help them process the way that they should perform a task and that the adults will help the student accomplish the task they are learning. Educators feel that by looking at it from Vygotsky’s viewpoint, that it will be helpful to know the student’s cultural and social settings. Vygotsky believed that these make a difference in the student’s learning.
Linguistics was another learning tool that we gained more understanding about. We found that we need to start a vocabulary with our students to help them develop the terminology that will be used in classroom. This will also be useful in their everyday life.
So What?
What we accomplished this week was the ability to study different ideas on how students learn. Both Piaget and Vygotsky had good points to bring to the educator’s attention. Now as teachers we will need to assess our students and what works best for them. We might find ourselves using some of both of their ideas. I found it interesting that linguistics plays a part in how our students will be able to communicate with both their fellow students and the teacher. A good teacher will take the things they learn and be able to expand on them in future classroom experiences. This week has given us some good things to file away for future use.
Now What?
I need to make my classroom a place where the students can fully understand the concepts I am trying to teach them. To do this I will have to observe my students and test different ways to see what works best for them. The experiences they will have while in my class need to be enjoyable, but also useful in the business world. The business world also has its own form of language, and by introducing the students to these vocabulary words they will be able to better understand the things being taught to them.
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