- Summary: Mayer and Clark presented the positive effects of graphics/multimedia on learning and content areas. In addition they highlighted what principles could hurt student learning.
- This fits with concepts we have learned. Examples: Such as extraneous noise/irrelevant noise can be harmful to learners. Visuals have an influence when paired with speech.
- I actually understand this article.
- When working with my lower students that have little background knowledge, they struggle to acquire/retain new vocabulary. Using differently modalities helps students retain the information. Ex. Students have difficulty remembering the fact (7 X8) so I brainstormed to think of some silly way for them to remember it. I thought of how dance instructors /music instructors keep time to have their dancers or singers begin at the correct time. So I thought of clicking my fingers and singing out 5, 6, 7,8 the 56 is the answer for (7X8). If a student comes up to ask me for help with that fact my clicking of the fingers get the class calling out…5, 6, 7, 8 7 times 8 is 56.
- I am not sure if the author offers any proof but the explanation just makes sense. I have also witnessed so much of it when working with kids.
- This topic is important as a reminder/reinforcement of what helps students learn and what should be eliminated.
- The article mentioned ways particular principles improve learning and ways learners are hurt by particular features…again, this reminds us of ways to help learners and what to avoid.
- I believe this article gave good information. Our tech department is of course always promoting student use of the computer. Sometimes having the students use the computer, let’s say to create a web that they would use for writing or a graph for math, becomes such a hassle. Computers are slow or not always working or students have many questions-only one of me. It scares me off and I find an easier way to carry out the task.
Wednesday, January 21, 2009
Week 2-blog
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Denise, I agree with you on Clark and Mayer's Principles to graphics/multimedia and how it is connected to a students success and hinderance on their learning. I did something similar to your clicking method. When teaching 3rd grade I used music that had multiplication tables(auditory),by Ron Brown. My classroom also had a time line, that was colored coded with the answers to the tables (visual). During testing of their time tables I would see students moving around in their seats to the music that wasn't there, or their eyes were closed so that they could remember the answers needed on the test. Students progress improved much more quickly with one of these methods. Of course their were some students where neither method helped.
ReplyDeleteThat is interesting.
ReplyDeleteDenise and Laura Beth, once we get to Chapter 5 and 6, you will also see how the techniques you used are an example of memory strategies.
ReplyDeleteThe important thing to remember about Mayer and Clark is that we don't always think about how different media interact, but as we learned in the textbook in Chapters 2 and 3, our working memory has different components that react to sight and sound (e.g. different kind of media).
Clark and Mayer have done a lot of research to support this, but as Laura said, how the material is presented is just one part of the story. There are so many things besides the technology going on - the student's motivation, mood, the context, etc. These are discussed in Chapter 4.
Finally, as Laura Beth said, computers by themselves don't mean much. How you use them to teach is the important thing.