Chapter 11

CHAPTER 11

1. In previous chapters we have discussed bottom-up and top down processing. These play a part in problem solving. When problem solving, a person sometimes uses background knowledge, memory of similar structure to solve the problem. In this chapter and earlier chapters referred to ways to help our memory and/or problem solve by using visual images, charts, diagrams, etc.
2. I understand the situated-cognition approach. However I always thought of it in this way- EX. that students learn “how to add”/ “how to subtract” but then do not understand when or where or why to apply it. On p. 364 last paragraph, I did not think of it turned around the other way-a student would learn skills in a specific situation like a grocery store but would not transfer to a standardized math test.
3. Application: Allowing students to use a variety of ways to solve a problem. Having students share approaches so they may learn from each other. In reading a student’s knowledge base is so important in understanding text. The same seems to be true for students and problems solving skills and strategy use. Seems apparent that background knowledge needs to be developed.

Incorporating more authentic tasks into the curriculum would be beneficial for students as well. Demonstrating/modeling/ students sharing for students (fellow classmates) a variety of ways to problem solve to overcome mental set and fixedness.(think out of the box) On p. 380 it mentioned that working memory is reduces when great effort is required to suppress thoughts. It got me wondering about text anxiety for my young students. I need to think of ways to help relieve that kind of stress for students.