How to Learn-Chapters 9-10
1. How does this topic fit into what I have learned already in this course?
Chapter 9 demonstrated how technology supports learning (cognition) with Chapter 10 being a review of previous information read in How to Learn. Information from both chapters is supported by our Cognition text- Technology to support learning by use of background knowledge/schema to evaluate a situation, integrate information from visuospatial sketchpad, phonological loop, episodic buffer and recall information from long term memory, use problem solving strategies etc.
2. What am I still not clear on in this week's reading(s)?
No doubt that technology has a positive impact on learning. How do you hook up with a scientist interested in being a partner with a student or class? Perhaps that is part of the Jasper Woodbury program and this is automatically provided. How do you hook up to the programs mentioned such as Jasper or GLOBE etc. Cost of software? Grants? How about teacher training?
3. Under what conditions would I apply this material to my own teaching/work?
I see the importance in technology. I need to figure out ways to include this tool in my teaching. I guess I need to take “baby steps”…work on a few projects that include technology, perhaps take a class to help with my fears of including more technology.
The goal of teaching is that my students will apply and transfer knowledge to other situations. Keeping that in mind I need to continue to tweak my teaching practices.
Tuesday, April 21, 2009
Monday, April 13, 2009
Chapter 6 (Design of Learning Environment )& 7 (Effective Teaching)
1. How does this topic fit into what I have learned already in this course?
We have learned the influence our schema has on the way we evaluate or understand a situation and it guides our recall. The learner-centered environment is structured around the student and is sensitive to the knowledge, skills, attitudes and beliefs of the student.
The knowledge-center approach focuses on sense-making. When making sense of a situation we must use reasoning to help draw conclusions. In chapters 11/12 we learned a great deal about problem solving, reasoning, and decision making. This also is included in the community based learning.
2. What am I still not clear on in this week's reading(s)?
I viewed the community-centered environments as being somewhat hard to incorporate at the elementary level. We can invite community people into our school to share their ideas and expertise. I guess another way to incorporate the community center environment is have projects within the school that the students could work on together as a team.
This approach kind of reminds me of student teaching/apprenticeship/internships-a learning environment structure where you learn by doing. I guess I just need to brainstorm ways to incorporate this environment into my teaching style.
I believe many community center ideas for younger students must come from the family itself. Examples: Does the family work on projects at home together? (yard work, garden caring etc.) Are the parents good examples of being community minded? Do their children observe their parents volunteering their services? Is the family involved in church organizations? Does the family encourage their young children to be involved in organizations that promote community? (scouts, 4H, etc.)
Also when reading about community I found it interesting that the Japanese students value listening to others and their reasoning. My students love to share their thinking but are not always polite(good) listeners when others are sharing. Also, I found it interesting how the cultures differ- the culture of the Japanese that they learn from errors, consider that a learner experience which deepens their understanding. I find that my students (in most cases) do not want to risk being wrong.
3. Under what conditions would I apply this material to my own teaching/work?
Reviewing the different types of learning environments reinforced the positives that each environment has to offer. I am more of a balance type teacher. I do not believe in jumping on a particular bandwagon b/c I feel that a combination of approaches reaches more students. The effective teaching examples demonstrated good teaching practices. Keeping that in mind I am encouraged to try to incorporate a variety of learning environments in my own teaching practices.
We have learned the influence our schema has on the way we evaluate or understand a situation and it guides our recall. The learner-centered environment is structured around the student and is sensitive to the knowledge, skills, attitudes and beliefs of the student.
The knowledge-center approach focuses on sense-making. When making sense of a situation we must use reasoning to help draw conclusions. In chapters 11/12 we learned a great deal about problem solving, reasoning, and decision making. This also is included in the community based learning.
2. What am I still not clear on in this week's reading(s)?
I viewed the community-centered environments as being somewhat hard to incorporate at the elementary level. We can invite community people into our school to share their ideas and expertise. I guess another way to incorporate the community center environment is have projects within the school that the students could work on together as a team.
This approach kind of reminds me of student teaching/apprenticeship/internships-a learning environment structure where you learn by doing. I guess I just need to brainstorm ways to incorporate this environment into my teaching style.
I believe many community center ideas for younger students must come from the family itself. Examples: Does the family work on projects at home together? (yard work, garden caring etc.) Are the parents good examples of being community minded? Do their children observe their parents volunteering their services? Is the family involved in church organizations? Does the family encourage their young children to be involved in organizations that promote community? (scouts, 4H, etc.)
Also when reading about community I found it interesting that the Japanese students value listening to others and their reasoning. My students love to share their thinking but are not always polite(good) listeners when others are sharing. Also, I found it interesting how the cultures differ- the culture of the Japanese that they learn from errors, consider that a learner experience which deepens their understanding. I find that my students (in most cases) do not want to risk being wrong.
3. Under what conditions would I apply this material to my own teaching/work?
Reviewing the different types of learning environments reinforced the positives that each environment has to offer. I am more of a balance type teacher. I do not believe in jumping on a particular bandwagon b/c I feel that a combination of approaches reaches more students. The effective teaching examples demonstrated good teaching practices. Keeping that in mind I am encouraged to try to incorporate a variety of learning environments in my own teaching practices.
Monday, April 6, 2009
Chapter 10/13
April 6 Psychology
1. How does this topic fit into what I have learned already in this course?
Both last week’s and this week’s readings had to do with language and how we process it. Last week we read about listening/reading and this week we read about speaking /writing and all the cognitive processes that occur (quickly) in order to be able to speak, read, write, and listen. Common vocabulary often circulates throughout the chapters: background knowledge, schemas, experiences, working memory, phonological loop, visual sketchpad, central executive. Each chapter, no matter what the topic is (language, mental imagery, memory strategies, etc.) –the key ideas keep spiraling around and it is demonstrated how it all links together.
2. What am I still not clear on in this week's reading(s)?
I move my hands a lot when I talk…Motor movements sometimes help us remember a word? Hmmmmm!
This not so much something about what I am not clear on but … Just thinking about my third grade writers and teaching writing, I am amazed third grade students can write after reading this chapter. Writing is such a difficult task for most students (now I can understand why), yet some students are naturals when it comes to writing. Some link good readers to good writers, however I have not found that to always be true. So, do those that seem to have a gift to write…have a more powerful/organized central executive, I guess…
3. Under what conditions would I apply this material to my own teaching/work.
Well, for one the information from this chapter helped me further understand why the task of writing is so difficult. I do use many prewriting activities and a web to help student keep their ideas organized. Students often write a “list” of simple sentences rather than giving one detail and telling more about that detail. I believe I need to do more modeling because some students just need more exposure to using a web to help organize ideas. Revisions…ugh…it is a complex task that, again, I should model for the class over and over before I expect them to do this independently.
1. How does this topic fit into what I have learned already in this course?
Both last week’s and this week’s readings had to do with language and how we process it. Last week we read about listening/reading and this week we read about speaking /writing and all the cognitive processes that occur (quickly) in order to be able to speak, read, write, and listen. Common vocabulary often circulates throughout the chapters: background knowledge, schemas, experiences, working memory, phonological loop, visual sketchpad, central executive. Each chapter, no matter what the topic is (language, mental imagery, memory strategies, etc.) –the key ideas keep spiraling around and it is demonstrated how it all links together.
2. What am I still not clear on in this week's reading(s)?
I move my hands a lot when I talk…Motor movements sometimes help us remember a word? Hmmmmm!
This not so much something about what I am not clear on but … Just thinking about my third grade writers and teaching writing, I am amazed third grade students can write after reading this chapter. Writing is such a difficult task for most students (now I can understand why), yet some students are naturals when it comes to writing. Some link good readers to good writers, however I have not found that to always be true. So, do those that seem to have a gift to write…have a more powerful/organized central executive, I guess…
3. Under what conditions would I apply this material to my own teaching/work.
Well, for one the information from this chapter helped me further understand why the task of writing is so difficult. I do use many prewriting activities and a web to help student keep their ideas organized. Students often write a “list” of simple sentences rather than giving one detail and telling more about that detail. I believe I need to do more modeling because some students just need more exposure to using a web to help organize ideas. Revisions…ugh…it is a complex task that, again, I should model for the class over and over before I expect them to do this independently.
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