WHAT
In class today we talked about cognitive process which works similarly to a computer. Sensory Register has unlimited storage capacity and the information stored in it can be lost within 2-3 seconds. In order to have students come out of the sensory register you have to have their attention. This brings them into their working memory which is short duration and it has a limited storage unit. In order for students to store information into their long term memory the process encoding has to come into play. Encoding is the process of fixing or modifying the knowledge. The long-term memory is where we want our students to store the information we are teaching them. Long-term memory has unlimited capacity and unlimited duration. There are three types of long term memory. The first is Declarative/semantic: Factual knowledge, the second is Procedural: "How to" knowledge, and last is Episodic: Event/picture memories knowledge. Some strategies for Encoding information is: Rehearsal, Meaningful learning, organization, elaboration, visual imagery, and mnemonics. Effects: Primacy- 1st thing you learn sticks. Recency- Last thing you learn sticks. A positive transfer facilitates new knowledge. A negative transfer inhibits new knowledge. Some test reviewing strategies are: Identifying important information, taking notes, retrieving relevant prior knowledge, organizing, elaborating, and summarizing.
SO WHAT
Learning about cognitive process now tells us that we need to teach the students in a way so they can store the new information in their long term memory. Therefore, we need to catch their attention and keep it. Then we need to use the process of encoding to make it possible for our students to store the information in their long term memory. If we can learn to teach every single lesson that way our students would rarely forget the information we taught. How great would that be for assessments? We need to get the strategies down for encoding information. If we could use these strategies each time we do a lesson our students would benefit extremely from it. We need to make sure that we are making our lessons interesting for the student and meaningful for the student. We also need to make sure that we are teaching students all of the effective study/review skills.
NOW WHAT
Knowing this about cognitive process, I now can better help my students in my future classroom. I am going to memorize all of the strategies, meanings, and skills needed for each of them. Knowing all of these strategies will help me accomplish my goal, which is teaching the students to the best of my abilities. My number one goal is having students enjoy, love, and store anything they learn in my class. This is not an easy goal to accomplish but I am going to try my best to accomplish it. Students need to know the strategies for reviewing, studying. I wish I would have known them when I was growing up. I knew a few but not all. I am going to have my students practice these strategies daily in different ways to help them be able to study and review things effectively on their own.
Tuesday, October 28, 2008
Friday, October 24, 2008
Extra Credit. Fertile Mind article reflection
This was an interesting article. It was kind of hard to understand but what I got out of it was that the brain is growing and working way before the baby is born. This is why the baby can recognize the mother and fathers voice when they are newborns. They are already developing and they have a 100 billion neurons at birth. Infants learn so quickly and this is a reason for that rapid growth. I liked how the article said, "Of all the discoveries that have poured out of neuroscience labs in recent years, the finding that the electrical activity of brain cells changes the physical structure of the brain is perhaps the most breathtaking." because this tells us that this is a major discovery and should not be taken lightly. We need to start teaching and showing our babies things to enhance their minds. They are capable of so much more than we think. Sensory experiences are what will shape the childs brain. Remember that!
Extra Credit Race/Gender test
This was a fun test to take. It was kind of stressful for me because you couldn't take your time. I am a person who likes to go slow and think before answering. The results didn't seem very accurate to me but maybe that's because I don't know myself as well as I thought. For the race test I felt bad about my results because they said that I strongly preferred white people over black people. I don't feel that way at all, but I can see why I might have answered slower on some because I have lived in a majority white community so to see black people it is kind of different. Don't get me wrong every person that I have met that are black have been amazing people, I just haven't had the opportunity to meet very many different ethnicity's. I'd love to have the opportunity to travel and do that.
The Gender test was funny because subconsciously I was thinking about the common norm how males career/ women family. My results were a slight association of Female with CAREER and Male with FAMILY compared to Male with CAREER and Female with FAMILY. Which is crazy because I would have felt like it was either opposite or pretty equal. I am with the 6% of people that took that test. Most people associated males with career and females with family. My results surprised me on both tests. That is why I believe these tests weren't very accurate.
The Gender test was funny because subconsciously I was thinking about the common norm how males career/ women family. My results were a slight association of Female with CAREER and Male with FAMILY compared to Male with CAREER and Female with FAMILY. Which is crazy because I would have felt like it was either opposite or pretty equal. I am with the 6% of people that took that test. Most people associated males with career and females with family. My results surprised me on both tests. That is why I believe these tests weren't very accurate.
Tuesday, October 14, 2008
Ch. 3 Personal and Social Development Learning log
WHAT
In class we learned that Social Development has to do with; personality-behavior, temperament-emotions-reactions. These will effect our classroom. We also talked about Sense of Self which is the way that we see ourselves. Past experiences form our sense of self. Developmental change is another subject we went over. The three different stages of development are; childhood, early adolescence, and adolescence. In the childhood stage we are fairly optimistic about ourselves. Early adolescence we are fairly negative about ourselves. In adolescence our self image levels off. We learned Erikson's eight stages of development: 1. Bun- Trust vs. Mistrust, 2. Shoe- (Autonomy vs. shame, 3. Tree- Initiative vs. guilt, 4. Door- Industry vs. inferiority, 5. Hive- Identity vs. Role confusion, 6. Sticks- Intimacy vs. Isolation, 7. Heaven- Generativity vs. stagnation, and 8. Gate- Integrity vs. despair. We also learned about Kohlberg's Moral Development his three stages are: 1. Preconventional- Behave because we don't want to get punished/exchange of a favor. 2. Conventional- Good recognition, Law and order/ a rule is a rule. 3. Postconventional- Social contract/ Universal Ethical principle. We also talked about emotional Intelligence which is understanding when emotions are appropriate. We need a balance between our emotional mind and our rational mind.
SO WHAT
Personality behavior is vital for us to know because the personality of the students is going to effect the classroom severely in a negative or positive way. Sense of self is going to be how our students view themselves differently. The stage of development of ones self that our students will be in is the Childhood stage. Therefore, our students for the most part will feel optimistic about themselves. Out of the eight Erikson's stages most of our students will be in the Industry vs. Inferiority which means that we need to give our students a lot of praise and rewards. They don't need negative reinforcement and the don't need to always hear what they did wrong and what they need to change. In Kohlberg's moral development our students will probably be in the preconventional and conventional stages. We need to recognize that there is different levels of emotional development and some students will be able to know how to control their emotions with no problem. Others may not and that is where we come in.
NOW WHAT
I took in a lot while listening to this lesson and I was thinking as we went through these things as a class of how to use and apply them to my future classes. In my classroom I know I am going to have many students with different personalities and I need to have a plan on how to handle each one of them. As a teacher I want to help build my students sense of self confidence up, not bring it down. Therefore, I am going to reward, give positive feedback when appropriate, and never criticize their ideas and views. This will be hard because most of us react differently when we hear someone say the wrong answer, we automatically want to say no and snap back with the right answer. This also goes along with Industry vs. Inferiority which is the Erikson's stage they will most likely be at. Since our students will either be at the Preconventional and conventional stage we will need to teach them with what stage they are not at. For example if a student is at the Preconventional level (behaves because afraid of being punished, exchange for a favor) we need to slowly teach them about the conventional stage (Good recognition, law and order, a rule is a rule.) This will help them develop to that next stage. We also need to teach our students how to manage, control, and use certain emotions. This will help our students who may be struggling with this understand how to accomplish that. Learning when emotions are appropriate is a great life skill and will help them throughout their whole lives.
In class we learned that Social Development has to do with; personality-behavior, temperament-emotions-reactions. These will effect our classroom. We also talked about Sense of Self which is the way that we see ourselves. Past experiences form our sense of self. Developmental change is another subject we went over. The three different stages of development are; childhood, early adolescence, and adolescence. In the childhood stage we are fairly optimistic about ourselves. Early adolescence we are fairly negative about ourselves. In adolescence our self image levels off. We learned Erikson's eight stages of development: 1. Bun- Trust vs. Mistrust, 2. Shoe- (Autonomy vs. shame, 3. Tree- Initiative vs. guilt, 4. Door- Industry vs. inferiority, 5. Hive- Identity vs. Role confusion, 6. Sticks- Intimacy vs. Isolation, 7. Heaven- Generativity vs. stagnation, and 8. Gate- Integrity vs. despair. We also learned about Kohlberg's Moral Development his three stages are: 1. Preconventional- Behave because we don't want to get punished/exchange of a favor. 2. Conventional- Good recognition, Law and order/ a rule is a rule. 3. Postconventional- Social contract/ Universal Ethical principle. We also talked about emotional Intelligence which is understanding when emotions are appropriate. We need a balance between our emotional mind and our rational mind.
SO WHAT
Personality behavior is vital for us to know because the personality of the students is going to effect the classroom severely in a negative or positive way. Sense of self is going to be how our students view themselves differently. The stage of development of ones self that our students will be in is the Childhood stage. Therefore, our students for the most part will feel optimistic about themselves. Out of the eight Erikson's stages most of our students will be in the Industry vs. Inferiority which means that we need to give our students a lot of praise and rewards. They don't need negative reinforcement and the don't need to always hear what they did wrong and what they need to change. In Kohlberg's moral development our students will probably be in the preconventional and conventional stages. We need to recognize that there is different levels of emotional development and some students will be able to know how to control their emotions with no problem. Others may not and that is where we come in.
NOW WHAT
I took in a lot while listening to this lesson and I was thinking as we went through these things as a class of how to use and apply them to my future classes. In my classroom I know I am going to have many students with different personalities and I need to have a plan on how to handle each one of them. As a teacher I want to help build my students sense of self confidence up, not bring it down. Therefore, I am going to reward, give positive feedback when appropriate, and never criticize their ideas and views. This will be hard because most of us react differently when we hear someone say the wrong answer, we automatically want to say no and snap back with the right answer. This also goes along with Industry vs. Inferiority which is the Erikson's stage they will most likely be at. Since our students will either be at the Preconventional and conventional stage we will need to teach them with what stage they are not at. For example if a student is at the Preconventional level (behaves because afraid of being punished, exchange for a favor) we need to slowly teach them about the conventional stage (Good recognition, law and order, a rule is a rule.) This will help them develop to that next stage. We also need to teach our students how to manage, control, and use certain emotions. This will help our students who may be struggling with this understand how to accomplish that. Learning when emotions are appropriate is a great life skill and will help them throughout their whole lives.
Monday, October 13, 2008
Piaget's 3 tests
I did Piaget's 3 different tests to an eight year old boy who has autism. The first test that I did was with playdoh. I had two of the same sizes and colors of playdoh. I asked him if they were the same size. He said, "yes." Then I smashed one of the balls of playdoh down and asked if they were still the same size. He then said, "Uh huh, yes."
The next test I did was with two of the same size markers but they were different colors. I put them next to each other and asked him if they were the same size. He said, "yes." I then pulled one of the markers over and asked him if they were still the same size. At first he said, "uh no." but then he corrected himself and said, "oh yes." So I said, "Why" He said, "because they are the same markers still."
The last test I did was with circle tokens. I lined up five red tokens in a row spaced equally with five green tokens in another row. I asked him if there were the same amount of red tokens as they were green. He said, "yes" so then I pulled the red tokens farther apart from each other so that they were matching up with the green tokens. I asked him if there were still the same amount of red as green tokens. He said, "uh huh, yes." I asked why. He said, "because they are still the same."
I was really proud of him. I thought that he did an excellent job on the tests. I didn't know how he would do but he is very intelligent so I knew I could perform these tests with him and he would be able to answer the questions I asked him. This was interesting to me to watch because it is crazy how they think. It would be fun to do it to many different kids that are different ages and see the change of levels and capabilities each one of them would have.
The next test I did was with two of the same size markers but they were different colors. I put them next to each other and asked him if they were the same size. He said, "yes." I then pulled one of the markers over and asked him if they were still the same size. At first he said, "uh no." but then he corrected himself and said, "oh yes." So I said, "Why" He said, "because they are the same markers still."
The last test I did was with circle tokens. I lined up five red tokens in a row spaced equally with five green tokens in another row. I asked him if there were the same amount of red tokens as they were green. He said, "yes" so then I pulled the red tokens farther apart from each other so that they were matching up with the green tokens. I asked him if there were still the same amount of red as green tokens. He said, "uh huh, yes." I asked why. He said, "because they are still the same."
I was really proud of him. I thought that he did an excellent job on the tests. I didn't know how he would do but he is very intelligent so I knew I could perform these tests with him and he would be able to answer the questions I asked him. This was interesting to me to watch because it is crazy how they think. It would be fun to do it to many different kids that are different ages and see the change of levels and capabilities each one of them would have.
Monday, October 6, 2008
Ch. 2 Cognitive Development Learning Log
WHAT
In class today we talked about the different parts of the brain. Here is a list of the parts I remember; Dendrites- Pull in information, Synapse- Space between the Axon and Dendrites, Soma- Cell center, Axon- Transfers information, and Neurons grow rapidly before birth. Birth-3 yrs. Have twice as many connections as we do. 3-12 are getting rid of synapses they don't need. 12-19 Neurons grow and synapse duplicate. Adulthood is when we specialize our brains. Then we talked about Jean Piaget and his Stages of Development. Piaget is more nature. These are Sensorimotor(0-2) Preoperational (2-7) Concrete Operational (7-11) Formal Operational (12 +). The one bad thing we learned about Piaget stages is that each student learns at a different rate. After learning about Piaget we learned about Lev Vygotsky. Lev is more nurture. He believes in interacting with other people is how we learn. People with different backgrounds will have a different view and understanding of things. Vygotsky believes in a Zone of Proximal Development. This is when a student is able to have learned something and may need a little bit of instruction from a teacher. Homogeneous grouping is grouping kids with the same skills up. Heterogeneous grouping is a mix of kids with different levels grouped up. Vygotsky says to do both Homogeneous and Heterogeneous grouping.
SO WHAT
Learning about the brain is very important because all of the different parts have certain jobs. Children's brains will develop at different levels depending on age and experience so it is important to see why they are developing slower or faster. Piaget's levels of development are good to know because they give us an idea on what our students will be able to accomplish generally. We still need to understand and realize that all students learn at different rates and are at different levels in their learning. Vygotsky helps us realize the importance of learning by social interaction. Group projects would be great for students. Vygotsky helps us understand that each student is going to be on a different level because they have had a different background. This helps us as teachers understand that our students have been raised differently therefore, some will know more/less than others. Having a balance of Homogeneous and Heterogeneous grouping is crucial. Some students will need that time to be with students who are on the same level as them and they also need that time with students who are more/less advanced then them. This helps students to interact with everyone in the class and learn from each other.
NOW WHAT
Learning about Piaget and Vygotsky was great because I saw two different theories that both made sense to me. I agree with Piaget because to a certain point we do all go through each one of those stages at particular times in our lives. As teachers we need to realize this and teach age level appropriate material to our students in our classroom. When I become a teacher that will be interesting to see the different levels each of my students will have and watch them improve and become more advanced throughout the year. I also agree with Vygotsky because I totally believe that different backgrounds play a major role in what kids know. Knowing this now will help me later when I am teaching because I will better understand and be more willing to help children who are struggling in a particular area or subject. I will do group work and individual work in my classroom because I know the importance of both. Grouping the students with their different levels is very beneficial to them because it helps the more advanced explain things and teach the lower leveled students. As they do this the lower level students start to progress and become more advanced. Putting students in homogeneous groups (same level) helps each student build confidence and understand the material being taught. Class unity is a big thing I am going to stress because team work is what will make the difference in grouping and things. I loved this lesson and thought that it was very beneficial to know these things for the future.
In class today we talked about the different parts of the brain. Here is a list of the parts I remember; Dendrites- Pull in information, Synapse- Space between the Axon and Dendrites, Soma- Cell center, Axon- Transfers information, and Neurons grow rapidly before birth. Birth-3 yrs. Have twice as many connections as we do. 3-12 are getting rid of synapses they don't need. 12-19 Neurons grow and synapse duplicate. Adulthood is when we specialize our brains. Then we talked about Jean Piaget and his Stages of Development. Piaget is more nature. These are Sensorimotor(0-2) Preoperational (2-7) Concrete Operational (7-11) Formal Operational (12 +). The one bad thing we learned about Piaget stages is that each student learns at a different rate. After learning about Piaget we learned about Lev Vygotsky. Lev is more nurture. He believes in interacting with other people is how we learn. People with different backgrounds will have a different view and understanding of things. Vygotsky believes in a Zone of Proximal Development. This is when a student is able to have learned something and may need a little bit of instruction from a teacher. Homogeneous grouping is grouping kids with the same skills up. Heterogeneous grouping is a mix of kids with different levels grouped up. Vygotsky says to do both Homogeneous and Heterogeneous grouping.
SO WHAT
Learning about the brain is very important because all of the different parts have certain jobs. Children's brains will develop at different levels depending on age and experience so it is important to see why they are developing slower or faster. Piaget's levels of development are good to know because they give us an idea on what our students will be able to accomplish generally. We still need to understand and realize that all students learn at different rates and are at different levels in their learning. Vygotsky helps us realize the importance of learning by social interaction. Group projects would be great for students. Vygotsky helps us understand that each student is going to be on a different level because they have had a different background. This helps us as teachers understand that our students have been raised differently therefore, some will know more/less than others. Having a balance of Homogeneous and Heterogeneous grouping is crucial. Some students will need that time to be with students who are on the same level as them and they also need that time with students who are more/less advanced then them. This helps students to interact with everyone in the class and learn from each other.
NOW WHAT
Learning about Piaget and Vygotsky was great because I saw two different theories that both made sense to me. I agree with Piaget because to a certain point we do all go through each one of those stages at particular times in our lives. As teachers we need to realize this and teach age level appropriate material to our students in our classroom. When I become a teacher that will be interesting to see the different levels each of my students will have and watch them improve and become more advanced throughout the year. I also agree with Vygotsky because I totally believe that different backgrounds play a major role in what kids know. Knowing this now will help me later when I am teaching because I will better understand and be more willing to help children who are struggling in a particular area or subject. I will do group work and individual work in my classroom because I know the importance of both. Grouping the students with their different levels is very beneficial to them because it helps the more advanced explain things and teach the lower leveled students. As they do this the lower level students start to progress and become more advanced. Putting students in homogeneous groups (same level) helps each student build confidence and understand the material being taught. Class unity is a big thing I am going to stress because team work is what will make the difference in grouping and things. I loved this lesson and thought that it was very beneficial to know these things for the future.
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