Reviewing my course contract was interesting, because I had forgotten all I had promised to do. So far my goals remain the same, and so far I am right on track to accomplishing all 3! Although, I have to honestly admit I am a little lax on class prep… I know, I know this is the part that helps me succeed in my goals, but time is quite short these days and sometimes I have to pick and choose what I can really accomplish during the week. Even though I am not preparing as much as I would like, I still feel I am learning significantly through chapter guides and class work-- so I feel okay about prep, just not amazing.
Study strategies are good, at least I felt so after the first test (what a relief!). I have never been a great test taker, but in the last two years I have developed ways that help me get decent grades (you don’t want to know what my test grades were before then!).
If there is anything I really need to change is the fact that I am doing most my homework the night before class, I am such a procrastinator-- this is not because I am lazy (trust me I wish I were) but because I have soo much to do it can be overwhelming (sometimes I cry). Overall I am satisfied with the progress of my contract, and although I could be a little more prepared I still feel I am doing quite well with all the other things in my life.
Wednesday, February 25, 2009
Chapter 6
What:
Chapter 6 covered the majority of how people remember and learn material, or as the chapter is named, "Learning and Cognitive Processes." While evaluating the process of learning the chapter reviews "The Model of Human Memory," which includes sensory register, attention, working (short-term) memory, and long-term memory. The sensory register is the component of memory that holds the information you receive, the input of info unencoded. The "attention" is the first step to encoding information and the chapter describes it as "Whatever people mentally pay attention to moves into working memory." Thus, what we focus on will be placed into short term memory. Working (short-term) memory is where we hold and actively think about a limited amount of information-- info stored here doesn't last long unless we do something with it that will place it in long-term memory. Long-term memory is the part that stores information for a relatively long time, and its capacity can hold as much info as the learner needs.
Although the majority of the chapter covered how memory works, it continued by explaining how people learn concepts and knowledge. The chapter reasoned that to learn and remember something effectively, we must give it our undivided attention-- or we must mentally focus on it and temporarily make it the center of our cognitive world.
So What:
I found the chapter very interesting and enlightening. I feel it is an excellent resource to better understanding my own metacognition, but also for future referencing in formulating lesson plans and other ways for providing knowledge to student's memory. As a teacher I need to ensure that learners are placing material into long-term memory status, and the better I understand how long-term memory functions the more likely I will be able to succeed.
Now What:
Understanding these principle ideas will help me develop future lesson plans and strategies to help my students remember. Practicing many types learning and memorizing strategies with students in the classroom on a regular basis will help to highten and enhance their learning and retrieval skills. As a teacher I must continually emphasize the importance of understanding classroom subject matter, helping them make many memory ties so that it is easily accessable when needed, because-- what good am I as a teacher if I can not help my students remember and retrieve the information that I have previously taught?
Chapter 6 covered the majority of how people remember and learn material, or as the chapter is named, "Learning and Cognitive Processes." While evaluating the process of learning the chapter reviews "The Model of Human Memory," which includes sensory register, attention, working (short-term) memory, and long-term memory. The sensory register is the component of memory that holds the information you receive, the input of info unencoded. The "attention" is the first step to encoding information and the chapter describes it as "Whatever people mentally pay attention to moves into working memory." Thus, what we focus on will be placed into short term memory. Working (short-term) memory is where we hold and actively think about a limited amount of information-- info stored here doesn't last long unless we do something with it that will place it in long-term memory. Long-term memory is the part that stores information for a relatively long time, and its capacity can hold as much info as the learner needs.
Although the majority of the chapter covered how memory works, it continued by explaining how people learn concepts and knowledge. The chapter reasoned that to learn and remember something effectively, we must give it our undivided attention-- or we must mentally focus on it and temporarily make it the center of our cognitive world.
So What:
I found the chapter very interesting and enlightening. I feel it is an excellent resource to better understanding my own metacognition, but also for future referencing in formulating lesson plans and other ways for providing knowledge to student's memory. As a teacher I need to ensure that learners are placing material into long-term memory status, and the better I understand how long-term memory functions the more likely I will be able to succeed.
Now What:
Understanding these principle ideas will help me develop future lesson plans and strategies to help my students remember. Practicing many types learning and memorizing strategies with students in the classroom on a regular basis will help to highten and enhance their learning and retrieval skills. As a teacher I must continually emphasize the importance of understanding classroom subject matter, helping them make many memory ties so that it is easily accessable when needed, because-- what good am I as a teacher if I can not help my students remember and retrieve the information that I have previously taught?
Wednesday, February 11, 2009
Chapter 3 Learning Log
Chapter 3
What:
During chapter 3 I learned about student relationships, their emotional needs and their developmental stages while in my classroom. We discussed in class the needs that students have because of a particular stage that may impact their learning abilities. Although, we as a class agreed that there are not any set of stages that all people transcend in the exact way and order, we did agree that the stages are applicable to most peoples growth physically and mentally. In chapter 3 we learned about Erickson's 8 stages of development: 1. Trust vs. Mistrust (infancy), 2. Autonomy vs. shame and doubt (toddler), 3. Initiative vs. guilt (preschool), 4. Industry vs. inferiority (elementary), 5. Identity vs. role confusion (adolescence), 6. Intimacy vs. isolation (young adult), 7. Generativity vs. stagnation (middle age), 8. Integrity vs. despair (retirement).
As we learned about Erickson's cognitive development stages, we also learned Kohlberg's morality developmental stages: 1. Preconventional - a. Punishment, obedience and avoidance. b. Exchange of favors, 2. Conventional- a. Good girl/ boy. b. Law and Order, 3. Postconventional- a. Societal Contract. b. Universal Ethics. Previously in chapter two we discussed two other theorists ideas of development, by which we compared and contrasted the four in class.
So what?
I feel the theories of development are important to understand as a future teacher, because I need to understand what my students are capable of mentally, emotionally, and physically in my classroom. I can not help my students grow into adults if I do not understand what their mental or emotional capabilities are while I am teaching them. As an educator I am a portal for my students into their adulthood, and I want to make that transition smoothly for my students but also make them capable for the adult world.
Now What?
My mother-in-law (and ESL teacher) and I had a discussion on the theories and how they are applicable in the classroom. She explained that she has struggling students who simply can not do one thing or the other, and she she said the best tool for her was to relate back to the theories of developmental stages to understand where those struggling students are mentally. She continued explaining knowing the theories helped her help those students, and place them with the appropriate lessons and work.
Once I talked to her I understood how I might apply the developmental stages in my own classrooms. When I have a struggling student I will obviously use "differentiation" strategies but how can I really understand why they struggle without having a concept of their mental or emotional developmental capabilities? I think as a teacher understanding the student's needs in the classroom will be the most beneficial to their learning, and to my teaching practices. I hope that with the knowledge of the theories in developmental stages, I can give and support my students with their personal appropriate learning tools.
What:
During chapter 3 I learned about student relationships, their emotional needs and their developmental stages while in my classroom. We discussed in class the needs that students have because of a particular stage that may impact their learning abilities. Although, we as a class agreed that there are not any set of stages that all people transcend in the exact way and order, we did agree that the stages are applicable to most peoples growth physically and mentally. In chapter 3 we learned about Erickson's 8 stages of development: 1. Trust vs. Mistrust (infancy), 2. Autonomy vs. shame and doubt (toddler), 3. Initiative vs. guilt (preschool), 4. Industry vs. inferiority (elementary), 5. Identity vs. role confusion (adolescence), 6. Intimacy vs. isolation (young adult), 7. Generativity vs. stagnation (middle age), 8. Integrity vs. despair (retirement).
As we learned about Erickson's cognitive development stages, we also learned Kohlberg's morality developmental stages: 1. Preconventional - a. Punishment, obedience and avoidance. b. Exchange of favors, 2. Conventional- a. Good girl/ boy. b. Law and Order, 3. Postconventional- a. Societal Contract. b. Universal Ethics. Previously in chapter two we discussed two other theorists ideas of development, by which we compared and contrasted the four in class.
So what?
I feel the theories of development are important to understand as a future teacher, because I need to understand what my students are capable of mentally, emotionally, and physically in my classroom. I can not help my students grow into adults if I do not understand what their mental or emotional capabilities are while I am teaching them. As an educator I am a portal for my students into their adulthood, and I want to make that transition smoothly for my students but also make them capable for the adult world.
Now What?
My mother-in-law (and ESL teacher) and I had a discussion on the theories and how they are applicable in the classroom. She explained that she has struggling students who simply can not do one thing or the other, and she she said the best tool for her was to relate back to the theories of developmental stages to understand where those struggling students are mentally. She continued explaining knowing the theories helped her help those students, and place them with the appropriate lessons and work.
Once I talked to her I understood how I might apply the developmental stages in my own classrooms. When I have a struggling student I will obviously use "differentiation" strategies but how can I really understand why they struggle without having a concept of their mental or emotional developmental capabilities? I think as a teacher understanding the student's needs in the classroom will be the most beneficial to their learning, and to my teaching practices. I hope that with the knowledge of the theories in developmental stages, I can give and support my students with their personal appropriate learning tools.
Subscribe to:
Posts (Atom)