How People Learn
Chapter 6 & 7
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1. How does this topic fit into what I have learned already in this course?
These chapters focused on different learning environments such as learner, knowledge, assessment, and community based learning environments. Each of these describes how teachers can design lessons and utilize different approaches to reach diverse learners. Each of the characteristics supports a cognitive concept that we have studied within the cognition book, such as various aspects of memory, and applying different strategies to reach different students. Other cognitive approaches that I was able to relate to these learning environments include deductive reasoning, problem solving, communication and language, creativity, all of which we have discussed this semester in the Cognition book.
2. What am I still not clear on in this week's reading(s)?
The idea of the “mile wide, inch deep” curriculum makes sense to me. We are expected to cover so much material in the time period we have with our students. It is impossible to cover each area in the depth that will help provide full comprehension for children. It did surprise me to know the teaching styles in Japan are teacher centered, I always thought that their whole idea behind education was in the community centered environment, where children learn by working in groups.
3. Under what conditions would I apply this material to my own teaching/work?
I have learned valuable information about different teaching approaches in Chapter 6 and 7. I have come to recognize which one I utilize the most in my classroom and which ones I could maybe implement more of in order to benefit my students. I also now recognize the advantages of each of the approaches and how I can find a way to implement them within my own classroom.
Thursday, April 16, 2009
Thursday, April 9, 2009
Chapter 10 and 13 Reflection
Chapter 10: Language II: Language Production and Bilingualism
Chapter 13: Cognitive Development Throughout the Lifespan
1. How does this topic fit into what I have learned already in this course?
Now that we have covered every chapter in the Cognition textbook, there are many concepts that relate to ideas already discussed in the book. Language development and acquisition is a process that develops from infants throughout childhood, continuing to be mastered even into adulthood. So every cognitive process that people go through can somehow be related to part of their language development.
Chapter 2 introduced us to the characteristics of speech perception, discussing phonemes, context, and theories behind speech perception. Chapter 13 also went into more detail of phoneme production and using context to figure out word meanings. The idea of fast mapping, or using context to make reasonable guess about a words meaning relates to students using their prior knowledge and experience to make decisions, which has been discussed in previous Chapter 12. Language Development also relies heavily on working and long term memory, which was previously discussed in Chapter 4 and 5. Chapter 13 also mentioned Parallel Distributed Processing to discuss children’s overregularizations, affirming that children find understanding in terms of networks that link groups.
2. What am I still not clear on in this week’s readings?
Language acquisition is often said to be the most spectacular of human accomplishments. It is a fascinating process to learn about and to witness. As a Spanish teacher, I am familiar with the process of language development and acquisition, and I also completed my workshop on the topic, so I feel as if I am clear on all of the concepts discussed in these two chapters.
3. Under what conditions would I apply this material to my own teaching?
I can apply the concepts from this chapter as I have come to a better understanding of how children learn language. Individual children differ in the rate at which they master language. Some may pick up on the concepts of language faster than others. It is important for teachers to effectively utilize language and describe things in a variety of ways so that students increase their vocabulary and understanding of the language. Finding common ground is crucial to increasing understanding between teachers and students. Using our language in ways that our students can relate to will enhance their understanding of new concepts. Being aware of the linguistic mistakes of our students will assist us in making corrections that will help their language development for a lifetime.
Chapter 13: Cognitive Development Throughout the Lifespan
1. How does this topic fit into what I have learned already in this course?
Now that we have covered every chapter in the Cognition textbook, there are many concepts that relate to ideas already discussed in the book. Language development and acquisition is a process that develops from infants throughout childhood, continuing to be mastered even into adulthood. So every cognitive process that people go through can somehow be related to part of their language development.
Chapter 2 introduced us to the characteristics of speech perception, discussing phonemes, context, and theories behind speech perception. Chapter 13 also went into more detail of phoneme production and using context to figure out word meanings. The idea of fast mapping, or using context to make reasonable guess about a words meaning relates to students using their prior knowledge and experience to make decisions, which has been discussed in previous Chapter 12. Language Development also relies heavily on working and long term memory, which was previously discussed in Chapter 4 and 5. Chapter 13 also mentioned Parallel Distributed Processing to discuss children’s overregularizations, affirming that children find understanding in terms of networks that link groups.
2. What am I still not clear on in this week’s readings?
Language acquisition is often said to be the most spectacular of human accomplishments. It is a fascinating process to learn about and to witness. As a Spanish teacher, I am familiar with the process of language development and acquisition, and I also completed my workshop on the topic, so I feel as if I am clear on all of the concepts discussed in these two chapters.
3. Under what conditions would I apply this material to my own teaching?
I can apply the concepts from this chapter as I have come to a better understanding of how children learn language. Individual children differ in the rate at which they master language. Some may pick up on the concepts of language faster than others. It is important for teachers to effectively utilize language and describe things in a variety of ways so that students increase their vocabulary and understanding of the language. Finding common ground is crucial to increasing understanding between teachers and students. Using our language in ways that our students can relate to will enhance their understanding of new concepts. Being aware of the linguistic mistakes of our students will assist us in making corrections that will help their language development for a lifetime.
Friday, April 3, 2009
Chapter 9: The Nature of Language
Chapter 9: The Nature of Language
1. This chapter relates to what we have already learned in this course in several ways. The general idea that all of our cognitive processes are interrelated is emphasized again as we discuss our language development. We rely on other cognitive process such as our memory, both working and long term, to understand the meaning behind words in our language. Another aspect that was mentioned again in chapter 9 is the negative wording of our language having an effect on comprehension and processing of new information. Where as statements worded in a positive manner are easier to process and understand.
2. I understand the basic idea of the passive voice and the nested structures. But it is difficult to explain where the true difference in the two lies. And what exactly sets them apart from each other. I understand that the passive voice is not using direct statements, or being more passive. Just as a passive person that does not speak in a direct, “matter of fact” manner or as straight forward as an active form of communication. But both refer to putting extra, unnecessary wording or phrasing within the text. In general, they both refer to “beating around the bush” and in either way we need “get to the point” in order to enhance the comprehension of those listening to us.
3. In general the information in this chapter about language directly relates to my subject area- teaching foreign language. I have learned some important information in this chapter that I can now utilize in my classes in: The Factors that can affect comprehension. I need to work on these! All of these factors can be summed up with a “KISS” – Keep it simple stupid! Be direct, and eliminate extra, unnecessary wording when talking with students. We can also bring our awareness of these concepts to our students too. Make them aware of how their own language can affect their comprehension and encourage them to be more direct when making statements themselves.
1. This chapter relates to what we have already learned in this course in several ways. The general idea that all of our cognitive processes are interrelated is emphasized again as we discuss our language development. We rely on other cognitive process such as our memory, both working and long term, to understand the meaning behind words in our language. Another aspect that was mentioned again in chapter 9 is the negative wording of our language having an effect on comprehension and processing of new information. Where as statements worded in a positive manner are easier to process and understand.
2. I understand the basic idea of the passive voice and the nested structures. But it is difficult to explain where the true difference in the two lies. And what exactly sets them apart from each other. I understand that the passive voice is not using direct statements, or being more passive. Just as a passive person that does not speak in a direct, “matter of fact” manner or as straight forward as an active form of communication. But both refer to putting extra, unnecessary wording or phrasing within the text. In general, they both refer to “beating around the bush” and in either way we need “get to the point” in order to enhance the comprehension of those listening to us.
3. In general the information in this chapter about language directly relates to my subject area- teaching foreign language. I have learned some important information in this chapter that I can now utilize in my classes in: The Factors that can affect comprehension. I need to work on these! All of these factors can be summed up with a “KISS” – Keep it simple stupid! Be direct, and eliminate extra, unnecessary wording when talking with students. We can also bring our awareness of these concepts to our students too. Make them aware of how their own language can affect their comprehension and encourage them to be more direct when making statements themselves.
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