1.How does this topic fit into what I have learned already in this course?
From the text book cognition I learned the cognitive processes and the skills needed to think and store information to help me in decision making, solve problems, and learn a second language. This week’s reading emphasizes how I can utilize technology to enhance the cognitive skills stated and develop higher level thinking. Computer scaffolding assists learners to support problem solving in mathematics, writing, and sciences by including real-world problems in to the learning environment. Technology also decreases the time teachers spend to give their students’ feedback; in an interactive computer application environment students suggest their answers or propose a solution, and teachers can give them feedback without giving up the answers to encourage students find more solutions to promote higher level thinking.
2.What am I still not clear on in this week's reading(s)?
In most readings including this week’s reading, some researchers argue that technology is a waste of time for teachers as well as students, in another way many other researchers support the presence of technology creates environments for students to develop higher level of thinking. I wonder what type of research needs to be done to convince some teachers that technology or computer supported instructions are supportive.
3.Under what conditions would I apply this material to my own teaching/work?
I have always used computers to train applications, for me education and computers are inseparable. Even if I teach other materials I would promote the use of computers and internet to complete assignments. For example if I am teaching use critical thinking in buying a computer I would send students to first learn the words associated with purchasing computers; memory, hard drive, CDROM, frequency online and write down three different definitions for each, and after that go online and look for computers that have most of the qualities that we discussed in class and evaluate what is worth for our money.
Wednesday, April 22, 2009
Thursday, April 16, 2009
How people learn Chapter 6 and 7(The Design of Learning Environments, Effective Teaching: Examples in History, Mathematics and Science)
1. How does this topic fit into what I have learned already in this course?
Cognitive processes perception, working memory, long-term memory, Metacognition, mental imagery are all put into consideration when we design instruction. In this week reading the design of learning environment and effective teaching learner-centered, knowledge-centered, assessment –centered and community –centered learning environments are introduced and how each environment is linked to different types of cognitive skills. The next chapter deals with how to teach different disciplines in relation to teaching methods in different subject areas like math, history and science. This chapter relates to our text with the cognitive skills students utilize to understand and practice the above subjects.
2. What am I still not clear on in this week's reading(s)?
I don’t think there is a distinct difference between learner centered and knowledge centered environments, they should go together, or I think knowledge centered should include learner-centered. When we try to implement knowledge-centered learning, we should consider learner-centered to understand the cultural values and past experiences of the students.
3. Under what conditions would I apply this material to my own teaching/work?
I think community-centered learning environment can be used in any conditions in academic environment as well as training environment; when people share or discuss their opinions, information or a certain skill flows among students with different backgrounds; students can benefit a great deal.
Cognitive processes perception, working memory, long-term memory, Metacognition, mental imagery are all put into consideration when we design instruction. In this week reading the design of learning environment and effective teaching learner-centered, knowledge-centered, assessment –centered and community –centered learning environments are introduced and how each environment is linked to different types of cognitive skills. The next chapter deals with how to teach different disciplines in relation to teaching methods in different subject areas like math, history and science. This chapter relates to our text with the cognitive skills students utilize to understand and practice the above subjects.
2. What am I still not clear on in this week's reading(s)?
I don’t think there is a distinct difference between learner centered and knowledge centered environments, they should go together, or I think knowledge centered should include learner-centered. When we try to implement knowledge-centered learning, we should consider learner-centered to understand the cultural values and past experiences of the students.
3. Under what conditions would I apply this material to my own teaching/work?
I think community-centered learning environment can be used in any conditions in academic environment as well as training environment; when people share or discuss their opinions, information or a certain skill flows among students with different backgrounds; students can benefit a great deal.
Wednesday, April 8, 2009
Reflection chapter10,13
1. How does this topic fit into what I have learned already in this course?
Language comprehension utilizes almost all cognitive processes I have learned so far. It starts with perception in chapter 2 in visual and auditory as well as attention and consciousness: when we start with perception in visual and auditory, we start with first reading or listening to a word or a letter to be able to comprehend. When we come to attention, we either have to use selective or divided attention when we hear a word. Consciousness is how we perceive the world around us this has major contribution on how we comprehend a word or a sentence. Language comprehension also utilizes working and long-term memory to understand what we read with working memory aiding current reading and long-term memory aiding what we know from the past to attach the new information. When we come to mental imagery, we try to picture or draw a diagram in our minds what we read to help us comprehend; and with general knowledge, our organized knowledge about the world assist us in comprehending what we are reading or listening. So language comprehension utilizes almost all of cognitive processes we’ve covered so far. Chapter 10 extends from 9 that dealt with comprehension. Chapter 10 emphasizes language production: speaking, writing, bilingualism that relays on comprehension because we cannot produce language if we cannot comprehend in that language, it also require several cognitive steps to speak, write and learn another language as well.
2. What am I still not clear on in this week's reading(s)?
The text indicates that bilinguals have advantage compared to monolinguals in so many ways, I think there proficiency plays a role, if you learn a second language for about3yrs or so there is no way you can write like the natives unless we are trained to speak, read, write parallel with the first language starting 1st grade. My question: if you cannot write like the natives I don’t see the advantage.
3. Under what conditions would I apply this material to my own teaching/work?
No wonder writhing is difficult; it requires all the cognitive skills we have covered so far. When creating a writing assignment, I will try to follow and implement the steps indicated in our text starting pre-writing, revising and understanding my audiences.
This is difficult because I don’t teach. But if I have children in near future I might think about sending them for second language lessons at a very young age.
Language comprehension utilizes almost all cognitive processes I have learned so far. It starts with perception in chapter 2 in visual and auditory as well as attention and consciousness: when we start with perception in visual and auditory, we start with first reading or listening to a word or a letter to be able to comprehend. When we come to attention, we either have to use selective or divided attention when we hear a word. Consciousness is how we perceive the world around us this has major contribution on how we comprehend a word or a sentence. Language comprehension also utilizes working and long-term memory to understand what we read with working memory aiding current reading and long-term memory aiding what we know from the past to attach the new information. When we come to mental imagery, we try to picture or draw a diagram in our minds what we read to help us comprehend; and with general knowledge, our organized knowledge about the world assist us in comprehending what we are reading or listening. So language comprehension utilizes almost all of cognitive processes we’ve covered so far. Chapter 10 extends from 9 that dealt with comprehension. Chapter 10 emphasizes language production: speaking, writing, bilingualism that relays on comprehension because we cannot produce language if we cannot comprehend in that language, it also require several cognitive steps to speak, write and learn another language as well.
2. What am I still not clear on in this week's reading(s)?
The text indicates that bilinguals have advantage compared to monolinguals in so many ways, I think there proficiency plays a role, if you learn a second language for about3yrs or so there is no way you can write like the natives unless we are trained to speak, read, write parallel with the first language starting 1st grade. My question: if you cannot write like the natives I don’t see the advantage.
3. Under what conditions would I apply this material to my own teaching/work?
No wonder writhing is difficult; it requires all the cognitive skills we have covered so far. When creating a writing assignment, I will try to follow and implement the steps indicated in our text starting pre-writing, revising and understanding my audiences.
This is difficult because I don’t teach. But if I have children in near future I might think about sending them for second language lessons at a very young age.
Thursday, April 2, 2009
Chapter-9 Reflection (Language I: Introduction to Language and Language Comprehension)
1. How does this topic fit into what I have learned already in this course?
Language comprehension utilizes almost all cognitive processes I have learned so far. It starts with perception in chapter 2 in visual and auditory as well as attention and consciousness: when we start with perception in visual and auditory, we start with first reading or listening to a word or a letter to be able to comprehend. When we come to attention, we either have to use selective or divided attention when we hear a word. Consciousness is how we perceive the world around us this has major contribution on how we comprehend a word or a sentence. Language comprehension also utilizes working and long-term memory to understand what we read with working memory aiding current reading and long-term memory aiding what we know from the past to attach the new information. When we come to mental imagery, we try to picture or draw a diagram in our minds what we read to help us comprehend; and with general knowledge, our organized knowledge about the world assist us in comprehending what we are reading or listening. So language comprehension utilizes almost all of cognitive processes we’ve covered so far.
2. What am I still not clear on in this week's reading(s)?
When the author talked about whole-word-approach and phonics approach, children trained with phonics approach are better spellers than children trained with whole- word approach. I have seen children memorize words from dictionaries when getting ready to compete in spelling competition. No matter which approach they were trained they still have to study words and their special cases where some sounds are silenced, I can’t really see the difference at an older age.
3. Under what conditions would I apply this material to my own teaching/work?
Language does not necessarily have to be spoken language like English, Chinese; language can be different in psychology, medical, technical. For example: if we are in the health care environment and you are not familiar with most of the words that health care professionals talk about then we don’t speak the language same goes for technical terms in computer applications; if I have to train students about SharePoint document library and picture library; they would have to be familiar with the language of this environment such as SharePoint, document library, picture library, permission setting, uploading, read only, full control and so on. Even though the language spoken in the training is English, and two or three words are used, it can easily confuse students. The cognitive processes used in the above practice are perceptual processes visual and auditory recognition: first encounter with the words and visual description of the application displayed, working memory: to make a sense of what’s being said, Long-term memory: to retain information in the future after they are familiar with them, general knowledge: knowledge about computers, applications that would help them relate the current lesson.
Language comprehension utilizes almost all cognitive processes I have learned so far. It starts with perception in chapter 2 in visual and auditory as well as attention and consciousness: when we start with perception in visual and auditory, we start with first reading or listening to a word or a letter to be able to comprehend. When we come to attention, we either have to use selective or divided attention when we hear a word. Consciousness is how we perceive the world around us this has major contribution on how we comprehend a word or a sentence. Language comprehension also utilizes working and long-term memory to understand what we read with working memory aiding current reading and long-term memory aiding what we know from the past to attach the new information. When we come to mental imagery, we try to picture or draw a diagram in our minds what we read to help us comprehend; and with general knowledge, our organized knowledge about the world assist us in comprehending what we are reading or listening. So language comprehension utilizes almost all of cognitive processes we’ve covered so far.
2. What am I still not clear on in this week's reading(s)?
When the author talked about whole-word-approach and phonics approach, children trained with phonics approach are better spellers than children trained with whole- word approach. I have seen children memorize words from dictionaries when getting ready to compete in spelling competition. No matter which approach they were trained they still have to study words and their special cases where some sounds are silenced, I can’t really see the difference at an older age.
3. Under what conditions would I apply this material to my own teaching/work?
Language does not necessarily have to be spoken language like English, Chinese; language can be different in psychology, medical, technical. For example: if we are in the health care environment and you are not familiar with most of the words that health care professionals talk about then we don’t speak the language same goes for technical terms in computer applications; if I have to train students about SharePoint document library and picture library; they would have to be familiar with the language of this environment such as SharePoint, document library, picture library, permission setting, uploading, read only, full control and so on. Even though the language spoken in the training is English, and two or three words are used, it can easily confuse students. The cognitive processes used in the above practice are perceptual processes visual and auditory recognition: first encounter with the words and visual description of the application displayed, working memory: to make a sense of what’s being said, Long-term memory: to retain information in the future after they are familiar with them, general knowledge: knowledge about computers, applications that would help them relate the current lesson.
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