Chapter 9 - How people Learn

1. This chapter was all about technology. For example, what kind of technology do we use in out classrooms. The chapter discussed many different types that are used in the classroom today. I think it pretty much ties in well with the last chapter that we covered in How People Learn. I thought it was a good chapter to end the semester with!

2. The only thing that I didn't know was that there was so much technology used in the classroom. I just hope that some day I will be able to use more than what I have now. I had no idea about all of the software programs that were offered out there. Unfortunately I do not have any computers in my classroom that the kids can use, but I guess I could always schedule a day at the computer lab.

3. I feel like this chapter was very useful and I learned a lot from it. As a teacher it is important that you do use some technology in the classroom. As of right now, I am only using a projector, but I hope that some day I will have a Smartboard. I think that something like this would be very beneficial in my middle school math classroom.

Learning Environments

1. Chapter 6 and 7 from the How People Learn book is just adding on to the cognition book. The chapter on learning environments talks about the type of environment we provide in our classroom for our children.
2. There is not a thing that I am still unclear on from these two chapters. Again, I really enjoyed reading these two chapters. For example, I never knew what tpe of classroom environment I had until I read the chapters. It was very interesting to see what kind of environment I had and what I else I need to do to improve classroom learning.
3. A good learning environment is needed everyday in your classroom. Whether it's learner-centered, knowledge-centered, or assessment-centered they are all very important and have different aspects. I feel that my classroom is mostly learner-centered and knowledge=centered. I try my best everyday to relate the lesson the students with things that they would be familiar with. Also, I am always making sure they are asking questions so that they are understanding the concept. If they do not feel comfortable asking questions, then I begin to ask them. One thing that I want to work on is making my room more of a community-centered environment. Hopefully in time I will be able to do this.

Chapter 13

1. This chapter discusses the cognitive processes that develop in several areas that we have learned in previous chapters. Since this is the last chapter of the book, I feel like it talks about everything that we have learned so far. For example, it discusses memory, metacognition, and language. In this chapter I learned that some skills improve as children grow older, while others decline as children get older.
2. I actually found this chapter to be one of my favorites out of the book. I think it is very interesting to find out when and why children do things. For example, a child who is 3 years old begins recognizing the mother and can distinguish her from a stranger. I thought that was very interesting. So overall, there is nothing in this chapter that I am unclear about.
3. Since I do not teach language at all, this is hard for me to apply to my teaching. What I would take into consideration is that if I become an administrator things that I would like to see. After reading this chapter, I think it is evident that it is easier for a child to learn a different language at an early age rather than later in life. I would like to see more foreign languages being taught in elementary schools. I do not think it is fair that some schools offer these classes while others do not. So hopefully one da, this will change and our students will be able to learn another language before entering high school.

Chapter 9

1.Chapter 9 discusses the structure of language, factors that influence comprehension, and research on language. We learned about the reading processes and many important implications for teaching reading to children. This fits in with previous chapters because everything has to do with reading. We have learned about recognizing letters and eye movement in the early chapters. Then we learned about working memory, long term memory, and creating mental images in chapter 4,5,6, and 7. Language and reading involves everything that we have covered so far.
2. Overall, I felt like the chapter went pretty good. There is nothing that I am unclear on or need a better understanding of.
3. As a teacher, language and reading are applied daily. When going through my undergraduate program I always wondered why I was in Reading/Language methods courses if I was going to be a math teacher. I quickly learned that teaching math isn't all about math. In my classroom, I do journal entries a lot. I will pick a challenge or a word problem from the book and then I have them show all of their work and explain their answer. So they do get some practice writing in math class. I think that the basic skill every child needs to know is how to read and write. Without reading and writing you are not going to get very far.

Chapter 12

1. Chapter 12 on Deductive Reasoning and Decision Making relates follows along with the book. In the last chapter, we learned all about problem solving and creativity. This chapter kind of continues on from Chapter 11 and goes into reasoning and decision making.

2. There isn't anything that I am really unclear on. I thought that learning the heuristics was very interesting. Some of them I had to read over a few times to understand, but for the most part I understood them! Now could I actually go back and rename all of them and explain each one.. Probably not, but I could do my best.

3. I think that decision making and reasoning applies to our everyday lifestyle. Sometimes we do not realize it, but we are always making decisions. Whether it's deciding what to wear to work or what to do with a child who doesn't have his/her homework. After reading this chapter, I learned about all of the heuristics and the processes we go through when we are making decisions! It is important to see how our students reason and decide things.

Chapter 11

1. We started the course with just the general areas of cognition. We have studied working memory, long term memory, and memory strategies. Problem solving and creativity is another part of our daily lives. We as teachers solve problems everyday along with our students. For example, we may not know what to do when a student comes in without homework for the 4th day in a row. We may not know it, but we are always solving problems!
2. After reading chapter 11, there is nothing that I am unclear on. However, I did struggle with the Slavery and Duffy article. After reading it a few times, I do have a better understanding of it.
3. I actually enjoyed reading about problem solving because this is something that happens daily. As a math teacher, I am constantly trying to get my students to think outside the box to solve problems. It was very interesting to learn the problem-solving strategies. I never knew which strategy I related to most until I read the chapter. It's interesting to know that we do stuff everyday, now we are just putting names to what we do!

Chapter 8 - General Knowledge

1. This chapter informs us about semantic memory and schemas. Semantic memory refers to our organized knowledge about the world. There are four categories of theories that explain this: the feature comparison model, prototype approach, exemplar approach, and network models. The first three approaches have very similar features, while one I like to call is an outcast. The feature comparison model states that concepts are stored in memory according to a list of features. The prototype approach is where you decide whether an item belongs to a category or not. The exemplar approach says that you first learn specific examples then you classify. Lastly, the network models purpose is a net-like organization of concepts of memory. The last part of the chapter discusses schemas and scripts. A schema is general knowledge about a specific event or situation. Schemas have an important influence on five components of memory: selection, boundary extension, abstraction, interpretation, and integration.
2. I think this chapter fits in because it is more of a generalization of what we have been talking about. We were introduced to schemas and semantic memory in Chapter 5. Now it just goes into more depth about the two.
3. There is not a thing that I am unclear on. I have learned a lot this chapter because it was my turn to be the discussion leader. I have read a lot of great examples and it has helped me have a better understanding of the concept.
4. When applying this to my classroom, I refer to the four approaches to semantic memory. I believe that I go by the prototype mostly in my classroom. I feel that I categorize things before I present them. For example, when teaching a chapter in the book, I always find something else to go with it. When I taught geometry, somehow the chapter didn't include volume, so I made sure I taught that with geometry. The prototype approach states that we store specific information about these individual examples of a category. By categorizing things in the classroom, I think it is beneficial to our students because they are going to be able to recall things better! In conclusion, I think I have used all of the four approaches: feature comparison model, prototype, exemplar, and network model in my classroom. However, I feel that I use the prototype the most.
5. I think that they author does a well job of explaining the prototype approach and I do believe it.
7. This is the first time that I have heard of these approaches. I feel that I use them in everyday life, I just never knew it.
8. I do not have an answer to this question. Sorry!

Mental Imagery and Cognitive Maps

1. This chapter focuses on the three components of mental imagery: neuroscience research, cognitive maps, and the characteristics of mental images. The characteristics of mental images are analog code and the propositional code. The analog code is a representation that resembles the physical object and the propositional code is a language-like representation where the storage is neither visual nor spatial. Cognitive maps are a representation of our external environment. For example, I have a cognitive map of Staunton, IL where I work.
2. In the previous chapters we have talked a lot about verbal material. This chapter focuses more on mental images and mental maps. Even though the stimuli may not be present we can still get a mental image of it. So instead of talking about verbal material we are focusing on our mental maps.
3. After reading the chapter and doing a little more research online, I feel that I understand everything.
4. I try to apply this material to my teaching daily. One example is that when i am teaching surface area and volume to my students. I first introduce the solids to them. We talk about how many corners and faces each shape has. I show them the solid and then I give them a net for each solid. I let them work in groups and put the net together to create the solid. The next day, with the solids we talk about volume and surface area of each one. I give them the formula to use and they can get the concept easier since they have their own solid. This is just one of my examples of how kids process physically and mentally.
5. I think that the author states this when he talks about the primary motor cortex. This is when kids process physically and then the process it mentally. So first we did the activity which was hands-on and then they had to mentally find the volume and surface area.
6. I think it is important because all students learn different. By doing this hands-on activity the kids were able to physically see the shapes. They could physically see how many faces a cube has instead of picturing a square like many do. So they are doing something physically and then they are using their mental image to actually solve the problem.
7. Whenever I am working with geometry, I do this. For instance when I am working with area and perimeter the kids physically use string or toothpicks to draw out the shape on their desk. So they can see the differences between a square, rectangle, circle, and so on. I like to teach by doing a physical activity first and then doing the mental activity next.
8. There might be a faster way for the students to learn this, but the question is, are they really understanding it? If I was to just teach the formula without giving them the shapes, are they really going to understand the concept of volume and surface area, it's doubtful. It's a good thing for the students to physically build the shapes and see what they are all about. Since I already have the materials, I just have to make copies and they have to cut out and glue the shapes. I feel that this is a cheap way to teach the students volume and surface area.

By the way, the picture.. I had a mental image of the beach the whole time I was writing this blog.. I wish I was there!!:)

Chapter 13

Since we had more than one chapter to read this week, I chose to do my blog on Chapter 13.
1. Chapter 13 talks about the lifespan development of memory. In begins talking about the memory in infants and then moves on to talking about memory in children. It talks about hoe a child's working memory and long term memory work. We all use memory strategies such as rehearsal, organization, and imagery. These three strategies help improve our memories. It is often said that young children do not realize that these memory strategies are helpful. This is why it is important to teach them why we use them.
2. I believe that these chapters keep building up. We started out with a wide area of cognition and then we moved to attention and consciousness. We were introduced with working memory and spent a chapter on long term memory. This chapter focuses on the memory strategies and how children remember.
3. I think I am clear on everything. This was all very interesting so I really took the time to read it and understand the material.
4. I think that I apply memory strategies on a daily basis. For example, when I was teaching the formula for are and circumference of a circle. I was drilling the formulas into the students by repetition. I would repeat the area formula over and over along with the formula for circumference. As I was saying it, I made them repeat it with me. By rehearing the material, hopefully they will put it into their long term memory. I also use imagery a lot because I am a math teacher. I am always drawing pictures for them especially when we are working with word problems or geometry. I think sometimes we may not realize it, but I do use these strategies a lot in my classroom.
5. The author talks about the strategies, but I feel he does not go into much detail. It does say that often children may not use the strategies correctly. This is why I believe that we should teach them why they need to learn the strategies. Also, I think these strategies are most beneficial in the older students rather than the younger ones.
6. I think using the strategies is important so that they can recall the information when it comes test time or later in life when they see it again. If we practice rehearsing the strategies hopefully they will go home and do the same with a parent or guardian. The more they rehearse the better they will get it into their long term memory.
7. I kind of said this earlier that I fee like I use these strategies daily. Also, I think teaching memory strategies to all ages is important. Whether you teach them to a kindergarten student or a high school senior.
8. I am going to go with a no on this one. I think every teacher has a different style and you have to do what works for you. When I am teaching formulas and I am saying it over and over and the kids are saying it over and over, I feel it is quite effective in my classroom. However, this may not work in every classroom.

Chapter 5 - -Long-

1. Chapter 5 focuses on long-term memory, or memory that you have gathered throughout your lifetime. It talks about the subdivisions of long-term memory: episodic memory, semantic memory, and procedural memory. One thing that I was really interested in was the levels of processing approach which states that meaningful information leads to permanent retention. The Pollyanna principle was another new term I learned and it states that pleasant items are usually recalled rather than the unpleasant memories.
2. Well I think it fits well with what we learned in the previous chapter – working memory. In the previous chapter it focused on the concepts of short-term memory. In this chapter it talks about long-term memory and how the two work together.
3. After reading the chapter and doing research, there is nothing that I am still unclear on. Since this is going to be my workshop topic, I read the chapter over twice and have done a lot of research on the chapter already. A lot of times I do not get something the first time around that I read it, so if I reread it, I get a better understanding.
4. I feel that long-term memory is related to a lot of things that we do, especially as a teacher because we want our students to store everything that they learn into their long-term memory. One activity that I do with my students has to do with learning the formulas for area of polygons. One day I will teach the formulas and do problems with them on the board so that they are able to use the formulas. The next day they come in I call each one out into the hallway and ask them the formula for each. For example, I would ask them the formula for the area of a parallelogram, triangle, trapezoid, and circle. This way I am able to see which student is storing these formulas into their long-term memory. I feel that these formulas you will need to know from here on out. This was something new that I did this year and I found that it worked well! I actually got the idea from JJ because he does something similar in his social studies class!
5. I think in the book when it talks about the deep levels of processing that it relates to this. For example, the deep level’s of processing is an effective way of enhancing recall for both verbal and visual material.
6. I think that this well help the students do better on their test and also in the years to come up. The more they are repeating or recalling the formulas, the more likely they are going to remember them. When they take their test over the chapter, they will also have to write the formulas out so I will be able to see if they are really storing this into their long-term memory.
7. I actually use this when I am teaching formulas and order of operations. I do the same thing and assess them the same way so that hopefully they will store the information into long-term memory and will be able to use it as they go on in life.
8. This question always gets me. I do not know if there is a better way for kids to remember formulas. I know I still struggle with getting 100% of my students to remember them. After all of the recalling and repetition you would think they would be able to store it in their long-term memory, but it just doesn’t work that way for everyone. I think that many of my students do take home their notes and study and that also helps, but if you don’t you are going to have a harder time remembering all of the formulas.

I must say I do look forward to JJ’s roundup also.. However, I get to teach right next to him, so I get enough of him at school. I must say he can always turn a bad day into a good day with that personality!

Chapter 4 Working Memory~
1. This chapter focuses on working memory which can help you remember visual and spatial information, coordinate your cognitive activities, and plan strategies. It talks about short term memory and introduces long term memory. The working-memory approach with was proposed by Baddeley has several key components: central executive, visuospatioal sketchpad, episodic buffer, and the phonological group. Each of these is different in it's own way.
2. I think that this ties in well with chapter 2. In chapter 2 we focused on attention and consciousness.
3. I am still confused on the central executive. I have done a little research on the internet and I keep finding the same stuff over and over. According to the book it says that it helps you decide what to do next. I think that I use this an awful lot especially just now. I couldn't load a tv show on my computer here at school so I decided to write this blog instead. I guess that means that I am using the central executive approach!
4. I think this applies to us everyday in life. For example, I know I use the visuospatial sketchpad every time I coach. I am always having the kids visualize what they are doing. Today, in my 8th grade math class, I had my 8th graders use their visuospatial sketchpad by visualizing the area of an object. After they got the visualization in their heads, I simply made them draw what they were visualizing!
5. I am going to be honest and I have never heard of these terms before. I think the author does prove it because I can relate to what they are saying. After thinking about it, a lot of the things that they say is true!
6.I think it's important as a teacher to know these terms so we can get to know what is going through our students minds. We can also see how their working memory really works. For example, I teach a lesson one day, the next day to start the day off we do problems of the day. These are problems from the prior lesson. I think if they were listening, understanding, and paying attention then they should have been storing it in their working memory. If they do not get it, then I know the information was not stored!
7. I am thinking this is used everyday and for any student.
8. Well I wish that in some kids I could store the information myself, but I think that might be impossible. The most annoying thing is when you try so hard to teach a lesson and the next day a kid comes in and has no clue of what you are talking about. Obviously they didn't store ANY information in their working memory!!

--I can breathe now! Learned a lot about working memory and a lot of new terms. Very interesting!! ok game time!:) See you next week with long term memory! WOOHOOO!

Chapter 3

1. A lot of chapter 3 focuses on attention. For example, they talked about 3 different attention processes. Divided attention – performing two or more tasks simultaneously, selective-attention – you can not follow two conversations going on at the same time, and saccadic eye movements – regulates the way our eyes move in order to obtain information. Another important issue was consciousness which is when people are aware of the outside world.
2. I think that my knowledge of the thinking process is becoming better. Before coming into this course, I didn’t really know what cognition was all about. A lot of these terms I have never even heard of.
3. I would like to learn more about the theories of attention.
4. I can apply this to my own teaching everyday. Seeing what types of attention my students have. Whether it is selective or divided, I am now more aware of how my students react in the classroom. I feel that many of my students are categorized under divided attention. A lot of times they are trying to perform more than one task at a time. For example, a student could be trying to focus on me, take notes, and listen to another student talk. Also, it kind of made me realize a little about myself. For example, having divided attention while driving is probably not a good thing and I need to better myself after reading this!
5. I think it is valid, but I believe all students are different. Where I might have some who are categorized under selective attention, but I do feel for the most part they use their divided attention. The book gave a lot of examples and I liked reading about the “practice makes perfect”. I just wish this was true for all of our students!
6. I think it’s important to know what your student’s attention abilities are.
7. I stated this earlier. We see it everyday in the classroom.
8. I am sure there are other ways to accomplish this that could be better!

I'm looking forward to Chapter 4 -Working memory!!!

1. Chapter 2’s main points were all about perception. For example, it discussed visual, face, and auditory perception. It also talked about the Bottom-up processing and the top-down processing. Where bottom-up emphasizes object recognition and top-down emphasizes how a person's mental processes have an influence on object recognition.
2. I believe chapter 2 gives a lot more information. I have heard of the different perceptions before, but I did not know exactly what they meant. I really enjoyed reading about the feature-analysis approach. I never realized the process we go through to recognize letters of the alphabet.
3. I don't think that there is one thing that I could pick out that I didn't understand. If i didn't get it the first time I read it, I went back and read it again and I used the internet to look up some stuff.
4. In my classroom, I use visual perception a lot. One way is teaching geometry and teaching the different shapes. There are a couple of hands-on activities that I have done where the students had to use materials to draw their shapes. I felt like after doing that, they were able to visually see what a square is or what a triangle is. By doing this, later on when they take the test they can go back and visualize their shapes that they created.
5. The part in the book that talks about visual perception and Gestalt’s psychology relates to this. I do believe it helps because I have had student’s come back and say they would visualize what they did to picture the shape.
6. I think it explains that students need that visualization sometimes. All students learn differently, but this seems to be more effective especially for that chapter.
7. I use this right before I start my geometry unit. It is an opening activity to the chapter.
8. I guess if there was another way to accomplish this I would like to know!! I feel that it works well with my students, it does take up a whole class period, but I feel that it’s beneficial and it’s cheap!!