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!