What??
There are different kinds of memory that we use every day. There is short-term and long-term memory. Short-term memory is also called "working" memory. In order for something to be stored in our memory there are a few steps it must go through. When we pay attention to something, it moves from our sensory registry to our working memory. When it is encoded, it becomes part of our long-term memory.
So What??
Knowing that there are steps that must be taken to encode something as part of our long-term memory will be important. If I know how something becomes part of long-term memory, I can use techniques to help my students put information they learn into their long-term memory.
Now What??
There are several techniques that can encode information into long-term memory. Some of these techniques are: rehearsal, meaningful learning, organization, elaboration, visual imagery, and mnemonics. I plan to use activities that will exercise the children's brains so they can remember things and learn effectively.
Thursday, October 30, 2008
Monday, October 13, 2008
10-13-2008 Chapter 3: Personal & Social Development
What??
In order to grow and develop personally and socially, a child must have a positive sense of self. Sense of self is the perceptions, beliefs, judgments, and feelings about oneself as a person. It is also related to self-concept and self-worth.
So What??
Factors that affect a child's sense of self are previous performance, behavior of others, and group membership. Peers also have a role in personal and particularly social development because they allow opportunites to practice social skills, provide social and emotional support, and can model behaviors and beliefs.
Now What??
I will do what I can to help my students develop a postive sense of self. I will try to help my students have good self-concept and esteem. I will give them praise whenever I can, and help them to feel that they are a vital part of our class. I like classes that give students an opportunity to do different jobs (getting the books for a group, helping the teacher pass out papers, etc.) because it helps the students feel as though they are an important person in class.
In order to grow and develop personally and socially, a child must have a positive sense of self. Sense of self is the perceptions, beliefs, judgments, and feelings about oneself as a person. It is also related to self-concept and self-worth.
So What??
Factors that affect a child's sense of self are previous performance, behavior of others, and group membership. Peers also have a role in personal and particularly social development because they allow opportunites to practice social skills, provide social and emotional support, and can model behaviors and beliefs.
Now What??
I will do what I can to help my students develop a postive sense of self. I will try to help my students have good self-concept and esteem. I will give them praise whenever I can, and help them to feel that they are a vital part of our class. I like classes that give students an opportunity to do different jobs (getting the books for a group, helping the teacher pass out papers, etc.) because it helps the students feel as though they are an important person in class.
Sunday, October 12, 2008
Piaget Task Assignment
I tried a few of the Piaget tasks with my niece and nephew. Hailey, my niece, is 5. Caden is 3. I used a few of the tests that Dr. Cox used with her own children. I had two piles of clay that were shaped the same, and I asked each of the children if they were the same size. They both said they were. Then I flattened one pile of clay and asked if they were still the same size. Both children said they were not, however, Hailey thought about it as though she was considering that they may not be the same size.
Both children determined that the amounts changed of all the things I used to test them (water, beads, cookies). They didn't seem to grasp that simply re-arranging things did not change the quantity. I wished that I had someone a little bit older to do the tasks with, but my husband didn't want to participate and those were the only children I could try it with over the week.
It was so interesting to me how both children would say the piles were the same size inititally, but would insist that the quantity had changed whenever I re-arranged something or poured it into a cup a different size. Hailey was really thinking about what I was doing, and I could see the wheels turning in her head. She kept asking people for help like she didn't want to be wrong, so we just kept telling her to try her best and that she was doing great. Caden didn't seem to get what was going on and was just loving the attention. He wanted to play with whatever we were putting in front of him. Although Hailey was thinking that I had changed the quantities of what I was using, she put a lot more thought into it than I had expected her to; I thought she would be too young to even try to think through what I was doing.
Both children determined that the amounts changed of all the things I used to test them (water, beads, cookies). They didn't seem to grasp that simply re-arranging things did not change the quantity. I wished that I had someone a little bit older to do the tasks with, but my husband didn't want to participate and those were the only children I could try it with over the week.
It was so interesting to me how both children would say the piles were the same size inititally, but would insist that the quantity had changed whenever I re-arranged something or poured it into a cup a different size. Hailey was really thinking about what I was doing, and I could see the wheels turning in her head. She kept asking people for help like she didn't want to be wrong, so we just kept telling her to try her best and that she was doing great. Caden didn't seem to get what was going on and was just loving the attention. He wanted to play with whatever we were putting in front of him. Although Hailey was thinking that I had changed the quantities of what I was using, she put a lot more thought into it than I had expected her to; I thought she would be too young to even try to think through what I was doing.
Monday, October 6, 2008
10-6-08 Chapter 2: Cognitive & Linguistic Development
What?
Cognitive development is the process by which people learn and develop mentally. We studied a few theorists in depth (Piaget & Vygotsky) and about their views and beliefs on cognitive development. I learned a lot about the differences between the two and their theories. I learned that Piaget focused mainly on children teaching themselves and growning and developing through exploration. Vygotsky believed that children learned best through adult instruction and example. I really liked that Vygotsky was such a believer in play for children. I remember growing up always playing "school" with my friends, and now I am going to school to become an educator. Having children play gives them an opportunity to experience what they believe it would be like to be someone or something else. It's also interesting to see children when they pretend to be in adult roles, take the role so seriously. If someone does not play along exactly as they think they should, children often get anygry with that person. I also liked seeing the Piaget techniques that were used in the video. It was interesting to see the 2 different children in the different stages Piaget has defined. I also really liked learning about the linguistic development. I loved when the professor said to have lots of stories and language in the classroom.
So What?
So... I plan to have lots of stories in my classroom to expand the vocabulary of the students in my class. One of the classes I am in has a lot of times throughout the day in which the students are able to hear stories from the teacher. They love it, and it gives them a chance to take a break from doing what they have been doing and to let their mind wander and grow. I also want to be able to incorporate play into my classroom. From the time I have spent in the classrooms, I don't see that there is much extra time to dedicate to play but hopefully I can bring it into the activities that I already have prepared. I will need to do more research on ways to do that.
Now What?
Now I plan to take all that I have learned about the importance of reading stories and exposing children to language, and play and incorporate it into my future classroom. I also want to include lots of stories as I had said before.
Cognitive development is the process by which people learn and develop mentally. We studied a few theorists in depth (Piaget & Vygotsky) and about their views and beliefs on cognitive development. I learned a lot about the differences between the two and their theories. I learned that Piaget focused mainly on children teaching themselves and growning and developing through exploration. Vygotsky believed that children learned best through adult instruction and example. I really liked that Vygotsky was such a believer in play for children. I remember growing up always playing "school" with my friends, and now I am going to school to become an educator. Having children play gives them an opportunity to experience what they believe it would be like to be someone or something else. It's also interesting to see children when they pretend to be in adult roles, take the role so seriously. If someone does not play along exactly as they think they should, children often get anygry with that person. I also liked seeing the Piaget techniques that were used in the video. It was interesting to see the 2 different children in the different stages Piaget has defined. I also really liked learning about the linguistic development. I loved when the professor said to have lots of stories and language in the classroom.
So What?
So... I plan to have lots of stories in my classroom to expand the vocabulary of the students in my class. One of the classes I am in has a lot of times throughout the day in which the students are able to hear stories from the teacher. They love it, and it gives them a chance to take a break from doing what they have been doing and to let their mind wander and grow. I also want to be able to incorporate play into my classroom. From the time I have spent in the classrooms, I don't see that there is much extra time to dedicate to play but hopefully I can bring it into the activities that I already have prepared. I will need to do more research on ways to do that.
Now What?
Now I plan to take all that I have learned about the importance of reading stories and exposing children to language, and play and incorporate it into my future classroom. I also want to include lots of stories as I had said before.
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