Does "Practice make perfect?"
This is a very broad question. For me, practice does make perfect. I find the more I work at something the better I get at it. However at times, practice can worsen your skills. I used to be on my high school golf team and I would often practice outside of school. When I did I would practice but get into bad habits in my swing. Therefore, the more I practiced, the worse I got at golf.
Practicing is good if you are practicing the right skills. It is important that before you go and practice, you know what and how to do the skills that you are working on.
Wednesday, September 24, 2008
Week 3
What metaphors could you use for an information processing model?
There are a couple different metaphors you can use for an informational model. If you look in our textbook, there are different objects used to represent different parts of our brain. For starters, to represent the immediate memory for a clipboard, a table to represent the working memory, and lastly filing cabinets for long-term storage.
Along with our textbook, anyone could make up any kind of metaphors for the informational processing model. For example the immediate memory could be a poster board as well as a clipboard, so someone can just post the information and determine what to send out or bring to the working memory. The working memory could also be an organizer to sort our what information should be stored and what should go out. Lastly, for long-term storage, a perfect metaphor would be a safe. This way someone can save the information for storage and also retrieve it if necessary.
There are a couple different metaphors you can use for an informational model. If you look in our textbook, there are different objects used to represent different parts of our brain. For starters, to represent the immediate memory for a clipboard, a table to represent the working memory, and lastly filing cabinets for long-term storage.
Along with our textbook, anyone could make up any kind of metaphors for the informational processing model. For example the immediate memory could be a poster board as well as a clipboard, so someone can just post the information and determine what to send out or bring to the working memory. The working memory could also be an organizer to sort our what information should be stored and what should go out. Lastly, for long-term storage, a perfect metaphor would be a safe. This way someone can save the information for storage and also retrieve it if necessary.
What are teaching implications in regards to the capacity of working memory?
One implication that teachers can use is to keep the number of items in a lesson objective within the appropriate capacity limit. This will increase the likelihood that students will remember more of what they learned. Time also has a lot to do with the working memory. Our books states that the working memory can process items intently for up to 45 min before the students becoming fatigued. It also is important for teachers to apply a lot of meaning to lessons. This is important because if the students can relate to the lessons and apply meaning, they will be able to remember things easier.
Wednesday, September 10, 2008
Week 2
Why is it important to include novelty in a lesson?
There are many different kinds of benefits for using novelty in a lesson. First, using novelty in a lesson means to add something unique that most teachers don't normally do when teaching. So when a teacher does use novelty in a lesson, they are using their creative ideas and incorporating them to get across to their students. Why is this important? Well, it is important because it will keep your students engaged. Keeping students engaged is one of the most important parts when teaching a lesson. If the students are engaged during your lesson, the more they will get out of it and learn.
Did you see novelty used during your classroom observation?
I was in a 7th and 8th grade math class. As I was taking notes, I tried to observe my teacher's teaching style and how engaged the students were. My teacher started off by asking questions about their last class and reviewed their past homework assignment. Some students raised their hands but most students were bored and not really engaged. Soon the teacher noticed that some students were not paying attention, so she started picking on students and asking them certain questions so she could see which students were following along and which were not. As the class went on the teacher used an over head projector to write the class notes on. She frequently asked questions and had the class repeat the answers several times so it would stick in their head. This shows that the students may have memorized something but may not have understood. The students were to write their own notes in their notebooks, but most didn't.
As I look back on this particular lesson, there was not much out of the ordinary and not a lot of novelty was used. We, as observers did walk around the room and tried to help students who were falling behind but this still was not exciting for the students. Since the students were learning about different class in this particular lesson, maybe the teacher could have used examples and shown the students flashy and exciting graphs rather than just discussing them. This may have engaged the students a little more.
There are many different kinds of benefits for using novelty in a lesson. First, using novelty in a lesson means to add something unique that most teachers don't normally do when teaching. So when a teacher does use novelty in a lesson, they are using their creative ideas and incorporating them to get across to their students. Why is this important? Well, it is important because it will keep your students engaged. Keeping students engaged is one of the most important parts when teaching a lesson. If the students are engaged during your lesson, the more they will get out of it and learn.
Did you see novelty used during your classroom observation?
I was in a 7th and 8th grade math class. As I was taking notes, I tried to observe my teacher's teaching style and how engaged the students were. My teacher started off by asking questions about their last class and reviewed their past homework assignment. Some students raised their hands but most students were bored and not really engaged. Soon the teacher noticed that some students were not paying attention, so she started picking on students and asking them certain questions so she could see which students were following along and which were not. As the class went on the teacher used an over head projector to write the class notes on. She frequently asked questions and had the class repeat the answers several times so it would stick in their head. This shows that the students may have memorized something but may not have understood. The students were to write their own notes in their notebooks, but most didn't.
As I look back on this particular lesson, there was not much out of the ordinary and not a lot of novelty was used. We, as observers did walk around the room and tried to help students who were falling behind but this still was not exciting for the students. Since the students were learning about different class in this particular lesson, maybe the teacher could have used examples and shown the students flashy and exciting graphs rather than just discussing them. This may have engaged the students a little more.
Wednesday, September 3, 2008
Week 1
How do you define your intelligence?
I would define my intelligence by being skilled in many different areas. I am musically intelligent because I can read music on the violin and the piano, I love art and painting, I play many different kinds of sport ranging from golf to cheer leading, and lastly I also am a student learning more information for not only my future career path in math and science but for my own intelligence. Therefore, I think my intelligence can be subjective in many areas and I feel as though I am moderately advanced in these subject areas.
Do think your attitude towards your own learning would have changed, if you had taken part in the Stanford University experiment when you were in middle school? Explain Why?
Yes, but for only a certain extent. I received very good grades throughout middle school and felt like I could achieve good grades for working hard. I was always a conscientious student and on top of my homework assignments, projects, and exams. Therefore, if I would have taken part in the experiment, I would have realized more about what my brain was doing when I was learning but it wouldn't have changed my actions or attitude towards my education. I was always taught that my education is important so my head was always in the right direction. I think the experiment would have opened my eyes to a better understanding about how learning effects my brain, but my own learning would have not changed dramatically.
I would define my intelligence by being skilled in many different areas. I am musically intelligent because I can read music on the violin and the piano, I love art and painting, I play many different kinds of sport ranging from golf to cheer leading, and lastly I also am a student learning more information for not only my future career path in math and science but for my own intelligence. Therefore, I think my intelligence can be subjective in many areas and I feel as though I am moderately advanced in these subject areas.
Do think your attitude towards your own learning would have changed, if you had taken part in the Stanford University experiment when you were in middle school? Explain Why?
Yes, but for only a certain extent. I received very good grades throughout middle school and felt like I could achieve good grades for working hard. I was always a conscientious student and on top of my homework assignments, projects, and exams. Therefore, if I would have taken part in the experiment, I would have realized more about what my brain was doing when I was learning but it wouldn't have changed my actions or attitude towards my education. I was always taught that my education is important so my head was always in the right direction. I think the experiment would have opened my eyes to a better understanding about how learning effects my brain, but my own learning would have not changed dramatically.
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