Chapter 6 Assignment - For full credit, students need to answer each question in the reading guide PDF

Preview

Summary

Download Chapter 6 Assignment - For full credit, students need to answer each question in the reading guide PDF

Description

Chapter 6 Assignment 1.How did Ms. Bishop get students to better understand information processing in the opening scenario? Ms. Bishop got students to better understand information processing in the opening scenario by doing an experiment with them. For 3 seconds she flashed a diagram on the white board. During those 3 seconds students the students were experiencing many different things. They didn’t realize what all was actually happening in those three seconds. She brings us the smell of broccoli cooking, the sound of cars passing by, the classroom details, and people in the class. 2. What is Executive Processing? How does executive processing eliminate the idea that information processing is a conveyor belt experience? Executive Processing is what determines what a person is interested in putting into their long term memory. They are like commands, the mind tells the brain to pay close attention to certain things, so they can keep them stored in their long term memory. 3. What is “perception?” If two people are exposed to the same stimuli, why do their perceptions differ? Perception is how people take in/see/perceive a stimulus. Perceptions vary depending on the person’s life experience. It depends on what people have been exposed to throughout their lives. Perceptions changes based on the persons who is perceiving it. 4. How do you retain information in your working memory? How can people process larger amounts of information in their working memories? One way to retain information in the working memory is by repeating the information over and over again. People can process larger amount of information in their working memory by chunking the information, thus why phone numbers are in chunks of numbers. 5. Define and give an example from your own memory of the following: episodic, semantic, and procedural. Episodic memory is our memory from person experiences. One example from my episodic memory is when my father returned home from deployment when I was in high school. I remember waking up early in the morning and going to his work building. I watched the busses pull into the parking lot and saw my dad walk off the bus. My sister and I ran to him so fast. We gave him the biggest hug. Semantic memories are facts and information we know, such as rules, concepts, and principles. One rule that is in my sematic memory is in phonic rule I learned in elementary school. I before E except after C. I know that this rule applies to spelling and it had stuck with me this long. Procedural memory is knowing how to do things. These things are like second nature. One thing that I have in my procedural memory is how to work on a cash register. I know how to count out money and work the machine because I have done it so long at my job, it is second nature just like driving. 6. What is schemata?

Schemata is the way semantic memories are organized. 7.What is a factor that can enhance long-term memory? What implications does this have for teaching? Long-term memory can be enhanced by including active processing in learning. This means that in teaching students should have the ability to actively interact with the material they are learning. 8. What are three implications for education that stem from brain research? Brain research proves that teaching should steer away from linear, hierarchical teaching and move towards complex, thematic and integrated teaching. Three implications for education that stem from brain research are not all learning is equally likely, this means that not all students can learn and process information the same way. Next we have brain development constrains cognitive outcome, which means that we adapt to things differently and the brain is not the sole reason for our solutions to problems, responses, etc. Lastly we have some regions of the brain my be particularly important for cognitive outcomes and supporting certain sorts of neural activities related to learning and cognition. 9. What are 7 conclusions about causes for people to remember and forget? 7 reasons for people to remember and forget are interference, retroactive inhibition, proactive inhibition, individual differences in resistance to interference, facilitation, primacy and recency effects, and automaticity. 10. What is the difference between massed and distributed practice? What is enactment? Massed practice allows for students to learn faster, such as cramming for a test the night before. Distributed practices are better for information retention, such as studying for a standardized test throughout the year. Enactment is learning by doing. Students learn how to do a thing then they enact the thing the learned. 11. How can teachers make learning meaningful? Teachers can make learning meaningful by relating it to information and concepts students have already learned. 12. How do metacognitive skills help students learn? Some metacognitive skills are thinking skills and study skills. Metacognitive skills help students learn because it helps them understand context and gets them to remember important information. 13. Name any of the study strategies in the text that you have personally used. Rereading the paragraph more slowly. Highlight texts. 14. Name any of the cognitive teaching strategies that you have personally used. Elaboration 15. Watch the video clip in the text located in the Cognitive Organizer section of the teacher figuring out the meanings of new vocabulary words. How does the teacher make the learning meaningful?

He relates the word super to superman to help students understand the prefix super. He also uses organizational structures to help them retain the information. 16. Watch the video clip of the Intentional Teacher- she teaches a fabulous lesson and demonstrates many of the instructional strategies promoted by this chapter. Jot down several of the teaching strategies she uses to help students process the information. What did you admire about her and the teaching? She works with students on improving their work with peers. She finds the problems and goes back and addresses them with the whole class. She has student share, which creates a great classroom environment and helps students feel like authors. She provided a rubric for students and ensures they know what is on it. I admired her ability to work with students and make them feel like authors and she created a safe comfortable learning environment....