Chapter nine: Complex Cognitive Processes focused on the
development of how people make sense and remember information. It explains the
processes of problem-solving and how certain things can distract from making
those problems unsuccessful. It also explains the factors that influence
students’ abilities to think critically. One key factor from this chapter are
the learning strategies that help students learn and that these strategies can
be taught (pg. 344). When I was in school, I learned many strategies that I
still apply now. I owe it to my teachers for showing me learn how to learn. Now
that I’m in college I noticed that a lot of what I am learning is on me to
figure out the best ways or strategies in order for me to comprehend my
information. “Students must be exposed to a number of different strategies, not
only general learning strategies but also very specific strategies for
particular subjects, such as the graphics strategies described in this section”
(pg. 345). I personally benefited from using visuals learning strategies to
help me remember the information I have just learned. I think it is important for
students to also be taught many different strategies because they are the only
ones to know what will work for them and what will not. By understanding the
different strategies students should also know about when and where and why
to use that particular strategy. Table 9.1 Examples of Learning Strategies is
very helpful in understanding the breakdown and examples shown.
Chapter ten: Constructivism and Designing Learning Environments
explained the different perspectives on constructivism as a theory of learning
and teaching. It also describes the positives and negative effects of
technology on the learning and development of children as well. “These students
have never known a world without digital media” (pg. 410). I’m glad not to be part
of this generation, but I am also interested in how technology took over right
before my eyes. When I was attending school, the most I had was a computer lab
and one thing we needed to learn was how to type on the computer. My class had
one or two computers, one desktop for the teacher and one for the rest of the
students to share. When we look at schools now, there are no more computer labs
(though some might still have them in the library for other reasons), students
are now provided with Chromebooks or apple computers. My school district is a
1:1 for technology. Meaning each student and staff member is given a Chromebook
provided by the district. “With all the technology available today, interest in
technology-rich learning environments (TREs) is growing” (pg. 410). This is certainly
true in my school district. Teachers have also embraced using technology in
their classrooms and for assignments as well. For example, when I was an after-school
counselor, I worked for a school district that was 1:1 and all students were
provided an Apple computer. Students knew how to navigate the computer and all their
assignments and books were installed on there. They no longer have physical
worksheets because those worksheets that I was used to are now all on the computers
and they submitted them in their drop box. I think having technology in the
classroom for students is a great idea and I only say this because now they can
be globally ready for the future workforce. I do know that not all technology
is great, but it really depends on how it is used and the reason for it. I still
believe students should have it in the classrooms, but also still work with regular paper and pencils because everything is technology based yet.
Chapter eleven: Social
Cognitive Views of learning and Motivation distinguished between social learning
and social cognitive theory and also describing the importance of self-regulated
learning. Designing a classroom for self-regulation is very important because designing
these tasks help support students’ development of engagement in
self-regulated learning. This reminds me of working in my current classroom at
work. The student’s tasks are all designed differently because some students are
more advanced than others. The outcomes are the same, but the structure to
build that outcome is different. “teachers don’t want to assign students tasks
that are too difficult and that lead to frustration (page 452). It is important
to notes that students want a challenge, but it should not overwhelm them so it
can be motivating and beneficial to them. When working with students it is
important to know what they can and can not do. I would always give students
different supports because sometimes are students made need a prompt for them
to produce an answer. It just depends on their goal and what they have already
mastered before. Control is also important because giving students choices
creates opportunities for students to adjust the level of challenge that
particular tasks present (pg. 453). Our students are always given choices and
usually, they pick the same choice and when we notice that we would replace that
with a different option so they do not get used to it, but also explore a
different choice they might also like as well.
Self-regulated learning is very importnt skill. students do want challanges, and sometimes I have seen that teachers dont give them that opportunity. Maybe its time to give students that responsibility of their learning as well as be motivated. Motivation whether it is intrinsic or extrinsic plays a major part of self-regulation learning. Students need to want to achieve the academic goal at hand.
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