Cognitive learning can be easily defined as being able to learn by watching, listening, touching or experiencing something. If we think about it, we are constantly learning new things every single minute of every day. If we read a news article in a magazine, we learn something. If we see something on television, we learn something. There is not one moment of anyone's life that isn't spend learning. Coginitve learning processes is used in our daily lives each time we learn something new. Children in school are constanting using their cognitive learning process while the teachers are conducting their class. It is important that people gain an understanding on how they learn so as to not be left behind in the learning process. Its important to understand that not all individuals learn in the same way and that is why sometimes teachers need to keep in mind that not all students will learn in the same way. We all have our own individual learning styles. An interesting fact might be researching the percentage a human being learns on a daily basis.
Since I am not a teacher and have not experienced being in the classroom teaching, I would like to hear about some of the learning processes some of my classmates who are teachers are using.
So Elizabeth, what concept particularly struck you in metacognition and problem solving? What questions do you have in mind while reading the text, if any?
ReplyDeleteAs to me, I found self-regulation very intriguing, because we as educators want to produce independent learners who are able to make learning plans, enact learning stragtegies and exercise self-control, and assess learning outcomes for future references. I found this part not only useful in my professional, but also personal life.
It is very true what you say about keeping in mind that not all students are the same or learn the same way. This year, I got the GT class, who are truly smart and adventurous. But I also have 2 students with dyslexia. As much as I try to challenge them, I also need to remember that I have those 2 students who sometimes do not even know what I'm talking about. So then what I have to do is keep them from special programs class and reteach those 2 students in simpler terms and techniques. It's been a real challenge!
ReplyDeleteStrategies for problem solving were discussed in Chapter 5. Providing clues is one strategy I used as a 4th grade reading teacher. Students would often run into a word or sentence they didn’t understand. I would teach them to “problem solve” helping them find clues in reading called context clues. I had a 4th grade student who read on the 1st grade level. He read books with a single sentence and picture on a page. If the text read, “The ball is red.” I would teach him to look at the picture to help him figure out the words.
ReplyDeleteA learning method that I feel no one can go wrong with is implementing music in classroom as a teaching tool and as a fun motivation for children. Although I am not a teacher in a school setting, I have worked with infants and toddlers for over 15 years and the fascination they have with music is entertaining. Children at a very young age have the capacity to absorb so much information and it has been my experience that children learn by providing a variety of musical rhymes, songs, and chants.
ReplyDeleteIn a classroom, there are many different techniques that are need to be used to reach each child. I have taught elaboration, rehearsal, brainstorming. It all depends on what was being taught, and in what circumstance.
ReplyDeleteI think one of the things that stood out to me the most about metacognition was the memorizing. I'm not certain if memorizing can actually be considered learning. Many children memorize a set of words in a particular order but when the teacher changes the order of the words the child no longer knows how to spell them. Can memorizing be considered an effective learning tool or is it something that can hinder the learning process of a child?
ReplyDeleteIn my classroom, students use journals to record important information for the chapter. These are not reflective journals, although they are encouraged to write reflectively if they choose. They complete their vocabulary, take notes from lectures and work the example problem sets in their journal. We have a set procedure for each chapter and they know they will be graded on how well they follow that procedure. However, it isn't enough to just tell them to do it. I explain why I ask them to perform certain tasks in terms of how they learn. This gives they the answer to the "Why do I have to do this" question and gives them insight as to how learning is accomplished. It also opens up the opportunity for them to share with me and other students what works for them. It starts them thinking about how THEY learn.
ReplyDelete