1. How important is it to always have visuals in the classroom? Or with every lesson?
2. I think of myself as a visual learner, I don't do very well with audio learning. How do you make sure that you teach with all parts of learning so that none of your kids are left out, or don't understand how to do something?
1. Visuals are used throughout many classrooms, presentations, etc. When looking at the importance and the not so important parts of Visuals it made me think about the different amounts you would use in different grades. Would you use more in a younger grade classroom then in a high school class. Why or Why not? Explain.
2.Chunking is a very important part of memorization. I believe every teacher needs to teach children how to chunk and put meaning to the things they learn this way they can move their info into long term memory. What are a couple of strategies you have to help students with this?
1. It repeats many times that we must organize, summarize, and highlight the most important parts of our lessons. Can we ever be not giving enough information when doing this? How do we as teachers know that our lessons are contributing to not just to working memory, but also in promoting meaningful learning?
2. Understandably we as humans learn through repitition. The chapter states rehearsal helps us remember information, how do we teach that to our students or does it come naturally?
1. What types of mental energy is needed to think about or process information?
2. Why is it so important for designers to focus on working memory? Also how can visuals help retain information in our working memory and later be stored in our long term memory?
1. What is the best way to assess how small chunking we should go without overloading the students with information? 2. This chapter talks a lot about memory and designing information in easy to remember chunks. How do we find balance in focusing on memorization versus understanding the bigger picture?
1. When putting in a design is it difficult to make sure it is something that will catch you're students attention but also have a meaning and some kind of learning behind it?
2. Is there some kind of visual learning for every subject taught? If so how do you find these for you're class?
1.The text talked about using visual and audio to design our lesson plans, and how that would be received by our working memory and then be more likely received by our long term memory. By using these methods to retain more knowledge does that also mean that a teacher should try to present more knowledge to be retained by the students?
2.Is it always good to present information in a way that there is less cognitive effort? Would a teacher ever want a student to use a longer process of processing something to their brain to maybe stretch their brain more?
1) With Cognitive Load Theory is discusses how the load cannot be too high or too low, how do you get it correct for the whole class? Do you do multiple designs? Or how else would you adapt it to the different levels of students in your class?
2) In Pavio's Dual Coding Theory is discusses verbal memory and visual memory. I would assume that each person is different in which type of memory is more efficient. Are there certain ages/grades that one is better to use then the other.
1. In the information processing theory they discuss the three types of memory. As teachers how can we make sure are lessons target the long term memory and not just the short term memory?
2. As we have learned children have different learning styles. The book talks about the three design principles that help create better visuals. How do we help are students if they are not visual learners become more visuals? Do these principles help them or do they need to be adjusted to fit other students needs?
1. What are ways in which we as teachers can make sure we are organizing information so that students can organize it, and then transfer it into long-term memory?
2. Are there some strategies in regards to re-calling information that we can implement into our classrooms? What strategies might be easier for younger students?
1. While trying to understand the Cognitive Load Theory, why is "extraneous load" important to CLT if it is based on content which is irrelevant to the desired message or point?
2. In relation to Synectics, would divergent thinkers fall into the category of "children with exceptionalities", a.k.a. gifted children? And would Synectics be a tool that could be understood by non-gifted children?
1. How do you use visuals with younger children without overloading them? How much information does a teacher have their student’s chunck before it is to much for them? 2. How does a teacher keep the students attention on what they are supposed to learn with visuals and apply it to deep learning instead of distracting them causing surface learning? At what age is it appropriate to use visuals and have the students use visuals themselves and is there an age where it is inappropriate to use visuals?
1.The cognitive load theory stated that if the load is too high learning is not effective and if it is too low learning is not efficient. How can you assure that the load is right and learning is both effective and efficient? 2. How offten will teachers design their own visuals for the classroom?
1. I think that the use of visuals in a classroom is very important, but how can a teacher make sure their visuals are helping the students to learn rather than just distracting the students?
2. Students are on all different levels so how can a teacher best adapt their use of visuals in order to reach the majority of students?
1. From what age group to what age group would you use images learning? 2. How do you know if a teacher is giving students enough knowledge by teaching with images?
QUESTION 1: The chapter talks about various kinds of theories. As a teacher, what can I do to help my students compensate for their limitations in their short-term memory? Explain.
QUESTION 2: The chapter talks about how pictures and words should be presented simultaneously. How would I present pictures and words so that both elemnts work together in order to facilitate deep learning? What are some guidelines a teacher could follow to maintain a balance between pictures and words?
1. How can we lead students who are not able to do intrinsic load, because of less comprehension skill, or less verbal ability. How can we fit this for different level?
2. Is it enough to learn with visuals for students? How can we combine text with visuals properly? How do we know that students understand contents with images? What elements are essential to estimate learing process, or results?
1. Is it always good to have visuals for every class and every students? If it is not, how can we as teachers overcome this and make sure that students are being helped with in this situation?
2. Visuals are important for retaining information. How can we use these visuals for retaining in a working memory and in a long term memory?
1. All this chapter taught me of the ways the memory works when using any kind of visuals. In my experience with students new to the country and by consequence the language, what can I make sure that they are not being "victims" of information overload and learn at the same time? what Can I do? What should I consider as the "basics"?
2. In A class setting, I am teaching in the dual immersion class, and we are having an activity in the computer to learn some high frequency words where the students are seeing pictures and listening to the correct pronunciation and next they listen and repeat back the equivalent in Spanish. Is this effective? is it overloading the sensory memory?
1. Can we base a lesson just on visual-based activities or do we need to incorporate other activities into our lesson? 2. Does it matter what grade we use visuals in or how much we use in our lesson?
1. It says the overall goal of the cognitive load theory is to help learners by matching their learning abilities. There are going to be many differences within one class so would it be best to try and incorporate everyone's learning structure, or make multiple visuals for different kinds of learners?
2. The book talks about short term memory and how your sensory memory holds an unnlimite4d amount of information for a few minutes. Are children more in-tune with their sensory memory and that is why it's hard for some children to pay attention and have a long attention span?
1. How important is it to always have visuals in the classroom? Or with every lesson?
ReplyDelete2. I think of myself as a visual learner, I don't do very well with audio learning. How do you make sure that you teach with all parts of learning so that none of your kids are left out, or don't understand how to do something?
1. Visuals are used throughout many classrooms, presentations, etc. When looking at the importance and the not so important parts of Visuals it made me think about the different amounts you would use in different grades. Would you use more in a younger grade classroom then in a high school class. Why or Why not? Explain.
ReplyDelete2.Chunking is a very important part of memorization. I believe every teacher needs to teach children how to chunk and put meaning to the things they learn this way they can move their info into long term memory. What are a couple of strategies you have to help students with this?
1. It repeats many times that we must organize, summarize, and highlight the most important parts of our lessons. Can we ever be not giving enough information when doing this? How do we as teachers know that our lessons are contributing to not just to working memory, but also in promoting meaningful learning?
ReplyDelete2. Understandably we as humans learn through repitition. The chapter states rehearsal helps us remember information, how do we teach that to our students or does it come naturally?
1. What types of mental energy is needed to think about or process information?
ReplyDelete2. Why is it so important for designers to focus on working memory? Also how can visuals help retain information in our working memory and later be stored in our long term memory?
1. What is the best way to assess how small chunking we should go without overloading the students with information?
ReplyDelete2. This chapter talks a lot about memory and designing information in easy to remember chunks. How do we find balance in focusing on memorization versus understanding the bigger picture?
1. When putting in a design is it difficult to make sure it is something that will catch you're students attention but also have a meaning and some kind of learning behind it?
ReplyDelete2. Is there some kind of visual learning for every subject taught? If so how do you find these for you're class?
1.The text talked about using visual and audio to design our lesson plans, and how that would be received by our working memory and then be more likely received by our long term memory. By using these methods to retain more knowledge does that also mean that a teacher should try to present more knowledge to be retained by the students?
ReplyDelete2.Is it always good to present information in a way that there is less cognitive effort? Would a teacher ever want a student to use a longer process of processing something to their brain to maybe stretch their brain more?
1. How can you make sure the cognitive load is not too high or too load for your students?
ReplyDelete2. Does the amount of visual information you should use during a lesson differ for differ grades?
1) With Cognitive Load Theory is discusses how the load cannot be too high or too low, how do you get it correct for the whole class? Do you do multiple designs? Or how else would you adapt it to the different levels of students in your class?
ReplyDelete2) In Pavio's Dual Coding Theory is discusses verbal memory and visual memory. I would assume that each person is different in which type of memory is more efficient. Are there certain ages/grades that one is better to use then the other.
1. In the information processing theory they discuss the three types of memory. As teachers how can we make sure are lessons target the long term memory and not just the short term memory?
ReplyDelete2. As we have learned children have different learning styles. The book talks about the three design principles that help create better visuals. How do we help are students if they are not visual learners become more visuals? Do these principles help them or do they need to be adjusted to fit other students needs?
1. What are ways in which we as teachers can make sure we are organizing information so that students can organize it, and then transfer it into long-term memory?
ReplyDelete2. Are there some strategies in regards to re-calling information that we can implement into our classrooms? What strategies might be easier for younger students?
Ashlee Rooks
ReplyDelete1. While trying to understand the Cognitive Load Theory, why is "extraneous load" important to CLT if it is based on content which is irrelevant to the desired message or point?
2. In relation to Synectics, would divergent thinkers fall into the category of "children with exceptionalities", a.k.a. gifted children? And would Synectics be a tool that could be understood by non-gifted children?
1. How do you use visuals with younger children without overloading them? How much information does a teacher have their student’s chunck before it is to much for them?
ReplyDelete2. How does a teacher keep the students attention on what they are supposed to learn with visuals and apply it to deep learning instead of distracting them causing surface learning? At what age is it appropriate to use visuals and have the students use visuals themselves and is there an age where it is inappropriate to use visuals?
1. How can teacher make lessons to access each stpes of students' memories, and finally they can have long-term memory?
ReplyDelete2. When teachers make visual learning lessons, how can they make sure that their understanding progress is as same as students' learning progress?
1.The cognitive load theory stated that if the load is too high learning is not effective and if it is too low learning is not efficient. How can you assure that the load is right and learning is both effective and efficient?
ReplyDelete2. How offten will teachers design their own visuals for the classroom?
1. I think that the use of visuals in a classroom is very important, but how can a teacher make sure their visuals are helping the students to learn rather than just distracting the students?
ReplyDelete2. Students are on all different levels so how can a teacher best adapt their use of visuals in order to reach the majority of students?
1. From what age group to what age group would you use images learning?
ReplyDelete2. How do you know if a teacher is giving students enough knowledge by teaching with images?
QUESTION 1: The chapter talks about various kinds of theories. As a teacher, what can I do to help my students compensate for their limitations in their short-term memory? Explain.
ReplyDeleteQUESTION 2: The chapter talks about how pictures and words should be presented simultaneously. How would I present pictures and words so that both elemnts work together in order to facilitate deep learning? What are some guidelines a teacher could follow to maintain a balance between pictures and words?
1. In this chapter, there is rehearsal step on IPT, How can we teach students importance of rehearsal, make them do rehearsal naturally??
ReplyDelete2. What amount of visuals is good for students? is it differ for different grades such as k~2 students need more visuals in class?
1. How can we lead students who are not able to do intrinsic load, because of less comprehension skill, or less verbal ability. How can we fit this for different level?
ReplyDelete2. Is it enough to learn with visuals for students? How can we combine text with visuals properly? How do we know that students understand contents with images? What elements are essential to estimate learing process, or results?
1. Is it always good to have visuals for every class and every students? If it is not, how can we as teachers overcome this and make sure that students are being helped with in this situation?
ReplyDelete2. Visuals are important for retaining information. How can we use these visuals for retaining in a working memory and in a long term memory?
1. All this chapter taught me of the ways the memory works when using any kind of visuals. In my experience with students new to the country and by consequence the language, what can I make sure that they are not being "victims" of information overload and learn at the same time? what Can I do? What should I consider as the "basics"?
ReplyDelete2. In A class setting, I am teaching in the dual immersion class, and we are having an activity in the computer to learn some high frequency words where the students are seeing pictures and listening to the correct pronunciation and next they listen and repeat back the equivalent in Spanish. Is this effective? is it overloading the sensory memory?
1. Can we base a lesson just on visual-based activities or do we need to incorporate other activities into our lesson?
ReplyDelete2. Does it matter what grade we use visuals in or how much we use in our lesson?
1. It says the overall goal of the cognitive load theory is to help learners by matching their learning abilities. There are going to be many differences within one class so would it be best to try and incorporate everyone's learning structure, or make multiple visuals for different kinds of learners?
ReplyDelete2. The book talks about short term memory and how your sensory memory holds an unnlimite4d amount of information for a few minutes. Are children more in-tune with their sensory memory and that is why it's hard for some children to pay attention and have a long attention span?