Week 4: All about Cognition
This week we read chapters 9, 10 and 11. These chapters discussed cognition and constructivism and provided a plethora of information that will assist us in setting our students up for success!
Chapter 9 was informative and helpful in that it discussed learning strategies and the pros to the various ones. Some of the strategies were problem-solving, reading strategies, retrieval, transfer, algorithms, and heuristics. Along with this chapter we also completed the concept mapping, which I found engaging and simple to create using Popplet. On page 350 of the text, Woolfolk discusses the conditions for applying learning strategies and says "Students learn strategies, but do not apply them when they could or should." I thought that this was something important to keep in mind because we often get frustrated and repeat how we have taught something x amount of times. This little bit of validation that students are human will help me have a little more patience with students.
In chapter 10, Woolfolk introduces us to constructivism, Vygotsky and setting up classrooms that encourage learning. I like that Woolfolk guided us on the role that we, as future teachers, play in scaffolding, cooperative learning, inquiry and problem-based learning. I am a fan of cooperative learning and constructive classrooms so I enjoyed this style in this chapter! I also was happy that she discussed the role that technology and computer-based games play in the classroom and dove into the types of that are used in the classroom. Since these are widely used in classrooms today it was a good addition to this chapter.
Chapter 11 was about social cognitive views and motivation. What I liked best about this chapter is that she talked about how important observing is in the learning process. We all have learned and continue to learn through observing others, whether it be our professors or cooperating teachers, and our students will learn through observing us. I appreciated that she also broke down self-efficacy, self-concept, and self-esteem on pages 434 - 439. All three of these concepts play a large role in our own learning as college students will play a role when we become teachers and also in our students. Self-efficacy is a term that is relatively new to me, I hadn't heard of it until I started my education courses, so I am glad that she went into depth in this chapter how it plays a role both as a student and a teacher.
Chapter 9 was informative and helpful in that it discussed learning strategies and the pros to the various ones. Some of the strategies were problem-solving, reading strategies, retrieval, transfer, algorithms, and heuristics. Along with this chapter we also completed the concept mapping, which I found engaging and simple to create using Popplet. On page 350 of the text, Woolfolk discusses the conditions for applying learning strategies and says "Students learn strategies, but do not apply them when they could or should." I thought that this was something important to keep in mind because we often get frustrated and repeat how we have taught something x amount of times. This little bit of validation that students are human will help me have a little more patience with students.
In chapter 10, Woolfolk introduces us to constructivism, Vygotsky and setting up classrooms that encourage learning. I like that Woolfolk guided us on the role that we, as future teachers, play in scaffolding, cooperative learning, inquiry and problem-based learning. I am a fan of cooperative learning and constructive classrooms so I enjoyed this style in this chapter! I also was happy that she discussed the role that technology and computer-based games play in the classroom and dove into the types of that are used in the classroom. Since these are widely used in classrooms today it was a good addition to this chapter.
Chapter 11 was about social cognitive views and motivation. What I liked best about this chapter is that she talked about how important observing is in the learning process. We all have learned and continue to learn through observing others, whether it be our professors or cooperating teachers, and our students will learn through observing us. I appreciated that she also broke down self-efficacy, self-concept, and self-esteem on pages 434 - 439. All three of these concepts play a large role in our own learning as college students will play a role when we become teachers and also in our students. Self-efficacy is a term that is relatively new to me, I hadn't heard of it until I started my education courses, so I am glad that she went into depth in this chapter how it plays a role both as a student and a teacher.
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