The incident that caused me the greatest concern today happened during a reading class while working with a group of eight third-grade children. These children are unable to read or write above a first-grade level at best. The frustrating part is that they don't know words they have been gone over and over before.
How does this problem relate to what we know about learning?
Cite your sources.
Given what you know about learning, how might you resolve this problem?
Kathryn Kraus:
We know from cognitive theory that "information that we do not use to any degree, and that therefore does not reach long-term memory, is forgotten as if we had never been exposed to it in the first place." Although these students have been repeatedly exposed to the same words, it is not being retained. We also know that "to forestall forgetting new information, we must manipulate it or, as cognitive scientists say, engage in active rehearsals with it." Lastly, cognitive theory teaches us that "information can be remembered better by connecting it with what students already know." A possible approach to developing thes students' reading skills is to have them manipulate and overlearn the words through activities which connect to students' prior knowledge.
PPR, Ch. 4, p. 87, Information Processing.
PPR, Ch. 4, p. 89, Beliefs about Short-Term Memory
PPR, Ch. 4, p. 89, Beliefs about Sort-term Memory.
Dolch sight words, necessry for reading mastery, are broken down by grade level at this website which generates bingo cards using these same words. Incorporating bingo, something students already know, into learning new words, as part of the regular daily routine, where individual students take turns calling out the words, could provide a source of engagement and manipulation towards helping students have the information be retained in long-term memory. http://www.bingocardcreator.com/dolch-sight-words-lists.htm#first-grade-sight-words-list
Carri Gregory:
One thing that probably need to be addressed is that maybe one or two of these children might have a learning disability that needs to be addressed. If these children are in the third grade and are only able to read on a first grade level, then something is wrong. If it is not a reading disability, then we know from the cognitive school of thought that these students are not able to process the information that is in front of them. The students might of not been paying attention to the lesson or just even forgot what was been taught that day. Which means the students were not able to process that information and store it into their short-term memory. Meaningful learning is not being contributed to the lesson. We know that if teachers don't develop meaningful learning in the classroom; then students are not only able to understand the knowledge that is presented to them, but they are not able to use that knowledge.
PPR, Ch. 3, pg. 74, Commuication Disorders.
PPR, Ch.4, pg. 87, Information Processing
PPR, Ch.4, pg.90, Meaningful Learning
First address to the parents whether the students is having a problems with reading and that they might need to have the child tested. If they do, as a teacher take the necessary steps to work with the students so they are able to learn to information. If they don't then I suggest that the teacher uses
sight words on a bulletin board. Students are to see certain "key" words that are being used in their reading. When students are reading the work are they connection with that passage or not. Ask questions during the exercise that would help them relate to the story. Create activities that help the students to review or rehearse what was previous taught.
Rebecca Ayers
This problem identifies with the cognitive school thought : long term vs short term memory. It would be difficult for a child to learn and remember something if they don't repeat it or connect it to something they know. If a topic is not connected or authentic, students will have a hard time remembering the information they are supposed to be learning. It is important to help students organize their thoughts, thought this organization they can move the information from their short term to their long term memory.To help organize these new ideas teachers can uses methods such as scaffolding. By repeating the information and organizing it the chances of the students success highly increases.
PPR The Act of Teaching, pg 89 General Beliefs about the Memory Process
PPR, Ibid, pg, 90-91
Cognitive Approaches to Teaching and Learning
PPR, Ibid, Pg, 92, Scaffolding
As a teacher I would try to connect the information they are learning to something they know or have experienced. If a student is having problems then I will try to break up the information into smaller ideas and approach the same idea in a number of different ways. Also, I would help my students organize their thoughts using mind mapping, schema, and managed dialogue. By approaching the new information a number of different ways allows the student to receive the information thorough a number of different entry points that accompanies their learning style. Another good technique that I would utilize in my class is peer teaching. Through peer teaching students can deepen their understanding of a new concept and help other in the class learn it on their level.
Rosalina Trujillo:
These students have not been able to retain words into their long-term memory; however, we must analyze and study what might be the cause.Cognitivists state information can be remembered better by connecting it with what students already know.
If the students do not retain information when the teacher is working with them and providing different strategies of all kinds then she may inquire about a learning disabilty by talking to specialist including special education teachers, review the child's school records, let the student with reading problems use text books on tape.
Ch4
pg. 89
para 3
ch 3
pg 76
para 2
As a teacher I would have in mind all the schools of thought. For example,I would use previous knowledge these students know, in their case books from 1st grade then move up; I would have instructional variety (cognitive school). The Humanistic approach is important also because I would take in consideration the child's needs and emotions. I am sure these students may be embarrassed they are not good at reading and need to take in consideration that they need to learn how to like it so maybe they will enjoy reading and feel comfortable reading out loud.
The behavioral approoach would be used by reinforcing the students by rewarding them with stickers to motivate them to learn and practice reading.
Prepared by: Genevieve Cosby Green
During the prior lessons the students did not store the information so they could retrieve it later. The students only placed the information into short-term-memory. ”For learning to occur, facts, concepts, and ideas must be stored; connected to other facts, concepts, and ideas; and built upon.” In order for students to retrieve information from memory, the teacher needs to make the information meaningful. Making the information meaningful provides the students with ways to organize and store the information in their long-term-memory. A teaching method called “reception learning” is used to teach meaningful learning. “ Most often we called it presentation whereby the teach directs the learning activity, (prepares students for learning, presents information logically, and clearly, connects the information to be learned with what students already know and uses variety in present new information.)”
As a teacher, I would develop lessons that used the mastery learning method to help the student retain the knowledge. The method is based on the behavioral theory. This method lets the students learn at their own speed, but it keep the whole class on the same unit until everyone masters the unit’s concepts. “The general intent is to give immediate, addition help to low slow achieves so they stay even with the higher faster achievers.” I would also assign the student computer-assisted instruction to reinforce their skills.
Problem
The incident that caused me the greatest concern today happened during a reading class while working with a group of eight third-grade children. These children are unable to read or write above a first-grade level at best. The frustrating part is that they don't know words they have been gone over and over before.How does this problem relate to what we know about learning?
Cite your sources.
Given what you know about learning, how might you resolve this problem?
We know from cognitive theory that "information that we do not use to any degree, and that therefore does not reach long-term memory, is forgotten as if we had never been exposed to it in the first place." Although these students have been repeatedly exposed to the same words, it is not being retained. We also know that "to forestall forgetting new information, we must manipulate it or, as cognitive scientists say, engage in active rehearsals with it." Lastly, cognitive theory teaches us that "information can be remembered better by connecting it with what students already know." A possible approach to developing thes students' reading skills is to have them manipulate and overlearn the words through activities which connect to students' prior knowledge.
PPR, Ch. 4, p. 89, Beliefs about Short-Term Memory
PPR, Ch. 4, p. 89, Beliefs about Sort-term Memory.
http://www.bingocardcreator.com/dolch-sight-words-lists.htm#first-grade-sight-words-list
One thing that probably need to be addressed is that maybe one or two of these children might have a learning disability that needs to be addressed. If these children are in the third grade and are only able to read on a first grade level, then something is wrong. If it is not a reading disability, then we know from the cognitive school of thought that these students are not able to process the information that is in front of them. The students might of not been paying attention to the lesson or just even forgot what was been taught that day. Which means the students were not able to process that information and store it into their short-term memory. Meaningful learning is not being contributed to the lesson. We know that if teachers don't develop meaningful learning in the classroom; then students are not only able to understand the knowledge that is presented to them, but they are not able to use that knowledge.
PPR, Ch.4, pg. 87, Information Processing
PPR, Ch.4, pg.90, Meaningful Learning
sight words on a bulletin board. Students are to see certain "key" words that are being used in their reading. When students are reading the work are they connection with that passage or not. Ask questions during the exercise that would help them relate to the story. Create activities that help the students to review or rehearse what was previous taught.
PPR, Ibid, pg, 90-91
Cognitive Approaches to Teaching and Learning
PPR, Ibid, Pg, 92, Scaffolding
These students have not been able to retain words into their long-term memory; however, we must analyze and study what might be the cause.Cognitivists state information can be remembered better by connecting it with what students already know.
If the students do not retain information when the teacher is working with them and providing different strategies of all kinds then she may inquire about a learning disabilty by talking to specialist including special education teachers, review the child's school records, let the student with reading problems use text books on tape.
pg. 89
para 3
ch 3
pg 76
para 2
The behavioral approoach would be used by reinforcing the students by rewarding them with stickers to motivate them to learn and practice reading.
PPR, Chp 4, page 90, paragraph 2
PPR, Chp 4, page 100, paragraph 1