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How do we learn? (Cognition (Limits of Cognition (Limits of Attention…

- - - - People can only give their attention to one thing at a time. The ability to effectively focus on learning gets compromised when attention is being pulled in more than one direction at once.
        
        PEN Principle #1 - Written text and spoken word don't mix.
    - - +/- 7 rule for WM
        
        "the capacity of working memory is not easily increased" "Working memory has strict limitations"
    - - Cognitive Load
        
        Intrinsic cognitive load
        
        How innately difficult a task is perceived by the individual. For example, the difficulty of playing chess versus checkers.
        
        One way that teachers can help with intrinsic load is by chunking the learning material of a lesson. For example, an elementary teacher may want to assign a performance task where their students pick specific groceries to buy, such as 1 frozen food item, 3 produce foods, 1 dairy product, and 1 meat product. To ensure that the students can do the task, it would be a good idea to chunk the learning of each food category for the students. Thus, you could discuss and do an activity regarding each category before allowing the elementary students to attempt the performance task on their own.
        
        Extraneous cognitive load
        
        This is effected by how much extra information, visual stimulation, or auditory distraction is present.
        
        I have had both good and bad experiences regarding extraneous load while I been in school. The bad experience was when my social studies teacher in grade 10 would go on rants regarding the material which were not necessary to learn and only served as a distraction. As for my good experiences with this I have had about 3 math teachers that new how to concisely deliver the concepts to the class and I always appreciated this because it lessened my confusion when learning new content.
        
        Germane cognitive load
        
        How much work is required to move content from working memory into long-term memory
        
        Teachers can help support students' germane load through ways such as making connections for the students and practicing/rehearsing the learning material with them. For instance, when moving from a lesson about flowers to one about trees, it would be helpful to remind students that like flowers, trees also have roots.
        
        Teachers should strive to manage the intrinsic load, reduce the extraneous load, and support the germane load.
  - - - Inventory strengths and weaknesses
      - Chunk the task into pieces
      - Ask questions so you understand elements
        
        From my experience, I will only ask questions during class time if I feel completely comfortable with my teacher. That said, I am going to ensure that students feel that they can ask questions freely without fear of embarrassment or discouragement from me or their peers. This will be done by creating a positive learning environment within the classroom.
      - Name your goals
        
        A way to practice this in the classroom would be to have the students (grades 4+) to reflect on how well they have done after a performance task, presentation, or test. This would help them acknowledge what they did well on and where there is room for improvement. The students would be required to hand-in their reflection notes along with their future goals so the teacher can keep them on a successful learning path.
  - - - In my experience, it always makes me feel more driven to improve my work in a class if the teacher encourages my abilities in the class. This is especially true when a teacher tells me directly that although I did not do well on an essay (for example), there is always room for improvement. The same goes for if I did well on an assignment.
    - - Attribution theory is when failure is attributed to
        
        Lack of ability
        
        Lack of effort
      - For self-efficacy, teachers can...
        
        Plan moderately challenging tasks
        
        Teach specific learning strategies and how to regulate one's own learning
        
        Use peer models/examples/groups: vicarious success
        
        During almost all of my language arts classes in secondary school, I remember having the option to compare or view work from my peers. It was very helpful to practice this because it allowed me and my classmates to do self-assessment on our work and ultimately make improvements for next time.
        
        Allow children to show you what they know in their preferred way
        
        I always enjoyed having the option to be creative or show my work the way I wanted to, so this is something I will try to consistently provide my future students with. For example, if a student would rather communicate their work for a science assignment in the form of a picture and then verbally explain it to me instead of only a written component, I would be open to that.
        
        Think in terms of "success approximation"
        
        The idea of "success approximation" is definitely something I will try to practice during my future classroom experiences. This notion aligns with changing your thinking towards students that are acting out in class from "being a problem" to "having a problem". I plan to be mindful of this whenever I feel myself becoming frustrated with a student whether that be when they are consistently not following my instructions or if they struggle with a learning concept for a number of days.
- - - - Being that I have typically taught myself various name mnemonics throughout school, I know how helpful the practice can be for memorization. Therefore, I plan to use this strategy in my classroom to help my future students. Working with students to come up with a name mnemonic while learning the parts of the body is one example.
- - - - When I was taking chemistry in high school, I remember using spatial memory when being tested on a lab procedure. By going through where tools and materials are located in the lab, I was better able to recall the steps of a certain experiment.