Wednesday, February 23, 2011

Ch5: Cognitive Learning Processes

Pg. 208 Implications for Instruction
I found interesting that they mentioned the verbalization of thoughts as a problem-solving skill. I personally do this a lot, have always done it, mostly when I don't understand something; however, I notice that people find it strange. I often get asked, "are you talking to yourself again?" I do this because sometimes it makes it easier for me to understand something, I ask myself questions aloud, could be about a project I'm working on or simply when I'm reading. Asking myself questions triggers thoughts about something I previously read and helps me make connections and understand what I'm reading. Sometimes I can't concentrate and reading aloud helps me stay focused.

5 comments:

  1. I find it interesting that another of Andre’s suggestions lead back to how verbalization helps with learning. “Give a verbal description. Providing students with verbal description of the strategy and rules for application can be helpful.” (p.208) I know that I can conceptualize a concept with more ease if the information is verbally given rather than written. In the development of our online programs we try to add elements of verbal conversation through movies and interactive tutorials because we have found that students respond and remember the content better than those programs without “talking”.

    ReplyDelete
  2. If anything this chapter should help you know that you are not alone! If someone else interrupts you again, just tell them that you are “working on verbalization of thoughts in order to utilize problem-solving skills through metacognition.” I think they would be stunned and never comment again!  Earlier I was working on some statistics homework for EDCI 6300 and found myself talking out loud as I went through the processes of solving the equation. Whereas an adult would have made a comment on me talking to myself my seven year old little sister simply commented about how my math seems harder than hers. Isn’t it amazing how perceptions change with age?

    ReplyDelete
  3. I have noticed this in many of my students. They have to be reading aloud to themselves in order to undertand or stay focused. What I like to do with my 2nd graders is that I "model read" for them every Monday. Not only do I read with intonation, but I also ask myself questions as I'm reading. This method has helped them in understanding what they are reading. I always tell them that good readers pause and ask themselves questions in order to check if they are understanding what they have read. It's working and they enjoy watching me model it for them.

    ReplyDelete
  4. Nila, I myself am in the same boat as you and sometimes I have to remind myself to quiet down because I am in a room full of people. I am the type of person who has to verbalize when problem solving and I find that it does work. I am also a fan of Andre's suggestion for training students in problem solving skills. Providing examples is another one of my favorite suggestions because I believe that it helps students visualize what the end product should look like and at least serve as a guide to help keep them on track.

    ReplyDelete
  5. I do the same thing when I am reading and find myself zoning out. I noticed that when I read out loud I maintain my own attention, and learn more. I think that is why when we model our thoughts our students are able to learn how to order their thoughts, and in turn are able to mimic the behavior. Modeling provides the framework to help the students fill in the details and learn how to study.

    ReplyDelete