Journal 2

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Journal 2

  1. 1. Information Processing and Memory 6 th Grade By: Shawna, Kristen, Alexis, and Evelyn
  2. 2. AKIMEL A-AL MIDDLE SCHOOL <ul><li>There are currently 1,182 students enrolled at Akimel Middle School </li></ul>
  3. 3. STUDENTS <ul><ul><li>American Indian & Alaskan Native – 22 students (7 Males/15 Females) </li></ul></ul><ul><ul><li>Asian & Pacific Islanders – 80 (34 Males/46 Females) </li></ul></ul><ul><ul><li>Hispanic – 115 (69 Males/46 Females) </li></ul></ul><ul><ul><li>African American – 75 (34 Males/41 Females) </li></ul></ul><ul><ul><li>Caucasian – 789 (373 Males/416 Females) </li></ul></ul>
  4. 4. TASK 1 – Observation <ul><li>Attention </li></ul><ul><ul><li>Touching the student’s shoulder </li></ul></ul><ul><ul><li>Make eye contact and nod </li></ul></ul><ul><ul><li>Tapping finger on book or desk to follow along </li></ul></ul><ul><ul><li>Calling student’s name out loud </li></ul></ul><ul><ul><li>Counting down from 5 to 1 on either their fingers or out loud </li></ul></ul><ul><ul><li>Provide praise to students paying attention </li></ul></ul>
  5. 5. TASK 1 - Observation <ul><li>Comprehension </li></ul><ul><ul><li>Asking questions after instruction </li></ul></ul><ul><ul><li>Asking questions to review lesson after completion </li></ul></ul><ul><ul><li>Going over their work in workbooks </li></ul></ul><ul><ul><li>If a good percentage of the class didn’t do well on an area of the test, the teacher would go back over the content </li></ul></ul>
  6. 6. TASK 2 – Interview the Teacher <ul><li>Great deal of concern regarding memory strategies </li></ul><ul><ul><li>Notifying of quizzes – no POP quizzes </li></ul></ul><ul><ul><li>Using resource teacher/student aids </li></ul></ul><ul><ul><li>Using mnemonic devices </li></ul></ul><ul><ul><li>Remind them to study for a test </li></ul></ul><ul><ul><li>Organizers, flashcards, color coding, and acronyms </li></ul></ul>
  7. 7. TASK 2 – Interview the Teacher <ul><li>Study groups – different cognitive levels </li></ul><ul><li>Peer tutoring </li></ul><ul><li>Repetition </li></ul><ul><li>Reviewing – spelling, vocabulary, etc. </li></ul><ul><li>Correcting their own mistakes – self editing </li></ul><ul><li>Come into class to study – before, after, or at lunch </li></ul><ul><li>Classroom Website </li></ul>
  8. 8. TASK 3 – Interview the Students
  9. 9. TASK 3 – Interview the Students <ul><li>Website </li></ul><ul><ul><li>Study guides, class notes, Power Points, games, educational websites, etc. </li></ul></ul><ul><li>Visual Learning </li></ul><ul><li>Vocabulary </li></ul><ul><ul><li>Using words throughout lessons to give examples of definitions </li></ul></ul><ul><li>Formative assessment before summative assessment </li></ul><ul><ul><li>To see if they need to go back over any area </li></ul></ul>
  10. 10. TASK 3 – Interview the Students <ul><li>Memory strategies learned from past teachers and current teachers </li></ul><ul><li>Before a test or quiz takes time to answer questions students may have </li></ul><ul><li>Both students and teachers agree that repetition is best </li></ul><ul><ul><li>Rereading material </li></ul></ul><ul><ul><li>Studying study guides </li></ul></ul>
  11. 11. Problem Statement <ul><li>Now that we have discovered this, what more can we learn about memory and how information is retained so that we can uses it to benefit our students? </li></ul>
  12. 12. Anxiety-Stability <ul><li>Information Processing Index </li></ul><ul><ul><li>12-13 Year olds </li></ul></ul><ul><ul><li>UK </li></ul></ul><ul><ul><li>Computer based </li></ul></ul><ul><ul><li>Train – Colored Carts </li></ul></ul><ul><ul><li>0 – 5 scale </li></ul></ul><ul><ul><ul><li>0 being completely unstable </li></ul></ul></ul><ul><ul><ul><li>5 being completely stable </li></ul></ul></ul>
  13. 13. Relative Pleasure of Consequences <ul><li>Educational Psychology </li></ul><ul><ul><li>Memory and know to be true </li></ul></ul><ul><ul><li>Storage knowledge and generation learning </li></ul></ul><ul><ul><li>Perception and Interpretation </li></ul></ul><ul><ul><li>5 th , 6 th and college students </li></ul></ul><ul><ul><ul><li>Summarize article in one sentence </li></ul></ul></ul>
  14. 14. Promoting Independent Learning <ul><li>Middle School : 10-13 Years Old </li></ul><ul><li>Independent Learning </li></ul><ul><ul><li>Having students find the best method for them to retain information </li></ul></ul><ul><li>Three Main Problems </li></ul><ul><ul><li>Do not engage on their own </li></ul></ul><ul><ul><li>Not instructed in the proper way </li></ul></ul><ul><ul><li>Some teachers discourage independent learning </li></ul></ul><ul><li>Survey for results </li></ul><ul><ul><li>Repeating or rereading </li></ul></ul><ul><ul><li>Distractions </li></ul></ul>
  15. 15. Quizzing and Cognitive Learning <ul><li>Cognitive Learning </li></ul><ul><ul><li>Quizzing </li></ul></ul><ul><ul><ul><li>to promote participation in the classroom </li></ul></ul></ul><ul><ul><ul><li>to motivate students to attend class </li></ul></ul></ul><ul><li>Elements for understanding </li></ul><ul><ul><li>generation, motivation, attention, and memory </li></ul></ul><ul><li>Reading comprehension quiz </li></ul><ul><ul><li>No quiz, in-class comprehension quiz, and in-class generative learning quiz </li></ul></ul><ul><ul><li>Generative processing scored higher </li></ul></ul>
  16. 16. Solution <ul><li>Benefits of memory strategies </li></ul><ul><li>Repetition and higher level or thinking </li></ul><ul><li>Student/teacher feedback </li></ul><ul><ul><li>Assessments to measure students’ cognitive abilities </li></ul></ul><ul><li>Need help from teachers </li></ul><ul><li>No distractions </li></ul>
  17. 17. Solutions <ul><li>Teachers to instruct students effectively on proper memory strategies and practice these strategies with students </li></ul><ul><li>Peer-collaboration when using memory strategies </li></ul><ul><li>Quizzing using questions that promote higher-level thinking skills </li></ul>

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