Affect & Cognition

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Affect & Cognition

  1. 1. AFFECT & COGNITION WEEK #4 ROUNDUP MODERATORS – RYO & JULIE
  2. 2. &quot;If we want to help people learn, we should not worry about how we can motivate them but try to identify what already is motivating them.&quot; (Zull 2002, pg. 53) <ul><li>Group A) Play the devil’s advocate! Look at other learning models and tell us if emotions and learning are supported or not supported by others. How does CALL support not support these other hypotheses? </li></ul><ul><li>Group B) Intrinsic and extrinsic motivational factors differ in learners with disabilities and gifts/talents . How are motivational levels different  and is CALL appropriate to motivate these students to learn? </li></ul><ul><li>Group C) Find support for Fear as an asset in learning. Under which circumstances does fear provoke learning, making information “stick” under stress? Does CALL support such principles? </li></ul>
  3. 3. Group A “ Emotions are our interpretations of and reactions to the stimuli and events in the world, so they are not inherently positive or negative. Positivity and negativity are judgments we assign to our emotions.” - Amy Garcia http://affect.media.mit.edu/projectpages/lc/icalt.pdf
  4. 4. Group B <ul><li>“ All in all, Identifying students’ learning strategies and styles with respect to their strengths will ultimately help the student feel supported and in return motivated to learn.” </li></ul><ul><li>Puzzlemaker - http://puzzlemaker.school.discovery.com/ </li></ul><ul><li>“ It begins with the premise that each child should come to school to stretch and grow daily. It includes the expectation that the measure of progress and growth is competition with oneself rather than competition against others.” </li></ul><ul><li>&quot;What It Means to Teach Gifted Learners Well” http:// www.nagc.org/index.aspx?id =978 </li></ul>
  5. 5. Group C <ul><li>“ What could be more anxiety producing than the prospect of becoming someone else? ” – Janine Poreba </li></ul><ul><li>For example, one student revealed, “at first, I thought my God, am I the only one who's getting nervous, the only one whose heart is beating, like pounding really hard? But now, I know I'm not the only one.” Foss and Reitzel (1988) also found that anxiety was reduced for many students merely by knowing that they were not alone in their fears or beliefs. –Lama Nassif </li></ul>
  6. 6. <ul><li>http:// www.changethatsrightnow.com/problem_detail.asp?SDID =4840:1925 </li></ul>
  7. 7. UNIVERSAL THREADS <ul><li>Minimize anxiety & fear in classroom </li></ul><ul><li>Students learn best when learning in an “ ideal environment” </li></ul><ul><ul><li>Not excluding “un-ideal environments” </li></ul></ul><ul><ul><li>Anxiety & fear can play strong role in affect & cognition </li></ul></ul><ul><li>CALL can minimize “fear factor” </li></ul><ul><ul><li>FLOW THEORY! </li></ul></ul>
  8. 8. To be continued…

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