Monday: June 18, 2012

by J.S. & H.G.

           

Learning and Cognition: Memory (short, long, and sensory memory)

& Culturally Responsive Teaching

First we watched a video clip, Google’s Effects on Memory,which explained that when people expect to have information accessible to them (in the future), they do not attempt to memorize information. Psychologist, Betsy Sparrow, said that people do not get dumber because they will find a way to learn information by going to the library or asking an expert. We also talked about way to help students memorize information such as mnemonic devices. 

Next we talked about how much route memorization should occur in school and what strategies teachers should use when working with students with disabilities. Amy said that memorization should be used when route memorization can be applied to other skills (multiplication à higher algebra). Kevin said that he believed memorization helps form connections to other information. Ariela also stated that there should be a foundation of memorized facts to help analyze new material.

When working with students with disabilities people can use assisting technologies (recorders, cameras, headsets, visual picture symbols).

We also learned that there are three kinds of memory. Sensory memory lasts 1-2 seconds, is not encoded, and must be moved to working memory to save. To help understand sensory memory the entire class participated in a number memorization experiment. We also learned that short-term memory doesn’t last very long and needs to be converted to long-term memory, which requires understanding.

Researchers have found that memory is the process of reconstructing the past and it can distort perception and change each time you access it. Memory is interpretive. Situated learning is when people learn things and it can be accessed through imagery, smells, words, locations, scenes, and events.

Next we talked about how our students display, process, and remember knowledge in their communities. Tree said that she noticed how her student’s process information in the classroom vs. in real life (managing their body). Amy’s students have a vast knowledge of shoes because it’s important to them, but they struggle with other academic skills. As a class we agreed that family and the community have a huge impact on learning.

After the break, Ariela and Kevin did a great presentation on humanistic psychology featuring the works of Abraham Maslow, and his theory of the hierarchy of needs.  The hierarchy of needs shows the various levels of human needs. Basic needs are on the bottom of the pyramid (food, water, sleep) and at the very top of are morality, creativity, and acceptance of facts. Ariela made a great point that students who do not have their base needs met (food and water) have a hard time concentrating in school, which can impede learning. Next, we all engaged in an activity that compared our needs to our student’s needs. For example, ‘how does the idea of safety compare for ourselves vs. our students.’ 

After the presentation we continued the lecture, but this time it focused on language. We talked about the importance of teaching children the dominant way of speaking and acting in today’s world. And we also discussed the advantages of maintaining their home cultural/linguistic competencies. Allison pointed out that she is required to teach to a test and potential future job skills so she tries to teach students how to speak and act in the world. Jenna said that she believes her students are learning cultural/ linguistic competencies at home so she tries to expand their worldview in the classroom.

To end the class, Pete reminded us that we can teach through culture and it’s possible to incorporate a student’s culture in our lessons when appropriate.