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Children's attentional processes have a number of limitations. How do you think instructional materials should be designed to take into account some of these limitations? For example, how should information in books for young children be organized and designed? In what ways can teachers accommodate the differing attentional processes of their students? |
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Teachers who practice using good memory and study strategies are more likely to model and communicate these to their students than teachers who don't. Reflect upon your own study strategies and memory strengths/weaknesses. Which study strategies do you most often use? Identify ways that you could improve your study habits. Which study strategies could be applied to the subjects and grade levels you plan to teach? |
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Describe how these six processes - attention, rehearsal, deep processing, elaboration, constructing images, and organization - are involved in encoding. Reflect on how these processes translate into classroom activities. Describe student behaviors and activities that can help them encode new information. What can teachers do to foster student engagement in the encoding processes? |
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How can teachers enhance learning and memory on the part of their students? If you developed a memory-improvement program, what would it involve? Why is it important to teach students different strategies? How do strategies promote the learning process? Aside from being taught a specific strategy, should teachers also provide instruction on when to use different strategies? |
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Discuss why an expert in a given field (such as math, physics, or American literature) may not necessarily be a good teacher at the beginning of his teaching career. What does it mean to distinguish between the content knowledge required for expertise and the pedagogical knowledge necessary to effectively teach it? Why is it critical for teachers to have both content and pedagogical knowledge? |
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Examine the ways that memory, attention, and metacognition develop as children grow up. Discuss what parents and teachers can do to foster development in these areas. What do you think is the relationship among memory, attention, metacognition, and acquiring expertise? What is the key difference between people who acquire expertise and those who don't? |
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