Strategic Role of Communication in A Cross Cultural Project Team

Chapter 10 Essay Example

Chapter 10 Essay Example Chapter 10 Paper Chapter 10 Paper Essay Topic: Literature In Nancy Walkers fifth-grade classroom, some students are reading above grade-level and some students have not yet become fluent readers. This teachers classroom library should contain: books written at a range of reading levels. In reading workshop, students get critical feedback from their teacher to help them develop as readers during: Conferencing The primary difference between reading workshop and Sustained Silent Reading (SSR) is that only during reading workshop do: teachers provide instruction. In writing workshop, students move through the writing process: At their own pace The benefits of sharing time during writing workshop include all of the following except: it is an appropriate use of time when students have writers block. Which of the following allotments of time is the least appropriate for these components of writing workshop? Independent writing: 10-15 minutes Which of the following statements is not true about establishing a workshop environment? Reading and writing workshops should be part of daily language arts learning. Of the following, the most important feature of literature circles is that students: Select their own reading material The primary purpose of specific roles for literature circles (e.g., word wizard, discussion director, etc.) is to: focus students on aspects of the text that facilitate comprehension and can guide student discussions. In reading logs related to literature circles, it is appropriate for students to write about all of the following except: Personal narratives Which of the following statements is not true with respect to choosing books for literature circles? The teacher does not need to be familiar with all of the book choices When implementing literature circles, effective teachers address strategies and skills by: Teaching mini-lessons The most significant focus of literature circle assessment is on: comprehension demonstrated through reading response. Literature focus units are built around: narrative texts, informational texts, or poetry. Students often create projects at the culmination of literature focus units. A primary goal of these projects is: for students to apply their learning. When a teacher planned a three-month unit based on the novel Because of Winn-Dixie, the principal correctly advised her that: a literature focus unit should be completed in less time. Which of the following is the least significant when constructing the instructional focus of a literature focus unit? The focus used in years past with the text Designing checklists and rubrics is a part of which step in developing a literature focus unit? Assessing students Of the following, the most appropriate way for a teacher using literature focus units to monitor students learning and assign grades would be to: use folders and an assignment checklist. The most distinguishing characteristic of basal reading programs is that they usually have A strong skills component A third-grade student appears to be constantly frustrated by the reading in his anthology. The first thing the teacher should evaluate is the: match of the reading level of the text to the students instructional reading level. When using basal reading programs, effective teachers determine the order in which to introduce various strategies by: using the scope-and-sequence chart included with the reading program. Which of the following is not true regarding the support offered by basal reading programs for struggling readers and English learners (ELs)? Struggling readers and English learners are able to access the lower-level texts provided for independent reading. Which of the following is a characteristic specific to anthologies designed for the primary grades? Features pictures of children and animals Related Papers Approaches to Teaching Reading Rhetorical Reading Strategies and the Construction of Meaning Summary Seven laws of teaching Sex Education The future is in the hands of a teacher. I Want to Be a Teacher Kay hat Schools Should Ask Students to Evaluate Their Teachers Classroom Assessment How to Teach Language Through Poetry Research Proposal on the Topic Internal Assessment System Critical Thinking Deductive Method Versus Inductive Method Education Philosophy Outline How to cite this page Choose cite format: Chapter 10. (2018, Jan 23). Retrieved from https://paperap.com/paper-on-chapter-10/'>APA "Chapter 10." PaperAp.com, 23 Jan 2018, https://paperap.com/paper-on-chapter-10/'>MLA PaperAp.com. (2018). Chapter 10. [Online]. Available at: https://paperap.com/paper-on-chapter-10/[Accessed: 21 Sep. 2019]'>Harvard "Chapter 10." 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Deadline Paper type Essay (Any Type) Admission Essay Annotated Bibliography Argumentative Essay Article Review Book/Movie Review Business Plan Case Study Coursework Creative Writing Critical Thinking Presentation or Speech Research Paper Research Proposal Term Paper Thesis Other Article (Any Type) Content (Any Type) Q&A Capstone Project Dissertation Lab Report Scholarship Essay Math Problem Statistic Project Research Summary Assignment Dissertation chapter Speech Dissertation chapter: Abstract Dissertation chapter: Introduction Dissertation chapter: Hypothesis Dissertation chapter: Literature Review Dissertation chapter: Methodology Dissertation chapter: Analysis/Results Dissertation chapter: Discussion Dissertation chapter: Conclusion Dissertation Proposal Thesis Statement Thesis Proposal Application Essay Pages 550 words(double spaced) 126 writers online Check Price A limited time offer! Get custom paper sample written according to your requirements urgent 3h delivery guaranteed Order now Chapter 10 Paper Declarative knowledge enables you to interpret what you see and hear around you, recognize important people and places in your life, and recall past events. Episodic memory one’s memory of personal life experiences and are remembered events that we’ve personally experienced. Semantic memory one’s general knowledge of the world, independent of those experiences; semantic memories typically stay with us longer than episodic memories. Conditional knowledge includes information about how to respond under different circumstances. Conceptual knowledge declarative and procedural knowledge merge together into conceptual knowledge which reflects our understanding of why certain events happened, why certain things are the way they are, and why certain procedures are effective but others are not. the integration of numerous concepts plus other declarative knowledge into general understandings of certain situations or phenomena. Explicit knowledge vs. Implicit knowledge Explicit knowledge > knowledge that we can EASILY recall and explain. Implicit knowledge > knowledge that we can’t consciously recall. How is knowledge encoded into long-term memory? Knowledge is encoded in long-term memory in ways that reflect something’s physical characteristics or as physical actions or encoding symbols represented by words. What does encoding in physical terms mean? Perception-based forms of encoding are often referred to as imagery. Photographic memory > eidetic imagery. Visual imagery involves envisioning motion and sometimes has a spatial component, in that an individual can imagine how objects might be manipulated arranged, or rearranged in space > Visuospatial memory. Gestures often seem to represent aspects of visual or spatial encoding and may communicate implicit knowledge. What does encoding in terms of actions mean? Action-based encoding is important in procedural knowledge, when that knowledge involves psychomotor skills. Productions When procedural knowledge involves conditional knowledge, when it involves knowing what to do under varying circumstances. Productions can best be described as a set of IF-THEN rules and are presumably involved in procedures that have significant cognitive component.o IF: specifies the condition under which a particular action will occur.o THEN: specifies what the action will actually be. What does encoding through symbols mean? A symbol is something that represents an object or event, often without bearing much resemblance of the thing it stands for. Propositions Meanings are stored as propositions > small units of knowledge concerning relationships among objects or events.1. can stand as a separate statement or assertion.2. can be judged as being either true or false. Arguments objects or events that are the topics of the proposition. Relation a description of an argument or a relationship among two or more arguments. Can one piece of information be encoded in multiple ways? Yes, we sometimes encode the same information simultaneously in two or more different ways. Long-term memory also includes innumerable interconnects among bits of knowledge about different things. Associationistic various pieces of information stored in long-term memory are either directly or indirectly associated with one another. learners relate and organize their long-term memories somewhat uniquely because their past experiences have been different. What are some long-term organizational systems? 1. Hierarchy2. Network3. Parallel distributed processing Long-Term as a Hierarchy Long-term memory organization can be information stored in hierarchies; superordinate information at the top and more specific, subordinate information below. The farther apart the two components were in the hierarchy, the longer it would take to verify a statement. Creating categories > facilitates meaningful learning.Drawbacks: Much of the information we learn does not have a hierarchical quality to it. Long-Term as a Network A network model portrays memory as consisting of many pieces of information interconnected through a variety of associations. Different individuals have networks with somewhat different associations. The propositional network is one in which propositions and their interrelationships are stored in a network-like fashion. We can characterize meaningful learning as a process of storing new propositions with related propositions in the network. Long-Term as Parallel distributed process Information is stored in the form of an integrated collection of entities called nodes. Any single node may be associated with many different pieces of information as a unique network of interconnected nodes. Parallel Distributed Processing Parallel distributed processing (PDP) or connectionism: pieces of information are stored in a distributed fashion throughout long-term memory, with numerous nodes being processed simultaneously. the multidimensional nature of even the simplest of ideas. fill in missing information when a stimulus is incomplete. the PDP model tends to portray learning as a gradual process of strengthening and weakening associations. Concept is a mental grouping of objects or events that are similar in some way. Concrete concept are easily identified by physical appearance. Abstract concepts have underlying similarities that aren’t readily observable on the surface. Positive instances vs. Negative instances A positive instance is a particular example of a concept vs. a negative instance is a nonexample of the concept. Undergeneralization vs. Overgeneralization Undergeneralization reflects an inability to recognize all positive instances. Overgeneralization reflects an inability to reject all negative instances. What do people learn about concepts? Concepts includes knowing that certain features are important for positive instances. Defining features are characteristics that must be present in ALL positive instances. Correlational features are frequently found in positive instances but aren’t essential for concept membership. A prototype, or typical example of the concept. Numerous examples, or exemplars. How do people learn concepts? Behaviorists: a concept not as a mental entity but rather as a common response to a variety of stimuli. Contemporary psychologists: a relatively passive buildup of associations may form the basis of some concepts. In some instances learners may form various hypotheses about a concept’s meaning and then use positive and negative instances to confirm or reject each hypothesis. Someone provides a definition. When are concepts easier to learn? The more obvious the features of a concept are, the easier the concept is to master. What facilitates concept learning? A good definition describes the concept in terms of other concepts with which students are already familiar with. What can help illustrate a concept? Numerous and varied positive instances help to illustrate a concept. Negative instances are helpful in defining the concept’s limits and preventing overgeneralization. Sequential presentation a series of positive and negative instances one at a time over a period of weeks, months, or years. Learners must store what they’ve learned from each instance in long-term memory, where it is likely to be forgotten. Simultaneous presentation in which people can see a number of positive and negative instances all at once. What role do classroom assessments have in concept learning? Classroom assessment tasks can enhance as well as monitor concept learning. Schema usually refers to a closely connected set of ideas related to a specific object or event. Schemas and scripts provide a means for reducing this information overload. Focus their attention on things that are likely to be important and to ignore what’s probably unimportant. They enable people to make sense of incomplete information. Personal theory People form general theories – coherent beliefs systems that encompass cause-and-effect relationships – about many aspects of the world around them. Personal theories about the world seem to guide people as they identify potential defining features of concepts they’re learning. Personal theories help people organize and make sense of personal experiences and information. Theory theory a theoretical perspective about people’s everyday theories. Theory theory is quite useful in helping us understand why people sometimes misconstrue the world around them. Personal theories vs. Reality People’s erroneous notions about the world probably have a variety of sources and sometimes misconceptions result from how things appear to be. fostered by common expressions in language. may cause an individual to infer incorrect cause-and-effect relationships. are mistaking correlation for causation. well-engrained misconceptions about the topic. acquire scientifically acceptable understandings is more difficult. What can help learners tie ideas together and enhance their understanding of concepts? Physical models can help learners tie ideas together. Mental modes > representations of how particular concepts and principles interrelateo Group interaction can enhance learners’ theoretical understanding. Worldview A worldview is a general set of beliefs and assumptions about reality > about how things are and should be, which influence understandings of a wide variety of phenomena. Worldviews encompass implicit rather than explicit knowledge. Conceptual change The process of replacing one personal theory or belief system with another, presumably more adaptive one; tightly interconnected sets of ideas. Conceptual change occurs gradually over a lengthy time period. Confirmation bias o Learners existing beliefs affect their interpretations of new information.o Most learners have confirmation bias, which is when learners tend to look for information that confirms their existing beliefs and to ignore/discredit any contradictory evidence. Is it possible to change a learners misconception of a concept? Yes, but changing misconceptions involves changing an entire organized body of knowledge. People learn new info without letting go of their prior beliefs, so that long-term memory simultaneously holds inconsistent ideas. Sometimes this happens because people learn the new info at a rote level, What can cause a learner to keep a tight hold of a misconception? Learners may have personal or emotional investment in their existing beliefs. Their beliefs may be an integral part of their religion, life style, or culture. Learners may interpret challenges to their belief systems as threats to their self-efficacy When are learners more likely to replace misconceptions? Students are more likely to replace a misconception with a more accurate understanding, if they’re thinking about both ideas at the same time. Refutational text possible objections to a particular explanation are presented and then discredited. Experts Their knowledge tends to be tightly organized, with many interrelationships among the things they know and with many abstract generalizations unifying more concrete details. What are the stages in the acquisition of knowledge? 1. Acclimation: learners familiarize themselves with a new content domain > fragmented learning2. Competence: learners acquire considerably more info about the subject matter, and they also acquire some general principles that help tie the info together and they correct many of the specific misconceptions they’ve previously developed.3. Expertise: learners have truly mastered their field and they know a great deal about the subject matter. What affect do concepts have on general knowledge? Concepts reduce the world’s complexity. Concepts allow abstraction of the environment. Concepts enhance the power of thought. Concepts facilitate inferences and generalization to new situations. Concepts make it easier for us to make connections.

Creativity in the classroom Essay Example | Topics and Well Written Essays - 1000 words

Creativity in the classroom - Essay Example Some teachers may take hands off attitude in terms of not caring whether students concentrate on the subject taught in the classroom. With such an attitude, teachers may engage in ignoring difficult topics they feel may not attract the attention of students. Students on their part, may engage in shifting blame on their teachers for failing or losing interest on a course or subject (Boyer 82). Professors need to come up with creative measures that will enhance the student interest on a subject or course. How one teaches, impacts on the students concentration in the classroom. Teachers need to make the subjects or topics they teach in the classroom more interesting and rewarding for both the teacher and the student. In addition, the teachers need to relate with students in a manner that is informal, prior to beginning a lesson in a classroom setting. This helps in creating a working alliance between the teacher and student in the classroom setting and ease up tensions while teaching su bjects’ students regard as tough to understand. I concur with Boyer on his suggestion that teachers should focus on caring for their students since, it allows students to interact positively with their teachers and concentrate more on what is taught in the classroom. ... s, students lack interest in studying and engage in practices such as cheating in their assignments, they buy term papers and this impacts negatively on the education system (Boyer 85). Professors need to develop personal interest in their student’s progress and related to courses they teach in the classroom. As part of enhancing creativity in the classroom, teachers need to encourage student participation where, the students have the opportunity to speak or reflect their views on the subject being taught. This way, students develop interest to learn more and gain understanding of the subject being taught. It is true that the class size matters in terms of improving student concentration in a class. The moment a class is packed, the teachers are not able to keep track with the student’s performance in class. The only students who benefit in such an environment are the bright students while those struggling in class continue to lose and underperform (Boyer 86). In additi on, a controlled class size provides the teachers with ample time to check on each student’s effort and performance in the class. Quality education require lecturers to focus their concentration on both lower and upper courses. In most colleges, it is a common trend for lecturers not to focus their attention on lower courses and give more attention to the upper division courses. Small class enhance discussions compared to a large size class where the attention span for student is affected by engaging on other distracting activities because the lecturer is unable to keep track of every student in the classroom. As reiterated by Boyer, freshmen need to be taught by finest teachers and small size classes that promotes lively participation in class discussion and improve student interest in their