Teachers Point of View

As a towering school t for each oneer I involve to be a facilitator-guide and a sage who imparts knowledge. I believe that teaching and schooling be fanciful and very social. Based on my understanding, in rewrite for rough students to live on productive learners teachers should understand what is occurring inside students minds. As well, as what methods pull up stakes cooperate book and retrieved that knowledge. Cognitive principles relates to how information is process in the mind (referred to Atkinson-Shiffrin good example pg. 159). In addition, cognitive also deals with how the mind stores, organizes, retrieves and incorporates new information.The following be some of the ways I incorporated cognitive principles to my classroom, through metacognition ( schema) , dry run , elaboration ( activating forward knowledge) , note taking , verbal schooling ( Paired- retainer , serial , free-rec each) , and analogies. Students now a day has a very piteous attention span, a s a teacher I buzz off to become eclectic. In the constructivist classroom the teacher becomes a guide for the learner, providing bridging or scaffolding (mediated learning), helping to extend the learners zone of proximal development.Constructivist theory relates to Vygotskys theory of cognitive development, social interaction helps the student learn. The student is promote to develop metacognitive skills such as problem solving skills and reflective thinking. The self-sufficing learner is essentially motivated to generate, discover, build and enlarge their own frame work out of knowledge. In my classroom I observed and applied constructivist through accommodating learning, discovery learning, self- regulated learning and mediated learning. I entrust disunite my class by pre-assessing my students, to check their prior knowledge (cognitive theory of elaboration).If my students be having difficulty remembering what they learn from previous classes, than I result croak scaffo lding. I will give the students prompts, so that the prompts will trigger their short term memory ( working(a) memory). The prompts will give them a foundations and than they built on it and hopefully becoming independent learner. Mediated learning is applied in my class, I will show them how to perform a lab and than they will mix chemicals on their own. Their product or conclusion should be alike(p) to my expectations. Another method that I applied in my classroom is concerted learning.According to Vygotskys, students working with their peers will allow them to think out loud (private speech) and work in a thinking zone where they are comfortable at. If some of my students understand a concept that I am teaching I will break my class in groups. In each group, each member is at different cognitive level and they will uphold each other. They will discuss, check each other understanding and check off the concept from a different point of view. Another method that I utilized is G roup Investigation. Each group will pick at a topic and they will discuss, learn about that topic and than generate on that topic.One of the methods that I incorporated cognitive theories is through verbal learning. In my class, if we encounter a lesson or word that is hard to remember we will associate it to another(prenominal) word. For instance, when we covered the Periodic Table students will associate the elements symbol to its name by using an image (Paired associate learning through imagery). Another verbal learning is memorizing the elements name in alphabetically order or ground on their weights, if in alphabetically order they will create a name or sentences based on the first initials of the elements (serial learning through initial-letter strategies).But the most effective way that I noticed in my class is free- recall. They will memorize the elements or system system in no particular order. Another example how cognitive is incorporated in my class is repetition, pe rform and elaboration. My students will practice a week before exam while other will practice a day before the exam. If my students want to benefit from what the practice they have to practice (study) everyday (distributed practice) rather than cram study. Elaboration is when they have to paraphrase. They will take a concept and than translate it to their own words, to check their understanding.When they are paraphrasing they also visualize what they are paraphrasing, because Paivios theory of memory declared that to retain something it has to be verbal and visual (dual- code). Graphic organizer is another technique that I applied in class this allows the students to retrieve prior knowledge and applied it to their current classwork. There are a solidifying of techniques, for examples note taking, underlining, analogies, summarizing etc. But if the students are not using this techniques and the teacher is not incorporating different techniques the student will be limited.In conclus ion, both constructivist and cognitive theories go hand in hand. There are different types of memories short term and long term (flashbulb, semantic, episodic memory) but for these memories to be delirious there must be some stimuli that will trigger the activation. To retain the information the student has to use mnemonics (different memory strategies) but if information is meaningful it will be a schema in the brain. To trigger the working memory teachers should scaffold or student becomes self-regulators. But not all memories will be retain some are forgotten based on Atkinson-Shiffrin model