Wednesday, January 21, 2009
Chapter 2 Reflection
1. Chapter 2 focused on visual, face, and auditory perception. The chapter discussed the differences between top-down processing and bottom-up processing.
2. Chapter 2 is related to what we learned in Chapter 1 but it has gone into more depth about the perception processes that were briefly described in Chapter 1.
3. The only thing that I am not clear on is the large amount of theories and terms in the chapter. It is hard to keep track of all of the theories. I think that it helps to apply it to my own teaching.
4 and 7. Apply to my own teaching? In the visual perception I was interested in the change blindness. I have my students in Algebra look at problems that are incorrect after they have learned a concept to see what errors the student has made. I choose mistakes in problems that are commonly made by students. This helps the students to read the steps of each problem and it is sometimes hard for them to find the mistakes because they are very minor. I think that this would be an example of change blindness as described in the book. After doing this activity, I think my students understand the steps of the problems more in-depth and avoid making some of the same mistakes.
5 and 6. The book gives several examples of the theories and terms which gives proof to these theories. For example, in change blindness the book gave the example where the stranger changed. There is also 2 pictures in the book to show that it is sometimes hard to see the difference unless you are extremely observant. I think that people are not always this observant because there is usually several things going on at the same time that people have to distribute their attention between.
8. Faster ways to achieve this? As for my correction activity it only takes about 15 - 20 minutes of class time for students to locate the mistakes and explain the mathematical problem. I think that this is more beneficial than just telling the students where common mistakes are made.
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Thanks. For your points 5/6, I agree. There are so many things going on that we usually only focus on the most important. Chapter 3 will also talk more about this when it discusses attention. This is where the multimedia learning article also comes in. The key is to bring attention to only the most important things if possible.
ReplyDeleteRegarding you example, can you tell me a little more? It sounds like a very useful exercise for the students, but I am not sure if it change blindness, strictly speaking. Do the algebra problems change slightly from one moment to the next and the students fail to notice it?
I was thinking that this was change blindness because the students have been practicing the problems and I give them a problem with each step worked out just as they would work out the problem. They have to study the steps in order to see where the mistake is made because the mistakes are very minor. Sometimes the students will have to work out the problem on a separate sheet of paper and compare the steps to find the mistake. I choose mistakes that are often made by students when they first learn the concept. I was thinking about the example in the book in the picture that was just slightly different. In order for me to find the mistake, I had to study the picture as my Algebra students have to study the work in each problem to find the error. I guess it is not exactly as the book had explained it but I thought this activity was fairly close to the picture example in the book for the reason that the problems have minor differences that need close attention to detail to see the errors.
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