1.Chapter 3 focusses on attention and consciousness. Attention is divided into divided attention, selective attention(Dichotic listening, and Stroop effect), and Saccadic eye movements. There has been a big focus lately on research about consciousness.
2.This information fits in with previous chapters for example, change blindness and inattentional blindness were explained in chapter 2 and linked to selective attention in the 3rd chapter.
3.I think that I am clear on everything so far.
4-8. I though that the saccadic eye movements was interesting. I was thinking about my special ed students in my lower level class. When we do math word problems they seem to be discouraged at first. This theory explains that it takes much longer for a low level reader to read the problem as shown in the diagram in the book. This theory related to theme 1 in the book has helped me to understand some of the difficulties that my students bring to algebra class.
Divided attention was another topic in this chapter. The book mentions that when you are having to pay attention to two or more concepts we will miss some of the information more often than focusing on 1 concept. As I teach a new topic in Algebra I think that it helps my lower level class if I type out the notes for them. That way the students do not have to be distracted by writing the problem and can focus more attention on the explanation of the problem. I am also able to see their faces to determine whether they are "getting it".
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I also was curious about saccadic eye movement. I work with a special ed sector in my room and I have noticed that their eye movements aren't "normal". When I have googled the subject, what I have found that there is definitely tracking problems that can happen. But all the help that was offered was at a price. Any idea on how to correct visual tracking problems.
ReplyDeleteHi Jill. I did a similar thing in my health class with notes. I observed students having difficulty with writing notes during instruction. I printed out notes for them and left space for them to add info or questions. The only challenge this created was that some students decided to not pay attention all together because I gave them the notes. To combat this, I included places where they needed to fill in information on their own to try and keep them on task. This seemed to help.
ReplyDeleteSorry, I meant to say Kat. I guess my attention was divided with another task. ; )
ReplyDeleteDo you type out your notes just for the lower Algebra students or all of your classes? You said it seems to work for for your lower level. I have them copy all my notes from the overhead, I wonder if it is more helpful to type them, I have honestly never tried it. However, I do have a couple classes with special ed students and I am thinking typing the notes may help them!
ReplyDeleteI actually type these for all classes, even the Calculus class. They still do the work on the problems and fill in blanks with definitions. Otherwise I don't think they would stay on task. I think students should not lose out on info just to write directions and problems. That way I can also see their faces to tell whether they are understanding or not. It really helps, you should consider doing it. My students tell me that they really appreciate it too.
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