Chapter 3 ; How the Brain processes Information

Dear Eunjoo, Tei and Chelsea,

Really sorry for my late posting, please see my questions and discussion topic for this week.

Comprehension Questions ;
1. What are behavior of the two tempoary memories and how it works?
2. Please explain how working memories connect to long-term storage in the classroom.
3. How does self-concept works on learing process?

Discussion Topic :
As a teacher, I'd like to discuss how we should deal with Time Limits of Working Memory to achieve the terminal objective in real classroom.

Thanks.

Week 12. How the Brain Processes Information

Hello, Haeyun and Sunyoung.

These are three comprehension checks.

1. What are the two kinds of short-term memory?

2.  What are some characteristics of long-term storage?

3.  What are the two conditions in which information is stored?

This is a discussion question.

4. How can teachers make students open the sensory register?

Week 12_Group D_How the Brain Processes Information

Hi. Hannah and Lena.
I hope you have a great day! :)

- Comprehension Checks

1. Can you describe the procedure of the Information Processing Model?

2. Do you think that an enthusiastic elementary teacher might have a difficult time to let students remember eight rules in one lesson plan?
Please explain it considering the concept of 'working memory'.

3. Why is it necessary for teachers to contain students' past experience in a curriculum, not in teacher's?


- Discussion Question

As a teacher, how do you encourage students to keep a positive self-concept in a class while accepting new learning?

Week 12. How the brain processes information

Week 12. How the Brain Processes Information

Hi Gruop1 !!

These are  comprehension questions about 'how the brain processes information'.

Please find all answers from text book.

1) As we are teachers, what type of students could be effected by time limits?

  Which factor is significant in time limits for processing new information?

2) Why meaning is more important and how can teachers use it for students?

3) Please define what cognitive belief system is.

DQ:

After reading this chapter, what is your opinions about teachers's responsibility(or role)

to help students to be interested in learning English or have motivation?

Group Haeyun Rachel and Sunny

Sorry for my belated post!


Comprehension questions

1) What is the Information Processing Model about?

2) What is processed for new learning? What is this called in school?

3)What are the three parts that compose working memory?


DQ
1)How can teachers use emotions in a learning situation? (p44)

Good evening Heather and Lena ;-)

Comp.check questions

1. What are the 2 characteristic of human thinking and explain what is it important for students?

2. Describe the type of basic processing in dimentions of thinking which means.

3. According to Bloom, there are 6 levels of complexity of human thoughts. Find 6 levels and explain at least 2 examples why this model was started.

DQ)
How can a teacher organize contents to increase complexity and lead students to promote 'higher-order thinking'?

Hi, Emily, Tei, and Chelsea

Comprehension Questions(I post again with different topic)

1. What is representational system as a characteristic of human thinking?

2. Can you explain the relationship between thinking and emotion? Why the classroom's emotional climate is important?

3. As a teacher, when we teach Thinking Skills for students, are there any effective ways for them?

Discussion Question

What are the six models of Bloom's Taxonomy stages revised version? Let's talk more about the characteristics and examples of each steps .

See you on Saturday~

11 WEEK-Bloom Information processing

For Amy, Seoyoon and Kimberly Three questions are below 1) what types of basic processes can you see in the dimensions of thinking? 2) Describe the six level of Bloom's REVISED Taxonomy of the cognitive domain. 3) Make your own one example activity( or questions) for each level. Discussion Q) How can teachers establish a setting that lead to students' creative thought?

Hi Group C. (Emily/Tel/Chelsea)
I post Comprehension and Discussion questions below so think about the answers and feel free to write them. 

Comprehension Question)

Q1) What are the three main stages of Information Processing model?  
Q2) In terms of capacity of working memory, are there any implications for teacher who is going to apply it for their class?
Q3) What is difference between the terms long-term memory and long-term storage?

Discussion Question)

Let's think about it and discuss tomorrow ^^

Group B 'The output hypothesis'

Hi Mia, Daisy, Esther!
First of all, sorry for the late uploading!

Here are the comprehension questions.
Q1) What are the four ways in which output might play a role in the process of second language learning the output hypothesis proposed?
Q2) What is the second way in which producing language might serve in the language learning process?
Q3) What is the simple but powerful example of the type of teacher-fronted interaction that the output hypothesis calls for?

Discussion questions.
Which hypothesis either Swain’s or Krashen’s do you more agree, and why, if you have another different opinion from the both, then why?

Group C_The output hypothesis (Emily/Eunjoo/Chelsea)

Hi Group C. (Emily/Eunjoo/Chelsea)
Please find the below Comprehension and Discussion questions

Comprehension Question)

Q1) What is te four ways in which ourput might play a role in the process of second language learning?
Q2) What is a big difference between Swain's and Krashen's Hypothesis?
Q3) Why is the "Output" important?

Discussion Question)
Does the output-based approach toward english education is applicable to korean school?
Does this output hypothesis always work well to improve students's proficiency? Is there any expected problem?
Let's think about it and discuss tomorrow ^^

Week 9/GroupD 'The output hypothesis'

Hi, Heather and Hannah!

Comprehension Questions

1. What are four ways in output play a role in the process of second language learning of the output hypothesis?

2. What does acquisition without instruction or output occur? Please find example at least one in text.

3. What two forms do combination hypotheses involve?

Discussion Question

Stephen Krashen first examine direct confrontations, studies in which comprehension-based methods are compared with methods based on rivals hypotheses between “Experimental studies” and “Correlational studies.” Which one do you prefer and why?

Group E: Haeyun, Rachel, Sunny_Week 9 'The output hypothesis'

Hello members,

Here are the questions. 

1. According to the Output Hypothesis, when the acquisition may occur? 

2. What does ‘extended discourse’ mean?

3. According to the Output Hypothesis, What kind of activity is useful for second language learning? And Why?

And this is discussion topic

: According to Olsen & Kagan, for successful collaborative learning, 5 components are needed. Among that components, how teacher make the task produce positive interdependence?

Thank you. If there is something mistake, please let me know