write a critique for each reflection (3 of them) each critique would be between 8-9 lines with a critical Question in each one
i want it in 6 hours
for example
This represents a good understanding of the reading. You indicated that effective learning depends on the right method of instruction. Mayer (2008) has provided us with the most used and most useful strategies that when applied in the classroom can bring up the desired learning outcomes. In your opinion, who is responsible of ensuring such effective instructional strategies? Do you see that instructional designer's work of deciding the strategies in the instructional materials is enough? Or do you think it is the teacher's job to implement the instruction using the appropriate strategies
This
chapter explains learning and memories based on the biology. Driscoll shows
some theories that human’s learning is related to the genetic inheritance and
brain physiology in Biology. There are two kinds of causes to explain human’s
behavior: proximate cause and ultimate cause. Ultimate cause is kind of
instinctive desires our ancestors have had been formed to survive for a long
time and inherited, the other one, proximate desire is related to the
expression of genes or presence of certain behaviors. Ultimate cause interacted
with environment leads evolution effects on conditions and cognition. Proximate
cause drags on the interest of neurophysiologists, which is studied in the area
of the brain with attention, learning and memory, and cognitive development.
This
chapter shows that implication of evolution psychology for learning and
instruction. First, human may be predisposed to certain fear but it is possible
to overcome it with appropriate instructions. Second, it is very difficult to
establish if behaviors are not predisposed to learn, but it also can be
established using certain instructions. Third, previously adapted behaviors and
“actions associated with decreased fitness in ancestral population may be
difficult to overcome and establish, respectively, but if we give proper
instructions to overcome and establish, it is possible.
In
addition, Driscoll shows implication of neurophysiology for learning and
instruction. Cognitive functions play different roles in learning and human
development, the brain has plasticity naturally, the learning of language may
be biologically pre-programmed and disabilities with learning may be related to
neurological basis. Yet we don’t know still how the brain works to store memory
and information, and what roles the brain play in learning. Many researches are
ongoing to find out how we improve our faculties in learning and developing.
Reflection (2)
This chapter of
Driscoll’s Psychology of Learning for Instruction evaluates the
effects of biology in memory and learning. This affects are divided into
two parts: evolution and neurophysiology. Evolution has an effect on cognition
and conditioning. It is considered the main cause or ultimate of learning
and memory. Neurophysiology is the direct cause of learning and memory. The
indirect causes of neurophysiology’s effect on learning and memory are the
brain and attention. Evolution and conditioning refer to the age old
psychology argument nature vs. nurture. It is between what we are born knowing
and what the environment gives (teaches ) us. According to Driscoll
(2005), there is evidence to recommend that operant and classical
conditions are subject to biological influences. The reason for that
is based on the study pointed by Garcia and Koelling. They made a
research on taste aversion focus on how rats regarded illness and
pain.
The chapter also claims
that our evolutionary heritage and genetic require specific
constraints on learning, or determines readiness to learn particular things in
a specific way.
Overall, what is learned based on particular environmental
stimuli as it does on genetic history. Therefore, there is no clear
decision on the nature vs. nurture argument can be provided.
Regarding to the
neurophysiology, the researches on the brain and its functions have
grown by leaps and bounds. Researchers have studied a lot to understand
the brain’s structures and functions. It still there is much to study
about the way that we learn.
Scientists, in the beginning,
focused on information storage as the only form of learning and memory.
Recently, they have started to discourse on how the brain works
popularized. The next significant topic of research is damaged and
normal brain.
There are five systems of
memory: procedural, perceptual representation, semantic, primary, and episodic.
The recuperation of two systems of memory, episodic and primary is
clear, while the others are underlying. The only form that does not
have a subsystem is episodic memory. The question is, what is
the extension of cognitive development
environmentally biologically determined? Critical periods,
Fixed circuitry, modularity, and plasticity are helping us
understand the effect of cognitive development has on the our brain.
As an instructional designer,
to apply that in the practice, following Gagne’s nine events of instruction
is the first step should be taken. Utilizing the first step, gaining
attention, will be beneficial when given instruction. Making sure that the
information is provided in chunks that can be connected to
exciting knowledge. Then, using the ARCS motivational design. After that,
the design should include activities that students cannot do it on their own to
increase their cognitive development.
Educators should focus
on students as they reach different levels of learning. After
the information is well learned, learners should be engaged in high-level
tasks that help them to develop their cognitive development instead of a
rehearsal the same thing repeatedly.
Reflection (3)
Every teacher would like to see
her/his students able to solve problems themselves. This chapter discusses
teaching problem solving strategies. Therefore, teaching them how to think is a
priority. Mayer pointed out the four major components that should be in any
program that is designed to teach problem solving (2008). Interestingly,
intelligence was found to be the result of more than one skill (Mayer, 2008).
The steps Polya suggested are very logically organized (1945, cited in Mayer,
2008). I think that teaching these steps are very effective in many kinds of
problem even those outside the educational situation. As Mayer (2008) did not
see the importance of teaching the problem solving as a separate course since
the strength of a problem-solving skill differs according to the domain area, I
think that teaching the skill in the subject itself helps the student relates
the skill’s function and works as a training. In addition, teaching the
problem- solving strategy in the related lesson will help students concentrate
on a specific skill and hopefully become experts in the field since experts
usually tend to do well in the strategies that are related to their field
(Mayer, 2008). Also, this will assist teachers in teaching the skill that is
expected to be required in the future (Mayer, 2008). Mayer emphasized the
importance of teaching the students the process of solving problem, and not
being limited to the problem contexts in the giving lessons (2008). As many
other skills, teaching problem solving will be more effective when students
receive support in the parts they have not yet mastered (Mayer, 2008).
The effect of the environment
in which the child lives is very obvious (Mayer, 2008). This is emphasizing the
critical role and big responsibility the parents have in raising their
children. I was surprised to know that the daily activities at home like
talking about what happened that day or what they plan in the future and
providing good answers to the children’s questions are important factors in
making the children able to analyze and understand problems. From this point,
IE program seems to be necessary to assist such mentally poor students (Mayer,
2008). Due to the fact that intelligence rate is higher in many countries than
before; advance skills in solving problems should be adopted (Mayer, 2008).
These skills involve beginning with common important skills, applying them into
a task, making them contextually suitable, and continuing in gradual higher
levels of skills (Mayer, 2008).
This chapter covers significant
approaches by which students can be taught how to solve problems. Schools need
to take such approaches into account due to their proved effectiveness, as well
as the need for them.
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