week 6 dq revision

Despite the facts and evidence of online schools now have most if not all of the curriculum and syllabus prebuilt.

To go about building my own course. The strategy I would use would be the Socratic method, backed by the scientific method.

Most students forms of learning and information processing can be assessed through those two formats. Most teachers make the mistake that the way they want to teach is the way their students need to learn. Mostly because the way person A thinks it is assumed is the way person B thinks. Nothing can be farther from the truth. Memory triggers are different per person. Memory triggers are almost always based on an emotional response.

Mable: is an interesting concept regarding learning to keep your elbows off the table in polite society. However, the emotional triggers for “polite society” is an emotional response to the paying attention to the hierarchy of society. More than a few have less than no interest at all in obeying polite societies rules of order. At least 3 generations have not used a “dining room” they eat on some type of tray or small table watching tv, as a family. This applies to academics.

Just because decades and decades ago these lessons applied hard and fast does not make a difference now in the ever-changing school environment.

However, to answer the question; I would use the Socratic method backed by the scientific method

but to answer the question from the textbook.

Cognitive Scaffolding

Cognition is a field created by Lightner at Penn State from Wundt’s book published in the 1880s, a book which took him more than two decades to write. However, Lightner’s work is based on virtually the same ideas Wundt was working from and with; his applications of how does the mind work. Why does the mind produce electricity, which then uses said electricity to create thoughts, feelings, emotions, and move the physical body. The Cognitive learning standpoint is based on the functions and structures of how does electricity (the quantum field) build thoughts. Those built thoughts, based on outside input, can and will alter based on how the input is changed; now the question is what techniques are best to have those thoughts remembered (Stavredes, 2011).

Provide a list of definitions; some people learn best by having a very small dictionary, and even smaller encyclopedia presented to them. With said materials, they have word descriptions and actions from lectures to create the thought processes which can be remembered.

 Study guides; are designed to create a connection between the written words and the actions associated. Using two different forms of input to have a memory trigger.

Visual media the use and applications of combining the written word, with audio simulation, with visual stimulation.

Strategic Scaffolding

This strategy of learning is designed to approach memory triggers as if they are parts of a building, and or some type of a fleet of ships. Each ship in a fleet of ships is designed to perform a given function. Actually, each ship’s position itself is also designed to achieve a task separate from the task the ship itself was designed to perform. The head ship is the front of the convoy, all ships are around the most vulnerable ship/ships in the fleet. Usually the center ship is either an aircraft carrier, and or a battleship of some type/classification. The ships around are support vessels. Apply this to learning, each piece/variable of information per student needs to be assessed as each person’s own personal learning strategies are applied. The persons building/fleet needs to be created with a cooperation between the student and the teacher/department.

Probing questions; which is based in the Socratic method. Every answer needs to produce at least one if not two or three questions.

Providing hints; providing small hints as to exactly how to go about proving small memory triggers. A small hint and the memory then fills in the rest of the picture, sentence, etc. of information.

References

Stavredes, T. (2011). Chapter 10: “Strategic Scaffolding,” Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass. (p.72-89).