What: I read about the different models that affect a child's language acquisition throughout their life.
Chaining:(behavioral) process of learning to put together several verbal behaviors to create an utterance.
Information Processing: contemporary model of human cognition that emphasizes the interconnectedness of cognitive processes.
Language acquisition device (LAD): consists of basic grammatical categories and riles that are common to all languages.
Parallel Processing: a theory of information processing that suggests that multiple levels of information can be processed simultaneously.
Surface Structure: language heard during an utterance.
Why: I am reading this chapter so that I can learn about the different models and theories on language acquisition. It is important to understand this because as a teacher you will have to back up your beliefs and curriculum by proven theories.
Reaction: My reaction to this reading was that I like how it was laid out because it was easy to follow and understand. Also the table 4.1 was a great way to help understand the major models of language acquisition.
Learned: From this learning I learned about the different roles that play a factor into our understanding of language. I learned about the role of the environment which is also know as the behavioral model (Skinner). Another role I learned was the role of inheritance, the linguistic (nativist) model (Chomsky). The role of the environment, the semantic-cognitive model (Bloom and Piaget). The role of communication, the pragmatic-interactionalist model (Bruner and Bates). The role of learning, information-processing model (Bates and Whinney).
Goal Setting: After reading this chapter I am going to research some of these models on my own and read more about the psychologists that studied them. Understanding these models will be beneficial in the future. I will think about how I can use these theorists models in my future classroom.
Tuesday, January 29, 2013
RLD Chapter 3 Language Acquisition: Bases
What: Atriculation-shaping of sound through airstream of lips, tongue, and/or teeth
Broca's Area: cerebrum, where organizations of the complex motor sequences necessary for speech production occur.
Central Nervous System (CNS): major division of human nervous system that includes the brain and spinal cord.
Corpus Callosum: bundle of fibers that connect the right and left hemispheres of brain.
Diaphragm: muscle separating thorax and abdomen, used for inhalation.
Distancing: (cognitive theory) gradual movement away from actual physical experiences to symbolic or representational behavior.
Forebrain (cerebrum): controls cognitive functions and language.
Hindbrain: controls basic life functions such as respiration.
Larynx: place in neck that contains vocal cords.
Manner of Articulation: how a speech sounds is produced.
Midbrain: consists of structures that assist in relaying information to and from the extremities to the spinal cord and brain.
Object Permanence: idea that objects exist even when they are not being touched, tasted, or seen.
Peripheral nervous system: major division of human nervous system, includes nerves to and from the brain and the visual and auditory nerves.
Place of articulation: where sound is formed in the mouth.
Voicing: presence or absence of the vocal cords' vibration during sound production.
Wernicke's Area: located close to the rear of the left cerebral hemisphere in the temporal lobe. Area involved with the comprehension of language.
Why: I am reading this to learn about the speech production structures, the central nervous system, cognitive bases of language development, and social bases of language development.
Reaction: It was really interesting for me to read about language and how it first comes about. I was surprised to learn all of the steps speech goes through when we hear it and how we respond (figure 3.5). I was intrigued by all of the diagrams labeling the specific parts of the brain.
Learned: While reading this chapter I learned how physiological development is very necessary and a prerequisite to acquire language. Also physical development is equally important when learning about language acquisition. There are so many ideas and concepts that affect language and how we acquire it.
Goal Setting: What I will do next after reading this chapter is that I will investigate more into the process of language acquisition. As a future special education teacher I think this is important to learn about so that we can help our students develop their language.
Broca's Area: cerebrum, where organizations of the complex motor sequences necessary for speech production occur.
Central Nervous System (CNS): major division of human nervous system that includes the brain and spinal cord.
Corpus Callosum: bundle of fibers that connect the right and left hemispheres of brain.
Diaphragm: muscle separating thorax and abdomen, used for inhalation.
Distancing: (cognitive theory) gradual movement away from actual physical experiences to symbolic or representational behavior.
Forebrain (cerebrum): controls cognitive functions and language.
Hindbrain: controls basic life functions such as respiration.
Larynx: place in neck that contains vocal cords.
Manner of Articulation: how a speech sounds is produced.
Midbrain: consists of structures that assist in relaying information to and from the extremities to the spinal cord and brain.
Object Permanence: idea that objects exist even when they are not being touched, tasted, or seen.
Peripheral nervous system: major division of human nervous system, includes nerves to and from the brain and the visual and auditory nerves.
Place of articulation: where sound is formed in the mouth.
Voicing: presence or absence of the vocal cords' vibration during sound production.
Wernicke's Area: located close to the rear of the left cerebral hemisphere in the temporal lobe. Area involved with the comprehension of language.
Why: I am reading this to learn about the speech production structures, the central nervous system, cognitive bases of language development, and social bases of language development.
Reaction: It was really interesting for me to read about language and how it first comes about. I was surprised to learn all of the steps speech goes through when we hear it and how we respond (figure 3.5). I was intrigued by all of the diagrams labeling the specific parts of the brain.
Learned: While reading this chapter I learned how physiological development is very necessary and a prerequisite to acquire language. Also physical development is equally important when learning about language acquisition. There are so many ideas and concepts that affect language and how we acquire it.
Goal Setting: What I will do next after reading this chapter is that I will investigate more into the process of language acquisition. As a future special education teacher I think this is important to learn about so that we can help our students develop their language.
Monday, January 28, 2013
RLD Chapter 2 The Elements of Language
What: I read about the elements of language.
Phonology- study of the sound system of language
Phoneme- the smallest unit of sounds that can signal a difference in meaning. ex) change pill to bill
Morphology- study of words and how they are formed
Morpheme- smallest unit of meaning in language ex) basement = 2 morpheme. baseball= 2 morphemes
Syntax- rules that govern how words are put together to make sense and be put into phrases and sentences.
Semantics- study of the riles that govern the assignment of meaning to words.
Pragmatics- rules that govern the social use of language/how we use it
Why: I read this because it was an assignment, but also because I want to learn more about the elements of language. I think that it can sometimes be difficult to remember all of the elements and their definitions. By reading the chapter and the examples the book gave was very helpful.
Reaction: My reaction to this was that there a lot of elements that go into language and that teaching them to someone will be a difficult task. When learning language it isn't just memorizing a definition it is about learning what makes language language.
Learned: I learned how to make the distinction between a morpheme, phoneme, semantics, and pragmatics. For me this was a big accomplishment because I always struggled with distinguishing between them all.
Goal Setting: Next I will make flash cards and continue to study the elements of language.
In Class:
Questions:
1. As a teacher how can you devise strategies to help your students learn the elements of language?
2. Why would it be important for parents to understand elements of language in order to help their children?
3. What would be an activity you could do in the classroom to help your students learn selection restrictions?
Activity:
The activity gave example of the elements of language and we had to figure out if there were morphemes, phonemes, or something else. Also in the activity we had to match the definitions of semantics, pragmatics and syntax.
An outline of the chapter with definitions and concepts was also handed out.
Phonology- study of the sound system of language
Phoneme- the smallest unit of sounds that can signal a difference in meaning. ex) change pill to bill
Morphology- study of words and how they are formed
Morpheme- smallest unit of meaning in language ex) basement = 2 morpheme. baseball= 2 morphemes
Syntax- rules that govern how words are put together to make sense and be put into phrases and sentences.
Semantics- study of the riles that govern the assignment of meaning to words.
Pragmatics- rules that govern the social use of language/how we use it
Why: I read this because it was an assignment, but also because I want to learn more about the elements of language. I think that it can sometimes be difficult to remember all of the elements and their definitions. By reading the chapter and the examples the book gave was very helpful.
Reaction: My reaction to this was that there a lot of elements that go into language and that teaching them to someone will be a difficult task. When learning language it isn't just memorizing a definition it is about learning what makes language language.
Learned: I learned how to make the distinction between a morpheme, phoneme, semantics, and pragmatics. For me this was a big accomplishment because I always struggled with distinguishing between them all.
Goal Setting: Next I will make flash cards and continue to study the elements of language.
In Class:
Questions:
1. As a teacher how can you devise strategies to help your students learn the elements of language?
2. Why would it be important for parents to understand elements of language in order to help their children?
3. What would be an activity you could do in the classroom to help your students learn selection restrictions?
Activity:
The activity gave example of the elements of language and we had to figure out if there were morphemes, phonemes, or something else. Also in the activity we had to match the definitions of semantics, pragmatics and syntax.
An outline of the chapter with definitions and concepts was also handed out.
RLD Chapter 1 Language and Language Disorders
What: I read about the definitions of speech, language, communication, and language disorders.
Speech-the actual neuromuscular act of producing sounds
Language- rule governed symbol system for communicating meaning through a shared code of symbols.
Communication- Process people use to exchange information and ides, needs and desires.
Four elements: 1. A sender of the message
2. A receiver of the message
3. A shared intent to communicate
4. A shared means of communication
Language Disorder- impaired comprehension and/or use of spoken, written, and/of other symbol systems.
Why: I did this reading because it was required and also because I need to understand language so that I can help my special education students in the future.
Reaction: My reaction to this was that this reading was very helpful and clarifying. Many times I have gotten the definitions of language, speech and communication confused. This reading definitely helped clarify the meanings of these words for me.
Learned: I think I learned that even if someone doesn't have language they can still communicate. I also learned that if someone doesn't have speech they can still have language.
Goal Setting: My goal is to do further research and be able to apply language, speech and communication more in my daily life.
In Class:
Activity: Matching symbols/pictures of language, speech, communication, and the four elements of communication. The pictures consisted of a hand rocking out symbol (language w/o speech), baby blabbing (speech), a smiley face winking ( Communication, and the list of the elements ( four elements).
Questions:
1. Why is learning about speech and language important to us as special education teachers?
2. Give an example of when a breakdown in communication can occur between a)teacher-students b)teacher-parent c)parents-student.
3. What will you do if there is a language barrier between you and your students?
Study guide/outline that outlined the chapter & websites related to language.
Speech-the actual neuromuscular act of producing sounds
Language- rule governed symbol system for communicating meaning through a shared code of symbols.
Communication- Process people use to exchange information and ides, needs and desires.
Four elements: 1. A sender of the message
2. A receiver of the message
3. A shared intent to communicate
4. A shared means of communication
Language Disorder- impaired comprehension and/or use of spoken, written, and/of other symbol systems.
Why: I did this reading because it was required and also because I need to understand language so that I can help my special education students in the future.
Reaction: My reaction to this was that this reading was very helpful and clarifying. Many times I have gotten the definitions of language, speech and communication confused. This reading definitely helped clarify the meanings of these words for me.
Learned: I think I learned that even if someone doesn't have language they can still communicate. I also learned that if someone doesn't have speech they can still have language.
Goal Setting: My goal is to do further research and be able to apply language, speech and communication more in my daily life.
In Class:
Activity: Matching symbols/pictures of language, speech, communication, and the four elements of communication. The pictures consisted of a hand rocking out symbol (language w/o speech), baby blabbing (speech), a smiley face winking ( Communication, and the list of the elements ( four elements).
Questions:
1. Why is learning about speech and language important to us as special education teachers?
2. Give an example of when a breakdown in communication can occur between a)teacher-students b)teacher-parent c)parents-student.
3. What will you do if there is a language barrier between you and your students?
Study guide/outline that outlined the chapter & websites related to language.
Wednesday, January 23, 2013
About Me!
Alli Seul
Major: Special Education Learning and Behavioral
I became interested in working in the field of special education because all of my aunts and uncles of my moms side are teachers. My one aunt and uncle are special education teachers, one works in a behavioral disordered classroom and the other is in a physically handicapped classroom.
I think that working with students who have disabilities would be an awesome experience and a rewarding challenge every day. I would think that it would be hard to figure out your student and what they need at first, but once you master that it would be fun to experience them grow and learn new things.
In high school I volunteered for students with disabilities and worked with best buddies at a near by high school. I also would frequently go into my aunt and uncles classrooms and work with the students.
Traits of a master teacher would be someone that is very organized, has great collaboration skills, friendly, flexible, an open mind, willing to put in endless amount of time inside and outside of school and many more hardworking traits.
Something interesting about myself is that I love working with people with learning disabilities and I am recently a new member of Alpha Gamma Delta!
Major: Special Education Learning and Behavioral
I became interested in working in the field of special education because all of my aunts and uncles of my moms side are teachers. My one aunt and uncle are special education teachers, one works in a behavioral disordered classroom and the other is in a physically handicapped classroom.
I think that working with students who have disabilities would be an awesome experience and a rewarding challenge every day. I would think that it would be hard to figure out your student and what they need at first, but once you master that it would be fun to experience them grow and learn new things.
In high school I volunteered for students with disabilities and worked with best buddies at a near by high school. I also would frequently go into my aunt and uncles classrooms and work with the students.
Traits of a master teacher would be someone that is very organized, has great collaboration skills, friendly, flexible, an open mind, willing to put in endless amount of time inside and outside of school and many more hardworking traits.
Something interesting about myself is that I love working with people with learning disabilities and I am recently a new member of Alpha Gamma Delta!
Monday, January 21, 2013
21st Century Teaching Group Role Assignment 1
21st Century Teaching Group Role Assignment 1
Critical Thinker
Question #1: As a special education teacher why is it important that we meet the needs of 21st century learners? What are consequences if we don't?
-keep students engaged
-help students learn with tools they are familiar with
-prepare them for real life situations not just text book definitions
Questions #2: Why is 21st century teaching not only relevant to teachers, but also to students, families, and administrators?
-relevant to students because it is what they are exposed to
-relevant to parents because they need to stay updated on how to help their children succeed
-relevant to administrators because they need to create school environments that will stay up to date of the students needs
Question #3: After reviewing information on 21st century teaching how do you think students should be taught? Old or new ways?
-opinion
Critical Thinker
Question #1: As a special education teacher why is it important that we meet the needs of 21st century learners? What are consequences if we don't?
-keep students engaged
-help students learn with tools they are familiar with
-prepare them for real life situations not just text book definitions
Questions #2: Why is 21st century teaching not only relevant to teachers, but also to students, families, and administrators?
-relevant to students because it is what they are exposed to
-relevant to parents because they need to stay updated on how to help their children succeed
-relevant to administrators because they need to create school environments that will stay up to date of the students needs
Question #3: After reviewing information on 21st century teaching how do you think students should be taught? Old or new ways?
-opinion
Map it Out
Week
1: Syllabus Review
Map it Out:
21st Century Teaching http://p21.org/storage/documents/1.__p21_framework_2-pager.pdf
In this article is describes the demand for students become 21st century learners. This can be done successfully by learning the essential skills. These skills include critical thinking, problem solving, communication and collaboration. Not only do students need to learn the core subjects in order to succeed in the world today but they must also build life and career skills, learning and innovation skills, and learn information on media and technology skills.
Brain-Based Learning http://www.edutopia.org/brain-based-learning-research-resources
This website gives an overview of different materials on what brain-based learning is, theories on how to apply this in the classroom, and research on how the brain works. Some myths that I found on this website to be interesting in that we only use 10 percent of our brains. It is has supposably been found not true by Wolfe, Fischer that in a healthy brain there are no inactive areas of the brain at all. Another myth I found on this website was that male and female brains are radically different. In fact there is not significant difference between the two at all.
Study Tips & Beyond http://www.academictips.org/
Some study tips found on this site include note taking techniques, time management tips, test taking strategies, stress reduction tips, writing scholarship essays, and writing research papers guide. On the link to time management tips there are multiple ways to learn how to do this. It first starts with a survey about how you use your time daily, which then gives you a formula on how to figure out how much time you should spend studying daily. Other tips that are given are to not be a perfectionist. learn to say no and learn how to prioritize.
Focus/Mindset/Time Management http://www.mindtools.com/pages/article/newHTE_78.htm
Three important aspects in improving your concentration are your environment, nutrition, and mindset. By creating an environment that is comfortable and suitable for you will make it easier for you to stay focused. Important nutrition facts while staying concentrated is to drink water, get up and move around after long periods of time, and to always eat breakfast. Your mindset can be the one of your biggest distractions while trying to stay focused. It helps to focus on one task at a time and to set aside your problems and worries for a different time. If you try and conquer all of your tasks at once you will become overwhelmed.
Apps for organization http://www.iphoneness.com/iphone-apps/7-best-iphone-planner-apps-that-improve-productivity/
The iPhone can be used not just for fun and games but also for organizing. There are such apps that can be downloaded that help you figure out time for you to do your tasks. Others apps keep track of all of your projects that you have to complete in the near and far future. The Google app organizer can link your Google calendar and sync it with the organizer. Aside for scheduling and organizing apps, there are also apps to manage your budget, weddings, and so on.
Stress Management for teachers & students http://edudemic.com/2012/05/stressed-out-apps/
These appas are designed to help you relax and realize when you are stressed out. Some apps allow you to create mix tapes of music to listen to, others are games like angry birds, and some apps track when you are stressed out.
Map it Out:
21st Century Teaching http://p21.org/storage/documents/1.__p21_framework_2-pager.pdf
In this article is describes the demand for students become 21st century learners. This can be done successfully by learning the essential skills. These skills include critical thinking, problem solving, communication and collaboration. Not only do students need to learn the core subjects in order to succeed in the world today but they must also build life and career skills, learning and innovation skills, and learn information on media and technology skills.
Brain-Based Learning http://www.edutopia.org/brain-based-learning-research-resources
This website gives an overview of different materials on what brain-based learning is, theories on how to apply this in the classroom, and research on how the brain works. Some myths that I found on this website to be interesting in that we only use 10 percent of our brains. It is has supposably been found not true by Wolfe, Fischer that in a healthy brain there are no inactive areas of the brain at all. Another myth I found on this website was that male and female brains are radically different. In fact there is not significant difference between the two at all.
Study Tips & Beyond http://www.academictips.org/
Some study tips found on this site include note taking techniques, time management tips, test taking strategies, stress reduction tips, writing scholarship essays, and writing research papers guide. On the link to time management tips there are multiple ways to learn how to do this. It first starts with a survey about how you use your time daily, which then gives you a formula on how to figure out how much time you should spend studying daily. Other tips that are given are to not be a perfectionist. learn to say no and learn how to prioritize.
Focus/Mindset/Time Management http://www.mindtools.com/pages/article/newHTE_78.htm
Three important aspects in improving your concentration are your environment, nutrition, and mindset. By creating an environment that is comfortable and suitable for you will make it easier for you to stay focused. Important nutrition facts while staying concentrated is to drink water, get up and move around after long periods of time, and to always eat breakfast. Your mindset can be the one of your biggest distractions while trying to stay focused. It helps to focus on one task at a time and to set aside your problems and worries for a different time. If you try and conquer all of your tasks at once you will become overwhelmed.
Apps for organization http://www.iphoneness.com/iphone-apps/7-best-iphone-planner-apps-that-improve-productivity/
The iPhone can be used not just for fun and games but also for organizing. There are such apps that can be downloaded that help you figure out time for you to do your tasks. Others apps keep track of all of your projects that you have to complete in the near and far future. The Google app organizer can link your Google calendar and sync it with the organizer. Aside for scheduling and organizing apps, there are also apps to manage your budget, weddings, and so on.
Stress Management for teachers & students http://edudemic.com/2012/05/stressed-out-apps/
These appas are designed to help you relax and realize when you are stressed out. Some apps allow you to create mix tapes of music to listen to, others are games like angry birds, and some apps track when you are stressed out.
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