By Xiaoxiao Li
EDI 600: Psychological Foundation of Education
EDI 600: Psychological Foundation of Education
School of Education
Long Island University, C. W. Post
February 26, 2010
Today’s class draw me attention at the beginning of the 5 minutes Chinese lesson. Professor’s technical ways of teaching Chinese inspired me a lot. I used to be a volunteer of teaching Chinese to foreigners, however I always felt confused as to how to teach them the correct pronunciation. Luckily this 5minutes Chinese learning which combined English pronunciation and Chinese pronunciation together enabled me to know another useful way of teaching language.
To arouse students’ interest has always been regarded as the most important factor during teaching. I think the reason why the 5minutes Chinese learning could be so popular among students is that it made all foreign students suppose that they could learn Chinese in a familiar and interesting way.
Just when everyone was curious about why we started this class in such a special part, Professor Boyanton showed us the main content of today’s class: the information processing theory.
The three components of the theory really cover all of the human memory steps. The sensory register is our first impression of something new, and then after several repetitions it is likely to become short memory, in the end through organizing and studying it will turn into long term memory. In order to let us be more clearly about these abstract concepts, Professor encouraged us to do a lot of discussion, experiments, and she also provided many videos to us. From which I believed all of us not only understood these concepts well but also connected ourselves with these abstract terms in an impressive way.
In the last part of the class, we learned about the forgetting curve from Ebbinghaus. Actually I knew Ebbinghaus since I was a little girl in the electronic dictionary; therefore I was quite interested when I saw this diagram. From which we got a deeper understanding of why we had to do the journals in 24hours, and how we should take advantage of our memory so as to gain an effective learning and teaching.
Another reason why I supposed this topic is very interesting is that we could find facts from our real life to prove these theories. For example, when we were discussing the short memory, I remembered how I memorized the GRE words step by step. That was to say I experienced the whole process of learning new words. In addition, the take-home message not only provided us a lot of useful strategies to teach students, but also enabled us to hold a deeper understanding of what we have learned today.
Generally speaking, I think what I benefit most from this class is that these principles have been reinforced in my mind through experiments and experience from daily life. No one would deny that people are able to learn better through this kind of class. In terms of we future TESOL educators, we learned both the teaching strategy and academic knowledge, which would surely helped us in our future career. .
Long Island University, C. W. Post
February 26, 2010
Today’s class draw me attention at the beginning of the 5 minutes Chinese lesson. Professor’s technical ways of teaching Chinese inspired me a lot. I used to be a volunteer of teaching Chinese to foreigners, however I always felt confused as to how to teach them the correct pronunciation. Luckily this 5minutes Chinese learning which combined English pronunciation and Chinese pronunciation together enabled me to know another useful way of teaching language.
To arouse students’ interest has always been regarded as the most important factor during teaching. I think the reason why the 5minutes Chinese learning could be so popular among students is that it made all foreign students suppose that they could learn Chinese in a familiar and interesting way.
Just when everyone was curious about why we started this class in such a special part, Professor Boyanton showed us the main content of today’s class: the information processing theory.
The three components of the theory really cover all of the human memory steps. The sensory register is our first impression of something new, and then after several repetitions it is likely to become short memory, in the end through organizing and studying it will turn into long term memory. In order to let us be more clearly about these abstract concepts, Professor encouraged us to do a lot of discussion, experiments, and she also provided many videos to us. From which I believed all of us not only understood these concepts well but also connected ourselves with these abstract terms in an impressive way.
In the last part of the class, we learned about the forgetting curve from Ebbinghaus. Actually I knew Ebbinghaus since I was a little girl in the electronic dictionary; therefore I was quite interested when I saw this diagram. From which we got a deeper understanding of why we had to do the journals in 24hours, and how we should take advantage of our memory so as to gain an effective learning and teaching.
Another reason why I supposed this topic is very interesting is that we could find facts from our real life to prove these theories. For example, when we were discussing the short memory, I remembered how I memorized the GRE words step by step. That was to say I experienced the whole process of learning new words. In addition, the take-home message not only provided us a lot of useful strategies to teach students, but also enabled us to hold a deeper understanding of what we have learned today.
Generally speaking, I think what I benefit most from this class is that these principles have been reinforced in my mind through experiments and experience from daily life. No one would deny that people are able to learn better through this kind of class. In terms of we future TESOL educators, we learned both the teaching strategy and academic knowledge, which would surely helped us in our future career. .
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