17 Matching Annotations
  1. Sep 2017
  2. languagedev.wikispaces.com languagedev.wikispaces.com
    1. hypothesis testing. Children test their hypotheses or sets of assumptions of how language is spoken, arliculnted, used, and manipulated.

      definition of hypothesis testing by Pinker

    2. Steven Pinker (1994) conlended that language is an instinct, not simply a cultural invention: "Language is a biological adaptation lo communicate information ... language is the product of a well-engineered biologi-cal instinct"

      Seven Pinker theory

    3. universal grammar, as "the system of principles, conditions, and rules that are elements or properties of all human languages"

      definition of universal grammar by Chomsky

    4. nativist and the cognitive dovelopmentalisl perspectives emphasize the contributions of "nature," whereas tho behaviorist and interaclionist perspectives focus more on the contributions of "nurture."

      Nativist & cognitive= "nature" behaviorist & interactionalist= "nurture

    5. nativisl, cognitive developmental, behaviorist, and interactionisl.

      Four theoretical perspectives

    6. These perspectives have varied in the ways they believe nature and nurture influence language developmonl.

      different perspectives put emphasis on different aspects of nature verse nurture

    7. the nalivist perspective describes language development as an innate, instinctual process where children develop language by discovering the structure of their language

      Clearly identify how the nativists viewed language development

    8. Piaget's definition of language is narrower than that of other psychologists or lin-guists. For "language" to exist, Piaget contended, the "capacity for mental represen· talion must be present" (Brainerd, 1978. p. '110). Thus, vocalizations nncl babbling that occur during infancy ore nol language, according lo Piaget. The development of symbolic representation changes 11 child's thinking because ii is now possible to "invoke objects which are not present perceptually ... reconstruct the past ... or moke plans for the future" (Piaget, 1961, in Paciorek & Munro, 1999, p. 7).

      Important to know and understand Piaget view because he is a very famous psychologist who is known for his cognitive development theories. Here he describes explains how babies babbling is not language rather just noises.

    1. Pair strategy instruction with written prompts to guide students toward independence.

      This part of the teaching includes making sure that the students are looking at both sides of an argument and analyzing all information

    2. explicitly model how to evaluate each dimension and provide repeated opportunities for students to practice and apply these strategies to information they encounter during the research process.

      step 2- give concrete exercises for them to work on the skills needed to discern content on the web

    3. Relevance: the information’s level of importance to a particular reading purpose or explicitly stated need for that information Accuracy: the extent to which information contains factual and updated details that can be verified by consulting alternative and/or primary sources Bias/Perspective: the position or slant toward which an author shapes information Reliability: the information’s level of trustworthiness based on information about the author and the publishing body

      The 1st step in teaching how to evaluate online resources is through having the students understand these terms and how they are all related to one another

    4. intervention during regular content area instruction.

      Here the author shows us the problem at hand will stay the same unless action is taken and these kids are instructed.

    5. ability to critically evaluate information.

      This the main topic of the article and is critical to understand that online research can be an amazing tool but with so much information it's important that one knows how to properly sift through all the content.

  3. Aug 2017
    1. it builds the learning within a relevant context from the very start, so students are naturally more engaged.

      the heart of PBL and why it trumps over traditional learning - it engages.

  4. languagedev.wikispaces.com languagedev.wikispaces.com
    1. A teaclie?s awareness of levels of language knowledge is important in determin-ing the developmental appropriateness of lnnguago-relaled tasks in early childhood classrooms. Teachers of young children need to structure their learning activities to involve both linguistic and metalinguistic knowledge;

      I was able to see the varying levels of students linguistic and metalinguistic knowledge in a preschool. The teacher was very aware of the differing levels and made a point to give the kids who did not grasp the concept as quickly time in order to think it through instead of letting the same kids answer every time which I learned was very important.

    2. The inability to participate successfully inn conversation or the inability to clearly articulate the sounds in words may decrease the likelihood that other children will attempt to speak or play with them.

      I have had experience with a 4 year old in a classroom setting who would very rarely talk. I thought she was unable to speak but then found out she had selective mutism. After this experience I realized how important it is as a teacher to recognize when a student isn't talking due physical speech inability rather than social reasons. This part of the text made me realize that no matter what reason lack of communication can really have a negative impact on a child's emotional, intellectual, and social growth.

    3. There is no one standard of communicative competency that teachers should encourage children to attain. Insload, it is important for teachers to recognize that children will need a wide range of communication competencies lo ensure their effectiveness in a varielfol settings throughoutfueirlivos.

      This shines light on the importance and seriousness of a teacher's role in the lives of his/her students. I find it so crucial that the root of teachers goals is too create a well rounded competent student that can thrive on their own. Lately teachers have been caught up in the pressure of teaching to the test but what we teach goes far beyond the test and students need far more information and skill sets then "the test" can evaluate.