This week we will continue with the Information Processing model of SLA. Does acquisition happen as Krashen believes (naturally) or according to the IP model (like learning a new skill)? We will also use Bloom's Taxonomy to evaluate textbooks. Finally, we'll examine the difference between difficulty and complexity.
1. First, please read SLLT_cognitive approaches. This is a brief overview of the IP model.
2. Please read Sousa_thinking skills and learning_how the brain learns. Many of you are probably familiar with Bloom's Taxonomy. It is not very important to draw a distinct line between each level; instead, think of the levels as pairs (Remember/Understand, Apply/Analyze, Evaluate/Create). As you read, reflect on your own classroom activities.
As we have been doing, check the ARC schedule for your role. We'll switch up the groups for next week's reading.
Group C questions;
ReplyDelete1. How does the information-processing model explain the process of fossilization?
2. Why had Anderson's ACT model (declarative/procedural knowledge) come under criticism?
3.How does McLaughlin's model explain the step-by-step nature of learning?
4. What 3 things are involved in creative thought in order to produce a tangible product?
5. How does the revised taxonomy classify the fight or flight response?
6. In your own words, what is the difference between complexity and difficulty?
For the sake of discussion, what is the first thing that comes to mind when considering how to apply the taxonomy to your classes? Specifically, how can you get your students to use higher order thought in an L2 classroom?
Hello Lawrence!
DeleteSorry I'm so late to the party...Must've been lonely for you out here!
Here are my answers to your questions!
1. The Information-Processing Model suggests that learning is the movement from controlled processing to automatic processing. During this movement, language is moved from our short-term memory, and becomes a part of our long-term memory. Once language is in the long-term memory, it has been automatized, meaning it is readily available for use. Also, because it has become automatized, it is very difficult to change or delete that language. All this may explain fossilization because, if a certain piece of language has been automatized incorrectly, it would be very difficult for L2 learners to “develop it” (because the controlled memory would have already ‘moved on’). Therefore, the incorrect form is forever the automatic response, even with continued exposure to the TL.
2. Anderson’s ACT model has been criticized due to its hypothesis that procedural knowledge occurs as a result of routine exposure to, and practice of the TL, with a specific, conscious focus on grammar. Critics maintain that conversion from declarative to procedural knowledge through studying ignores the many instances where language (grammar) is acquired without conscious study.
3. McLaughlin’s model states that learning is the move from using controlled processes to automatic processes when producing and making sense of language. McLaughlin asserts that once language has moved to form part of the automatic processes; space and resources become available to begin processing more (complex) information (language.) Consequently, in order for us to move to the next “step” of learning language or grammar, we should have been able to automatize some other smaller cluster of language.
4. Producing a tangible product requires information, understanding and application. Creativity demands that people have access to information in order to understand a field of study or specifics about a topic. Once they have this, they need time to process and understand the material, the opportunity areas that arise from it, as well as the needs of others involved. Finally, people need to use what they have gathered and apply it in a way that meets their understandings of what is needed, as well as what hasn’t been done before.
5. I’m not sure if I’m going to answer this question correctly: the word ‘classify’ is worrying me. From my understanding, the original taxonomy prescribed that people needed to have “mastered” a level before moving onto the next “more advanced level.” This changed in the revised taxonomy where it is suggested that there may be overlap between the levels, and even instances where lower levels may present more complex ideas or processing than “higher” levels. People’s fight or flight response is an example of where our human instincts supersede the ‘original’ taxonomy’s requirements of moving through the levels in sequence. In a situation that is potentially dangerous, we do not go through ‘remembering, understanding, applying or analyzing – we simply evaluate the situation present and act.
6. Complexity deals with the thought process through which we process information. Complexity describes the difference of processing a task at different levels. Processing information can be done at every level, however, when moving ‘up the levels’ the complexity increases as the strategy needed becomes more involved.
Difficulty describes the effort needed to complete a task within a level of complexity. When talking about difficulty, we do not talk about moving between different levels of the model, rather we focus on how difficult or challenging it is for a learner to process that material using the strategy within a certain level (e.g. understanding that plants make their own food is not very difficult, however, being able to understand each step of photosynthesis is difficult.)
Blogger just told me my answer was too long... so here is my Discussion Question answer:
DeleteDiscussion Question:
For me, I think that understanding the importance of focusing on encouraging complexity as oppose to difficulty is one of the most important ideas. The idea that teachers should be fostering a culture of ‘thinking’ and not just ‘solving problems’ resonated with me. In my own classroom, especially in my after-school reading classes, I believe I do try to teach ways in which students can use critical thinking when discussing stories etc. however, looking through Bloom’s revised taxonomy certainly helps to map out how to encourage different ‘types’ of thinking in a more systematic way. The idea of being able to ‘move between’ levels when responding to a text of information was something I found valuable, as it encourages a more ‘holistic’ or ‘well-rounded’ approach.
I think I would benefit from allowing my slower students more time to process and make sense of information. We have discussed wait-time before, and I know that I am probably not very comfortable with it. In this situation, however, I can see how important it is to give students that space and time to learn concepts at a certain level before expecting them to ‘move to the next level.’ The idea that their working memory would still be “cluttered” with sub-learnings makes me realize how much of a challenge it must be for learners when they are not given the time to learn concepts.
So in summary, I definitely think I would focus on incorporating different ways of thinking into my classroom – using the revised taxonomy model to guide me in terms of ‘logical flow’ whilst still incorporating ‘a mix’ of thinking strategies into certain activities. Added to this, I think ensuring my students have enough time to learn concepts at each level before moving to the next level of complexity is something I want to try.
Hello Group C,
DeleteThis week I’m the Summarizer.
Second Language Learning Theories
McLaughlin’s Information-Processing Model sees SLA as a skill that can be mastered through practice. McLaughlin believes learners use a controlled process in their short-term memory to make sense of the new language. With practice, the language becomes automatic, and moves into the long-term memory, allowing new language to begin processing in the short-term memory. Mclaughlin suggests new language forms will not be able to be ‘learned’ until other language in the short-term memory is automatized.
Anderson’s ACT Model states people begin with declarative knowledge (knowledge that something is true), and make the move to procedural knowledge (knowledge of how to do something.) Declarative knowledge is processed in the working (short-term) memory, and with practice, becomes automatized before moving to the long-term memory. The ACT Model suggests there are two kinds of long-term memory: Declarative, and Procedural long-term memory. The ACT model suggests a 3 step process before language becomes automatic. It also describes learning as a step-by-step process where rules/grammar must move out of the working memory before the next ‘step’ of grammar can enter the working memory for processing.
Thinking Skills and Learning by Sousa.
Thinking is a complex, convoluted process during which the brain links, borrows, recalls and analyses information to make sense of the world. In order to prepare students for this daunting task, Sousa suggests there is a need to incorporate “thinking skills” into the classroom. In this way, students will become more familiar with how to process information in more complex ways. Sousa suggests using Bloom’s Revised Taxonomy model as a framework for teachers to promote (more complex) thinking. The revised version, allows for movement between levels in an attempt to encourage students to complete activities of varying complexity. When applying the model into the classroom, the revised version highlights the difference between complexity and difficulty, and the problems associated with increasing the difficulties of tasks, only. Sousa also mentions the misconception that slow learners are not capable of complex thinking. He highlights the importance of allowing slow learners time to master and work through tasks of a certain level before moving onto the next level of complexity.
Group C Highlighter:
DeleteAutomatization: humans process information/stimuli in our brain in a controlled way or automatic way. Most often it involves a shift from the controlled way towards automatic processing (or automatization).
Controlled Processing: the processing of information/stimuli in automatization firstly involves control on the part of the human but it is limited by the amount of short term memory as to how much we can process.
Declarative Knowledge: knowledge whereby we recognize that something is occurring or is right in front of us (knowledge that something is the case).
Procedural Knowledge: knowledge on the ways to complete a task/action (how to do something).
Convergent: the lower level of human thinking.
Divergent: the higher level of human thinking.
Domain Specific Knowledge: the knowledge in one skill or area that is needed in order for a person to complete the basic part of a task or action that is being asked to be done.
Complexity: this is the processing in the brain (thinking) that a person must engage in in order for them to do something. As things become more complex, in Bloom's Taxonomy, the student moves onto a higher level (from remember to understand).
Difficulty: this is how much effort a student must use in order to complete the goal of the lesson or activity. Difficulty can increase within the same complexity. A more difficult remember question may still be just another remember level question that takes longer to process and answer.
Group C Questions:
Delete1. How does the information-processing model explain the process of fossilization?
Fossilization occurs according to the IPM (Information Processing Model) because a controlled process became automatic too quickly or too soon. An individual was not fully able to grasp or understand the input properly thus they made a mistake when processing it.
2. Why had Anderson's ACT model (declarative/procedural knowledge) come under criticism?
The main form of the criticism has been that the ACT model was implicit (in some people's thinking) that all knowledge always went from declarative to procedural. In response Anderson has agreed that this is not always the case.
3.How does McLaughlin's model explain the step-by-step nature of learning?
When tasks become common procedure they are accessed automatically by your brain without often having to to resort to the working memory which is limited. As a result humans can move onto more knowledge.
4. What 3 things are involved in creative thought in order to produce a tangible product?
Information, understanding and application.
5. How does the revised taxonomy classify the fight or flight response?
In the new taxonomy the brain moves quickly straight to evaluating (the situation) and therefore it skips the early steps which are not important. You need to decide quickly if it is time to run away or not.
6. In your own words, what is the difference between complexity and difficulty?
Complexity: this is the processing in the brain (thinking) that a person must engage in in order for them to do something. As things become more complex, in Bloom's Taxonomy, the student moves onto a higher level (from remember to understand).
Difficulty: this is how much effort a student must use in order to complete the goal of the lesson or activity. Difficulty can increase within the same complexity. A more difficult remember question may still be just another remember level question that takes longer to process and answer.
For the sake of discussion, what is the first thing that comes to mind when considering how to apply the taxonomy to your classes? Specifically, how can you get your students to use higher order thought in an L2 classroom?
A great suggestion in the reading was that we should review our curriculum (and vocabulary) and remove the topics of least importance to the learners. It might be possible to eliminate 20-25% of what is taught. Thereafter, the focus should be on the higher levels of the taxonomy (analyze, evaluate, create). Lastly, integrate what one has learned about the taxonomy with Krashen's input +1, Swain's feedback, Long's Interaction Hypothesis, etc.
For higher level students especially it is important to quickly go through remember and understand and to move onto the higher levels for practice of the target language.
Compare/contrast McLaughlin's information-processing model and Anderson's ACT model? Name one similarity and one difference.
ReplyDeleteWhen is Bloom's taxonomy impossible to use? What prevents the brain from processing?
3. Regarding slow learners, how can teachers help students move up Bloom's taxonomy? What are the benefits of doing so?
4. Discussion question
How can we as language teachers apply Bloom's taxonomy in our own classrooms? Can this be used with the youngest language learners?
For some reason, this site won't let me add or edit my post. I finally gave up. :/
DeleteI don't know why my 1 and 2 disappeared. No worries? :D
Just so you know I am the discussion leader for this week. I hope to read your answers soon. :)
Delete
Delete1. A similarity that McLaughlin's information-processing model and Andersons’s ACT model share is that they both lead towards information becoming an automatic process of retrieval. However, Anderson's Act has two kinds of long-term memory, a declarative and procedural where as McLaughlin's information-processing model only has one.
2. As we learned from last week with the affective filter, data affecting survival and emotions take precedence over data from new learning. This also holds true for Bloom's taxonomy model. When we feel threaten emotionally or physically the amygdala takes over and our animal instinct kicks in. All rational thought usually ceases and survival is the first priority.
3. The way that teachers can help slow learners move up Bloom's taxonomy is before hand, sort out all the unimportant material and only focus on the critical attributes and other vital information. The benefits of this are that the lower level students are able to move up the taxonomy and that is promise more success for more students.
4. I do feel that we can apply Bloom's taxonomy in our classrooms. In a way it's like our lesson plan this week with using authentic material. The sequences of our type 1 and 2 task follow this taxonomy (I could be wrong). That being said, I don't really believe that the little ones can fully make it to create. Maybe not verbally but cognitively they can reach this level, but lack the skills to express themselves. That's why a lot of parents these days teach their toddlers sign language. They can understand the input but have no means of output. Just my opinion!
Here is my summary.
DeleteProcessing approaches
• Information-processing model looks at the process our brains go through into making knowledge (L2) easily assessable or as McLaughlin says 'becomes automatic.' He states that first learners’ use controlled processing (short-term memory) for L2 and through repeated activation of these sequences being produced with the controlled processing they become automatic. These automatic sequences are stored in the long-term memory and are readily available for easy access. Anderson's ACT share some similarities with this model. A similarity that McLaughlin's information-processing model and Anderson’s ACT model share is that they both lead towards information (L2) becoming an automatic process of retrieval. However, Anderson's Act has two kinds of long-term memory, a declarative and procedural where as McLaughlin's information-processing model only has one. Declarative is the 'knowing that' of information and procedural is the 'know how' of the information to complete the goal.
Thinking Skills
• The first version of Bloom's taxonomy had six levels of complexity of human thought; Knowledge, Comprehension, Application Analysis, Synthesis, Evaluation. This was later revised with the renaming of three categories, interchanging of two of them and changing the names of all to verbs. The revised version looked like this Remember, Understand, Apply, Analyze, Evaluate, and Create. Teachers’ use of this revised taxonomy, having students think critically rather than rote rehearsal helps learners make connections between past and new learning, creating new pathways, which increase the chances that the new L2 is consolidated and filed for future use.
1. Compare/contrast McLaughlin's information-processing model and Anderson's ACT model? Name one similarity and one difference.
DeleteA similarity between the two models is that learning takes place after practice. The difference is memory. McLaughlin says learning takes place with short term and long term memory, but Anderson has 3 types of memory: working memory, declarative long term memory, and procedural long term memory.
2. When is Bloom's taxonomy impossible to use? What prevents the brain from processing?
If slow learners do not have guidance and practice, then Bloom’s taxonomy is impossible to use. They need the guidance and practice in order to reach the higher levels of the stages. It is the working memory that prevents the brain from processing. Slow learners need more time, practice, and guidance; if it is not given to them, they will have cluttered their working memory.
3. Regarding slow learners, how can teachers help students move up Bloom's taxonomy? What are the benefits of doing so?
If teachers avoid thinking of what to fulfill, then they can get slower learners to do a higher order thinking successfully and often. They can also ask open-ended questions and continually encourage students to analyze, evaluate, and create. Teachers can also prune their list of what’s on the curriculum by reducing the amount of time spent on things that are least important and spending time on things that are more important. Doing more activities that require elaborate thinking rather than rote rehearsal can also help the students.
4. Discussion question
How can we as language teachers apply Bloom's taxonomy in our own classrooms? Can this be used with the youngest language learners?
I will answer this question in another post because I am the applicator for this topic.
Here is my part as the Applicator:
DeleteAs I said in question 3, teachers can do all those things to help slow learners improve. It will be difficult for the teachers but they need to be patient and be able to give the students the confidence to keep improving. We can ask the students open questions and encourage them to answer, and we could select the slow learners for them to answer and guide them when answering. Then we could possibly have them practice by repetition. This could help increase their confidence and get their working memory jogging.
McLaughlin’s and Anderson’s models can be used in class. Teachers can practice saying a question or a sentence. Students can then repeat and practice it until they get used to it and learn it, which is similar to Bloom’s taxonomy. Repetition and practice will help learners learn.
I'm sorry for answering so late...
DeleteGroup A Discussion Leader:
ReplyDelete1.) Name the two approaches to information processing according to the SLLT article.
2.) Briefly summarize McCouglin's model. How does this model handle the question of fossilization?
3.) In Anderson's ACT Model, what are the steps for knowledge to go from declarative to procedural?
4.) In Sousa's article, read the "Designing Models" section. Name at least 3 major areas that are found in models on Thinking.
5.) Bloom's Taxonomy figures prominently in the article. Name 3 ways in which the the Taxonomy was revised to better describe the "Dimensions of Thinking."
6.) Which one is more closely linked to Student Ability: Complexity or Difficulty? Why?
Discussion Question:
Continuing the thread on Complexity VS. Difficulty, how can this knowledge be applied in our classrooms? Focus particularly on "slow learners" VS "fast learners." What are some strategies to help the slower learners move up in the Taxonomy? How do you deal with "Slow learners" in your own classroom?
*My Answers to David's Questions (Group A):*
Delete1.) Information-processing Model and Active Control of Thought (ACT) Model were the two approaches highlighted.
2.) McLaughlin's model helps to explain the step-by-step nature of learning. Other take-away point from this model is that practice is essential for learning to take place as this is how learners get to “move” information into their long-term memories. This model would explain why learners make inconsistent errors in L2 by saying that a premature automation had occurred leading to movement of this language feature into the long-term memory and hence learners had gotten stuck with these bad habits, errors.
3.) The ACT model states that practice enables declarative knowledge to turn into procedural knowledge and then leading to automatization. This conversion from declarative to procedural knowledge takes place in three stages: cognitive stage, associative stage and autonomous stage. However, due to criticism received, Anderson later changed his claims regarding application of the ACT model to L1 acquisition and now claims that not all knowledge necessarily starts in declarative form.
4.) Critical thinking, creative thinking and metacognition.
5.) 1. “Knowledge” level in the original version was changed to “Remember.”
2. “Comprehension” was renamed as “Understand” in the revised version.
3. “Synthesis” was moved to the top and renamed as “Create” in the revised version.
6.) Complexity is more closely linked to students’ ability. Teachers should be increasing the complexity of a task to help promote high-order thinking of their students. This would encourage students to analyze, evaluate and create, which are the higher levels of learning in the cognitive domain as noted from the Bloom’s Taxonomy.
Discussion Question:
We need to take time to reflect on the distinction between complexity and difficulty. Author states that if language teachers give more time to their “slow learners” to learn concepts, they should be able to achieve higher-order thinking just as well as the “fast learners.” Author encourages language teachers to take a look at their curriculum, take out “unimportant” topics in an attempt to allow more time for students to practice higher-order thinking.
In my current class, I am not chained to a curriculum or a textbook, which makes it much easier to deal with the “slow learners.” I would say that I have two such students. I did also notice that they learn better through pair/group work. Hence, I have made a point to offer more opportunities for pair and group work. I need to continue to work on asking more open-ended questions to the whole class as well as creating more opportunities for them to analyze, evaluate and create in L2.
*My response to David's questions*
Delete1. Information Processing Model and Active Control of Thought Model.
2. McLaughlin's model is a step by step model of learning. It starts with the SL being known in unmemorized chunks, and then moving into automatic chunks. This explains fossilization by saying it is a premature memorization that memorizes an error and has trouble fixing it, because automatic chunks don't get any attention by the speaker.
3. The active control of thought model talks about transferring knowledge through three steps, first a cognitive stage: you learn the description of the procedure, second the associative stage: you learn a method for performing the skill (L2), third the autonomous stage: the skill becomes more and more rapid and automatic.
4. Domain-specific Knowledge, Critical Thinking, Creative Thinking.
5. A. It allows for more flexibility with the hierarchy, Bloom wouldn't allow for one level to be activated while another was not satisfied.
B. It encompasses more levels of human needs.
C. It connects the complexity and difficulty of the activity with the ability of the student. It shows that slower students, given more time can also realize the higher levels of complexity.
6. Complexity is more closely linked to student ability, Teachers in the reading are encouraged to give more open-ended questions and promote higher level learning.
Discussion Question:
As I stated before, I think this applies in the classroom by encouraging teachers to promote higher level thinking even for slower students. The students can consistently reach higher level if given opportunity.
In my class, I am usually rushed through a text book. I can only spend a certain allotted time to each part and I am talked to if the class didn't go as planned by the text book. This means that slow learners are usually left behind and the average is what is catered to.
Students like pair and group work, but some students use that time to have one of the pair do all the work and the slower learner just giving up.
This week, I am the Applier for Group A.
ReplyDeleteThe first reading was on processing approaches. Two models were highlighted: Information-processing Model and Active Control of Thought (ACT) Model.
First and foremost, these two models help to explain the step-by-step nature of learning. As language teachers this would necessitate that we introduce simpler concepts before complex ones. This way, our students would be able to “digest”, make these simpler concepts their own and then, once presented with more complex concepts, they would be at a position to deal with them.
Other take-away point from these two models was that practice is essential for learning to take place as this is how learners get to “move” information into their long-term memories. Furthermore, according to Information-processing Model, this aspect can help language teachers be able to explain why learners (in our case Korean students) make inconsistent errors in L2. As language teachers, we all have had those Korean students who, despite much effort, still kept making the same errors in L2. This model would explain this by saying that a premature automation had occurred leading to movement of this language feature into the long-term memory and hence these learners had gotten stuck with these bad habits, errors.
Our second reading was about human thinking and talked about Bloom’s Taxonomy. Ways to promote higher-order thinking and learning in the classrooms were presented.
The reading provokes us to ask ourselves these questions: Are we teaching our students to think critically? Are we posing open-ended questions to them? Are we encouraging our students to analyze, evaluate and create (higher levels of learning in the cognitive domain)? Recognizing the limitations we have in our classrooms, author suggests ways by which we could use Bloom’s Taxonomy to do so. Author defines the six levels of Bloom’s Taxonomy from the revised version in 2001 and highlights sample activities for each level for us to consider incorporating into our classrooms. Later in this reading, we are challenged to differentiate between complexity and difficulty. Are we mistakenly increasing the difficulty of a task assigned instead of complexity in an attempt to promote higher-order thinking in our students? We need to take time to reflect on this. Author states that if language teachers gave more time to their slower learners to learn concepts, they would be able to achieve higher-order thinking just as well as the fast learners. As language teachers, as much as possible, we need to take a look at our curriculum, take out “unimportant” topics to allow more time for our students to practice higher-order thinking.
Good discussion! Thank you!
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