Week 3 – Attention

Week 3 Tasks 

Task 1

Watch the following videos:

Have you noticed any changes? Changes like those in following video:

I must recognize the similarity to my earlier article about the selectivness of attention, but, as an example, I used another video, created by Chabris and Simon:

They are all about one of the features of attention and memory below- selectivness. The brain is tuned to pick only some of informations he is exposed to, due to their characteristics: impressionability, size, color, wether that information coincides with the interests of a person, direction in cognitive orientiation, etc…

Task 2: Thinking about Attention

Next paragraph is very important for teaching:

According to James Zull, good thinking requires that we pay attention, but that is hard to do if someone (a teacher, a parent or a colleague) threatens us. We may have trouble paying attention to an abstract problem when our amygdala is sending danger signals to our logical brain. And the same is true of our pleasure centers.Logic and its pleasures can suddenly seem inconsequential when we feel attracted to somebody. The issue here is competition and the brain function is attention. Different sensory signals physically compete for attention in the brain, and those that are the strongest win out. It’s a physical battle. We pay the most attention to the things that matter the most in our life. Can’t we just discipline our brains to ignore distractions? We can achieve discipline when we feel that discipline is what we want the most. As teachers, we must attend to this battle for attention. We must find some way to encourage our learners to want to use their reason and guide their attention.

Qustions are:

>>>1. How important is attention to the learning process?

I’d say, it’s very important. Although the learning can happen  unwittingly, we are talking now about the  wittingly form that happens during the lesson in the classroom. The focus of one’s mind should be on the learning matter. If not, the learning process would not be complete.  

>>>2. How hard is it to keep students’ attention engaged in what is happening in the classroom?

It is very hard. I teach in a secondary school where puplis are 15-16 years old. They have many attention distractors – cell – phones for sanding messages, playing games, they simpy love to have a chat about some „important things“ concerning their friends…etc..

>>>3. What can we do to help our students pay attention?

To:

1. eliminate distractors 

(demanding to clean up the surroundings for learning – on the table should be only what is nedded for reading, learning..)

2. attract attention during learning

(using power point presentations, graphoscope with foils, interesting stories that would prepeare pupils for the lecture, maybe pupils could be splitted into groups and prepeare parts of the lessons by themselves…)  

>>>4. What effective strategies do you use with your groups to help the students to pay attention?

I use to take my pupils to some interesting places (eg. school for mentaly disabled or to the or to orphanage when teaching about intelligance), I use films, power point presentations, I offer them to make presentations… As I teach psychology, I often report about some specific cases and that is something students especially like.

Still, it’s not allways easy to attract students’ attention. They are fed up with different, useless informations, usually allowed to use cell-phones in the classroom which attract their attention, some of them suffer from sever game addiction. It is not easy, really!

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3 коментара (+додајте свој?)

  1. GlisZoz
    феб 04, 2013 @ 09:15:11

    Haha, koji fazon, nista nisam primetila. Da radimo opet istrazivanje? 😀
    Salim se, ali zaista je neverovatno.

    Одговор

  2. simonidinpsihoblog
    феб 04, 2013 @ 10:19:46

    I ti si se „upecala“, a znaš za jadac. (Iskreno, i ja sam..:))

    Одговор

  3. GlisZoz
    феб 04, 2013 @ 22:05:35

    Ko prizna, pola mu se prasta…Ili dodaje 😉 Blago onome ko se bavi ovako zanimljivim stvarima.

    Одговор

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