he ability to reflect upon and analyzelanguage as an entity itself.
I really agree with this, because overtime as you grow older when you learn something new and or something you don't like. You can be come lazy and analyze why you don't like it. Compared to when you are a child, it's almost like a requirement and essential so no questions are usually asked.
Morphological knowledge allows children to expand their vocabulary from a smaller set of root words to form more words. For example, morphological knowledge in English allows children to form more words from a single word, as is the case with the word child: childless, childlike, and childish; it also allows children to make grammatical inflections such as adding -ed to verbs to create past tense worked, and adding ·ing to form present progressive work!!!.i_. Moreover, it allows children to produce plurals ( dogs) and possessives ( Peter's) and to create prefixes (P!:!._-read) and suffixes (friendless)
The idea that the children learn the root word first before adding any prefixes or endings seems like common sense. I believe this practice should be carried in later schooling when the children are facing more difficult words. Teachers should expect to break down the words into smaller parts that are easily understood by students
Moreover, children's thinking at this stage is egocentric by nature, and they are likely to evaluate others and events based on their own viewpoint. For instance, 3-year-old Dana told her older brother Chris that the moon was following her while they were walking outside one evening. Likewise, children at this stage have a hard time understanding the function of rules. You have probably noticed that young children often change the rules of a game to suit their needs.
While this is pertinent in younger ages, it is important to remember some children never fully outgrow this phase. The phase may develop to be a lesser form. This causes a problem of identity in later years as students try to 'find themselves'
Peter Afflerbach (2007b)describes reading as a dynamic, strategic, andgoal-oriented process. The same is true ofwriting. Dynamicmeans that readers and writ-ers are actively involved in reading and writ-ing. Strategicmeans that readers and writersconsciously monitor their learning. Goal-orientedmeans that reading and writing arepurposeful; readers and writers have a plan inmind.O
Afflerbach's description of reading makes it easier to separate students in a class, this could be advantageous, but could also be detrimental to classroom construction and atmosphere.
Traditional definitionsof literacy focused on the ability to readwords, but now literacy is considered a tool,a means to participate more fully in the 21st century’s digital society.
I think this is a very important modern distinction of the definition. Today, there are so many various ways of receiving and processing information that requires a revamped understanding/definition of literacy.
Behaviorism
Behaviorism, to me, seems like more of a strategy for teachers to navigate teaching than a learning strategy. This author, like many others, seems to be functioning under the belief that each of these "learning theories" are separate and individual when, in my experience, they function simultaneously and exist only to compartmentalize as a way to attempt to understand human learning. They are all essentially trying to explain the same very complex thing. There needs to be a more overarching and complete theory that includes and involves all of these individual theories and more that have not been included. Teaching and learning are so complicated that not one of these ideas can truly cover what is going on, which is why I believe that there is such a debate - each of these targets one aspect, which resonates with different people, but fails to cover the whole spectrum of learning.
collaboration,not competition, is more conducive to learning
This is the basis of my teaching philosophy. In all of my previous classes and experiences, I have found that this holds true almost every time - the more knowledge shared the more knowledge each person has. Even if a student is learning or studying "alone," they are still collaborating with the author or object.
Schema Theory.
This is the theory I most agree with, if not just for the visual organization.
Active Learning.
Even if students are just getting information that can be obviously applied to real life, or a discussion about how what they're learning affects their current lives, they will be more willing to learn and actually receive instruction.
Social Interaction.
Group work can be valuable if the work is properly distributed. Group work has the stigma of forcing one student to take the brunt of the load and the other students coasting by, but with today's technology, teachers can more closely monitor participation to help with the balance.
Peer Groups
One of the things I worry about is for a student that does not have the opportunity to access technology outside of the classroom feeling as if they do not fit in or belong with their social groups. Technology now, especially with the youth, is extremely valued and the type of technology you can access is almost an indicator of social class, which is always a factor in peer groups and bullying.
Writing online differs from using paper and pencil, too.It’s more informal, although most texts should be grammat-ically acceptable and use conventional spelling. Immediacy isanother difference: Writers post their writing within sec-onds. Third, writers create multimodal texts with digitalphotos, video clips, and website links. The fourth differenceis audience: Writers send e-mail messages to people in dis-tant locations, including military parents serving in Iraq andAfghanistan, and their postings are read by people world-wide.
Now, we need to teach our students how to navigate communicating in a much different way than what was taught in previous years. What I believe is most important in this list, though all aspects of online literacy are important, is teaching tone and understanding how to communicate with different audiences appropriately.
Some students learn to surf the Web, locate and readinformation, and communicate using e-mail, instant messag-ing, and blogs outside of school; others, however, haven’thad many digital experiences. Teaching students how toread and write online has become a priority so that they be-come fully literate in today’s “flat” world.
Due to a range of outside forces like class-gap and poverty, in our classrooms we will have students that range from high technological literacy to almost no experience with technology. In today's world, it is our job to shrink that gap between those students who have the privilege of experience with outside technology and those who do not.