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Attention and Language Learning
The expected length of this assignment is 1/2-1 pages, double-spaced.Key Ingredients of Learning
1. How is the description of attention on pages 38-40 similar to or different from your prior knowledge of attention?
2. Do you believe that “being able to understanding and utilize language is central to success in school”? (page 43) Why or why not? What strategies do you use to support students with language weaknesses?
Barringer, M. D., Pohlman, C., & Robinson, M. (2010). Schools for all kinds of minds: Boosting student success by embracing learning variation. John Wiley & Sons.
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Attention and Language Learning
1. Comparison of Attention Description
The description of attention on pages 38-40 aligns with my prior understanding in that attention involves focusing cognitive resources on specific stimuli while filtering out distractions. However, the text expands this by emphasizing attention as a dynamic and multifaceted process, involving both selective attention and sustained attention over time. It highlights how attention is not just about what grabs our focus but also how we regulate and shift attention based on goals and context. This deeper perspective contrasts somewhat with my earlier view, which saw attention more as a fixed, momentary act rather than a flexible cognitive skill that develops and varies among students.
2. Importance of Language for School Success
I strongly agree with the statement that “being able to understand and utilize language is central to success in school” (p. 43). Language underpins nearly all academic activities, from reading comprehension and writing to following instructions and engaging in discussions. Without strong language skills, students may struggle to grasp content, express ideas, or participate fully in learning activities. To support students with language weaknesses, I use strategies such as scaffolding instruction, incorporating visual aids, modeling language through think-alouds, and providing opportunities for oral language development in safe, low-pressure settings. These strategies help build both receptive and expressive language skills, which can enhance overall academic engagement and success.