Applying information processing theory to teaching/learning
EDI 600 Psychological Foundation of Education
School of Education
Long Island University, C. W. Post
October 21, 2008
Long Island University, C. W. Post
October 21, 2008
Proponents of the Information Processing Theory support that individuals use a “symbolic representation” (Snowman, McCown, Biehler 2009, p. 267), of memory stores and control processes in acquiring, retaining and using knowledge.
The memory stores are the sensory register, short-term memory, and long-term memory. These memory stores hold information according to an individual’s control processes. The Information Processing Theory explains that people use various strategies, or control processes, such as recognition, attention, maintenance and elaborative rehearsal, and retrieval to hold/maintain information in their memory stores.
According to the theory, a child’s processing skills are related to their developmental age. Further, that their capacity to learn is directly related to the amount of information they are able to process at each of these stages. The schema theory explains how information stored by individuals assist us to gain new knowledge, and it explains that the content of an individual’s schema is influenced by one’s experiences and that “younger children typically possess fewer, less well-developed schemas about a great many things than do mature adults” (Reutzel and Cooter 2008, p. 235).
Teachers can use the assumptions of the information processing theory to develop instructional strategies that will assist students in their learning. During a lesson, information is transferred from the teacher to the student, who is the learner. The textbook, Psychology Applied to Teaching refers to psychologist Vygotsky’s zone of proximal development(ZPD) as an important tool in the cognitive development of learners. Further, in order for ZPD to be effective, the teacher who is more experienced and skilled can use different strategies to help the learner succeed in the learning situation. According to Vygotsky, once, the ZPD is identified; the teacher can assist the learner to perform a task he or she is not capable of doing alone.
Since younger students do not have the capacity to store and retain information because of the limitations of their schemata, Snowman et al, (2009) state that teachers in the elementary classroom should use “clear, complete, explicit directions and learning materials” (Doyle, 1983; Palmer & Wehmeyer, 2003). (p. 249) in their classroom instructions.
Teachers can use simple graphic organizers that show the beginning, middle and end components of a lesson to convey the implicit structures of topics, abstract terms and outlining a chapter. Graphic organizers are powerful tools in engaging the visuals of students and focusing their attention in learning. The use of activities such as “Simon Says” and “Copy Cat” are some examples teachers can use to develop their students’ listening skills.
Teachers can also use “think aloud” strategies that will prompt students to use their prior knowledge to understand a text they are about to read or, in learning a new lesson topic. This strategy is useful in reading, writing and content area studies. When students are able to relate the “outside world” to their classroom learning, their interest will be engaged. For example, in teaching mathematics, teachers can use the term “vacation” to teacher the students the mathematical concept of lesser or greater than by comparing the cost of airfares. Here, students are able to relate and become interested in mathematics topic through its association with a meaningful word/word they are familiar with --- vacation.
Teachers can also model and teach students how to use “chunking”, which is the grouping or categorization of information, to promote their students’ long term memory.
Rehearsals and the use of mnemonics are strategies which can also be employed in the classroom. In order for rehearsal to be effective however, the new information must be linked to other information.
Mnemonics are usually rhymes or they can be a song. For example, in mathematics the order of operations song, “Please Excuse My Dear Aunt Sally” clarifies the order of the basic addition, subtraction, multiplication and division facts that are essential for students in math. This song is a fun way to motivate or transition students into the lesson or assessment activity, and it is an effective communication technique that will assist students in recalling the mathematical order of operations.
In summary, teachers can use voice inflections as cues to gain the attention of their students and to signal that they are ready to begin a lesson. Review of previous lessons also reinforces prior learning.
References
Reutzel, D. R., & Cooter, R. B., Jr. (2008). Teaching children to read: The teacher makes the difference (5th ed.). Upper Saddle River, NJ: Pearson/Merrill/ Prentice Hall.
Snowman, Jack; McCown, Rick; & Biehler, Robert. (2009). Psychology Applied to Teaching . Boston, New York: Houghton Mifflin Company.
The memory stores are the sensory register, short-term memory, and long-term memory. These memory stores hold information according to an individual’s control processes. The Information Processing Theory explains that people use various strategies, or control processes, such as recognition, attention, maintenance and elaborative rehearsal, and retrieval to hold/maintain information in their memory stores.
According to the theory, a child’s processing skills are related to their developmental age. Further, that their capacity to learn is directly related to the amount of information they are able to process at each of these stages. The schema theory explains how information stored by individuals assist us to gain new knowledge, and it explains that the content of an individual’s schema is influenced by one’s experiences and that “younger children typically possess fewer, less well-developed schemas about a great many things than do mature adults” (Reutzel and Cooter 2008, p. 235).
Teachers can use the assumptions of the information processing theory to develop instructional strategies that will assist students in their learning. During a lesson, information is transferred from the teacher to the student, who is the learner. The textbook, Psychology Applied to Teaching refers to psychologist Vygotsky’s zone of proximal development(ZPD) as an important tool in the cognitive development of learners. Further, in order for ZPD to be effective, the teacher who is more experienced and skilled can use different strategies to help the learner succeed in the learning situation. According to Vygotsky, once, the ZPD is identified; the teacher can assist the learner to perform a task he or she is not capable of doing alone.
Since younger students do not have the capacity to store and retain information because of the limitations of their schemata, Snowman et al, (2009) state that teachers in the elementary classroom should use “clear, complete, explicit directions and learning materials” (Doyle, 1983; Palmer & Wehmeyer, 2003). (p. 249) in their classroom instructions.
Teachers can use simple graphic organizers that show the beginning, middle and end components of a lesson to convey the implicit structures of topics, abstract terms and outlining a chapter. Graphic organizers are powerful tools in engaging the visuals of students and focusing their attention in learning. The use of activities such as “Simon Says” and “Copy Cat” are some examples teachers can use to develop their students’ listening skills.
Teachers can also use “think aloud” strategies that will prompt students to use their prior knowledge to understand a text they are about to read or, in learning a new lesson topic. This strategy is useful in reading, writing and content area studies. When students are able to relate the “outside world” to their classroom learning, their interest will be engaged. For example, in teaching mathematics, teachers can use the term “vacation” to teacher the students the mathematical concept of lesser or greater than by comparing the cost of airfares. Here, students are able to relate and become interested in mathematics topic through its association with a meaningful word/word they are familiar with --- vacation.
Teachers can also model and teach students how to use “chunking”, which is the grouping or categorization of information, to promote their students’ long term memory.
Rehearsals and the use of mnemonics are strategies which can also be employed in the classroom. In order for rehearsal to be effective however, the new information must be linked to other information.
Mnemonics are usually rhymes or they can be a song. For example, in mathematics the order of operations song, “Please Excuse My Dear Aunt Sally” clarifies the order of the basic addition, subtraction, multiplication and division facts that are essential for students in math. This song is a fun way to motivate or transition students into the lesson or assessment activity, and it is an effective communication technique that will assist students in recalling the mathematical order of operations.
In summary, teachers can use voice inflections as cues to gain the attention of their students and to signal that they are ready to begin a lesson. Review of previous lessons also reinforces prior learning.
References
Reutzel, D. R., & Cooter, R. B., Jr. (2008). Teaching children to read: The teacher makes the difference (5th ed.). Upper Saddle River, NJ: Pearson/Merrill/ Prentice Hall.
Snowman, Jack; McCown, Rick; & Biehler, Robert. (2009). Psychology Applied to Teaching . Boston, New York: Houghton Mifflin Company.
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