information-processing: scientific/inquiry training
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CI 703: Theories, Models and Research of Teaching. Information-Processing: Scientific/Inquiry Training. Melissa Farrish , Donna Hage, Jennifer Riggleman , and Jill Wood. Underlying Research. Increases writing and basic skills in addition to literacy skills - PowerPoint PPT PresentationTRANSCRIPT
Information-Processing:
Scientific/Inquiry
TrainingMelissa Farrish, Donna Hage, Jennifer
Riggleman, and Jill Wood
CI 703: Theories, Models and Research of Teaching
Underlying Research
Increases writing and basic skills in addition to literacy skills
Increases student achievement and attitude
Eliminates gender and socioeconomic gaps in science
Increases cognitive skills for all age groups and levels of students
Increases both creativity and pleasure in learning
Source: http://www.nwlink.com/~donclark/hrd/learning/memory.html
Major Theorists, Developers, & Contributors
Cognitive Revolution (1950s) – began to look at “interior” mental processes
Broadbent (1958) Dichotic Listening Task -- filter selects one channel of attention based on physical characteristics of source
Treisman's (1964) Attenuation – filters down or attenuates three sources in order to attend to the fourth
Atkinson and Shriffin (1968) Stage Theory Model – process and store information in 3 stages: sensory memory, short-term (organization and repetition, “chunking”), long-term (elaboration and distributed practice common to direct instruction model, Pegword or Method of Loci)http://www.simplypsychology.org/attention-
models.html
Craik and Lockhart (1972) Levels of Processing Theory – utilize continuum (perception, attention, labeling, meaning) to permanently store information
Rumelhart and McClelland (1986) Connectionistic Model – store information in multiple brain locations and form more networks of connections to increase in long term memory
Major Theorists, Developers, & Contributors
http://umaps.ihmc.us:8080/rid=1HMBHT4M9-FVV43W-FWH7/Fig.%202.%20Rote---Meaningful%20B%26W.cmap
Long Term Memory Classifications
http://epltt.coe.uga.edu/index.php?title=Information_processing
Evaluation of Application
Information processing results apply in three areas:
The limits of our working memory
The importance of elaboration and practice
The importance of continuing practice until the students are fluent
Application: “Limited Capacity Processors”
Should not present too much information at one time.
Current information processing theories suggest we are “limited-capacity processors.
When too much material is presented at once, we become confused, omit or skim material, and are unable to complete the processing correctly.
Application: Teacher Role
Teachers should –
Proceed in small steps and provide practice on one step before adding another.
Review relevant prior knowledge providing students with a cognitive structure for encoding the new material. New learning is easier when prior learning is readily accessible or automatic.
Application: Teacher Role
Teachers elaborate, review, rehearse, summarize, or enhance the material:
provide active practiceask questionsrequire students to summarize in their own wordshelp students make connections between old and new knowledgehave students tutor each othersupervise students as they practice new steps in a skillprovide feedback on their efforts
Application: Summary
Teachers need to provide “instructional support” when learning new material:
Break the material into small steps in order to reduce confusion.
Give the learner practice in each step before increasing complexity by adding another step.
Provide for elaboration and enhancement in order to help the learner move the material from working memory into long term memory.
Provide for additional practice and overlearning of basic material and skills so that the learners are fluent and automatic in using them.
Weaknesses of the Model
• Concentrating on “thinking” may inhibit mastery of content.
• Teacher is the initiator with some collaboration.
• It does not take into consideration individual differences.
Strengths of the Model
The same model can be used for all ages and in multiple disciplines.
It can be extremely effective to students with poor learning histories.
Teacher is the initiator with some collaboration.
Prepares students by producing a “process” rather than just an “answer” that can be applied to later subjects.
Synectics: Application, Syntax, Social & Support
Model
Name
Application
Syntax Social Systems
Principles Support Systems
Synectics
Chapter 10
Creative writing; problem solving; creating design; broadening perspective
Creating something new; making the strange familiar
Moderate structure; sequence and guiding provided by teacher; open-ended student discussions
Teachers encourage non-rational and bizarre thought; accept all responses
Facilitator familiar with synectics; space to build models
Model: Synectics
Definition: Derived from the Greek word synecticos meaning “understanding together that which is apparently different” (Gunter, Estes & Schwab, 2003, p. 135)
encourage brainstorming through use of metaphors, analogies, alternatives to typical thought processes that encourage right brain functions
Aim: increase creativity, cooperative learning, divergent thinking processes, and diversified learning to increase group cohesion and generate energy
Types of Information: Problem as Given, Problem as Understood, brainstorming through facilitator, metaphors, analogies, oxymorons
Techniques of SynecticsVan Oech's FOUR
HATS
Techniques: Facilitator plays active role to encourage ideas through metaphor
EXPLORER seeking facts, viewpoints, feelings, etc. The "hat" here is an explorer's pitch helmet.
ARTIST creatively recombining things. The hat here is the artist's beret.
JUDGE a critic, deciding which ideas are worth pursuing. The hat to illustrate this is the old style Judge's wig.
WARRIOR making your idea happen. The hat here is the Viking Warrior's horned helmet.
MAIN POINT: Make clear what the goals of a particular session, partition, time segment are so that people are not simply talking past each other.
“Making the Familiar Strange”
Description of present problem/condition: Write a paragraph describing the topic individually or collaboratively.
Make a direct analogy: Name a machine, plant, food, flower, animal that reminds you of as many words as possible.
Make a personal analogy: How does it feel to be this object?
Compressed Conflict: Examine the list of descriptive feelings and put them together as pairs of words that seem conflict or contrast
Direct Analogy Based on Conflict: Describe a machine, plant, food, flower, animal that represents both words in the conflict.
Re-examination of Original Conflict: Compare the last analogy with the original topic.
“It’s Not A Box”
Model: MemorizationDefinition: Learn large quantities of words by connecting them to the objects, events, actions, and qualities that they represent.
Aim: To take information, to integrate it meaningfully, and later to retrieve it at will.
Types of Information: lists of unstructured material
Memorization: Application, Syntax, Social & Support
Model Name
Application
Syntax Social Systems
Principles Support Systems
Memorization
Chapter 9
All Subject Areas where material needs to be memorized
All Grade Levels
Groups or Individuals
4 Phases:Attending to the Material
Developing Connections
Expanding Sensory Images
Practicing Recall
Cooperative
Collaboration between Teacher & Students
Help students identify key items, pairs, and images
None required
Useful for increasing sensory richness of associations – pictures, concrete aids, films, other audiovisual material
Memorization
“It is the disorganization in your mind, not the amount of material, that hinders memory.... Long-term memory is relatively permanent, and has a virtually unlimited capacity.”
Dr. Kenneth Higbee
Memory expert and author of the book
Your Memory: How It Works and How to Improve It
Memorization: Principles & Techniques
Awareness = concentrate on the things or ideas to be remembered
Association = spelling of the word “piece” – piece of pie
Link System = connecting two ideas
Ridiculous Association = ridiculous or impossible image
Substitute-Word System = “I’ll ask her” to remember Alaska
Key Word = Select one word to represent a longer thought
Link Word Method
Step 1
Familiar material to link with unfamiliar items
Step 2
An association to establish the meaning of the new material
Link-Word Video Example
Advance Organizers: Application, Syntax, Social & SupportMode
l Name
Application
Syntax Social Systems
Principles Support Systems
Advance Organizers
Chapter 11
All Subject Areas
All Grade Levels
Best at Beginning of Unit or as a Wrap-up Exercise
3 Phases:
Presentation of Organizer
Presentation of Material
Strengthen Organization
Highly Structured
Collaboration between Teacher & Students
Negotiate Meaning
Connect the organizer & content
Data-Rich, Well-Organized Material
Syntax: Presentation of Advance
Organizer
Clarify the Aims of the Lesson
Present the Organizer
Identify Attributes
Give Examples
Provide Context
Repeat
Prompt Awareness of Learner’s Relevant Knowledge & Experience
Syntax: Presentation of Learning Task or Material
Present the Material
Make Logical Order of Learning Material Explicit
Link the Material to the Organizer
Syntax: Strengthening Cognitive
Organization
Use Principles of Integrative Reconciliation
Elicit Critical Approach to Subject Matter
Clarify Ideas
Apply Ideas Actively
Advance Organizers
Definition: a visual, title, graph or question which presents a structure for the new material by relating it to the learner's existing knowledge.
Example of Advance Organizer
Aim: To understand the models of the information processing family
Types of Information Used:
Expository
Narrative
Graphic Organizers
Text
PWIM: Application, Syntax, Social, & Support
Model
Name
Application
Syntax Social Systems
Principles Support Systems
Picture-Word Inductive Model
• General Literacy• Extracting and
Organizing Information
• Tap into natural abilities of:
We learn the language spoken to us
Children are inductive thinkers
Children seek meaning to things
Socialization is effected by reading
• This inductive model starts with a picture and scaffolds students to more complex tasks.
• The teacher controls the picture initially leading to concept formation for students in later phases.
• Gives support and emphasizes critical thinking
• Focuses attention on specific features of a concept.
• Consists of carefully selected photos initially
• Teacher holds the keys to literacy with formation of vocabularies
Picture-Word Inductive Model
Definition: a process of building vocabulary and sight-word recognition by “shaking” words out of a picture
Aim: to increase recognition of words and the application of those words for scaffolding to higher learning processes
Types of Information: visual recognition, vocabulary formation, sentence structure, paragraph formation
Picture Word Model
Group A: Memorization
Assignment: Use a simple story to memorize facts
You will be given a list of words. Your goal is to try to remember them. Picture two words at a time in a sequence of locations around Marshall University’s South Charleston campus.
Group B: “4-9-2” for Divergent ThinkingAssignment: Utilize the handout (“4-9-2”) as a tool to brainstorm common words in order to develop sentences that make connections to the topic of a lesson.
Total of 4 Minutes: Timer set for 60 seconds for each of the called out topics. Individuals brainstorm words associated with each topic in one of four boxes, starting at the top left box and finishing with the bottom right. Topics: Common Household Items, Things Found in a Classroom, Articles of Clothing, Things Associated with Thanksgiving.
Total of 9 Minutes: In pairs, brainstorm four sentences that connect one word from each of the boxes to the unit topic recently studied in class: Christopher Columbus (i.e. A belt is like Christopher Columbus because he believed you could travel around the world in a circle to be connected.).
Total of 2 Minutes: Each pair, chooses 2 sentences to share orally with classmates.
Group C: Advance Organizers Activity
Assignment: Create a graphic organizer.
Use the materials provided to:
Group the 8 models of the information processing family into some hierarchical structure of your choice.
Examples:
Type of Teaching/ Learning (Social, Direct, Inquiry, etc.)
Areas of Effectiveness (Subject Area, Achievement, Grade Levels, etc.)
Tips for Activity C: Advance Organizer
Techniques:
Skim Headings
Activate background knowledge by talking with group members and teacher
Refer to previous Family of Models: Social & Behavioral
Group D: PWIM Activity
Assignment: Each group will formulate three avenues of thought based on the categorizations from the PWIM.
3 Pictures
3 Groups
Each groups shakes out at least four words describing each picture.
Each group categorizes words from each picture.
Tips for Activity D: PWIM
Techniques:
Decipher picture and meaning
“Shake” out words
Group and categorize
Formulate complete thoughts
Resources
“Four Box Synetics” adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006.
Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
Retrieved from http://www.edpsycinteractive.org/topics/cognition/infoproc.html
Jones. (1994). SYNECTICS: BRAINSTORMING. The Expert Educator. Retrieved from http://www.neiu.edu/~sdundis/hrd362/brnstrmng.doc.pdf
Joyce, B., Weil, M. & Calhoun, E. (2009). Models of Teaching. Boston: Pearson
“The Adventures of a Cardboard Box” Retrieved from http://vimeo.com/25239728.
Resources Continued
http://www.memory-improvement-tips.com/memory-systems.html
Clip Art - http://www.dreamstime.com
http://www.youtube.com/watch?v=9NROegsMqNc
Gale Encyclopedia of Education; (2002) The Gale Group Inc.
Wittrock, M. C. (1986). Handbook of research on teaching. New York, NY: Macmillan.