1. Brunning - Chapter 4 Encoding Processes

2. Encoding is placing information into the long term memory Maintenance Rehearsal  STM  information is repeated over and over  i.e. telephone number Elaborative Rehearsal  to be remembered information is related to other/learned information: Mediation (make meaning) Imagery (pictures) Mnemonics (pairing new with old information) Rhymes Peg Method (tying up series of pegs) Link Method (learning lists…scripts) Method of Loci (location to recall information) First letter method (acronyms) Keyword method Acoustic link (sounds like) Imagery link (visual images of the keyword) Give examples Of…

3. Encoding More Complex Information Ways to encode and enrich complex information: –Schema activation (do you remember?...) –Guided questioning –Levels of processing Schema activation: –Strategies designed to activate students’ relevant knowledge prior to a learning activity –Assumption  students have some relevant knowledge to which new information can be related Guided Questioning –Asking and answering questions about the subject at hand –It can greatly improve comprehension –Guided peer questioning (questions and answers) –Text explicit (right from the text) –Text implicit (inference)

4. Levels of Processing (Craik & Lockhart, 1972)Levels of Processing (Craik & Lockhart, 1972) Perceptual and cognitive analyses performed on incoming information Shallow Processing (superficial aspects of new materials): underline vocabulary words in essay Deep Processing (meaning): paraphrasing essay Incidental Learning Paradigm (not directed to learned material) examples of I’s Pleasant words Distinctiveness of Encoding (new/different Information) How decisions about reading affected encoding Elaboration of Processing (encoded as a set of propositions) = rules Transfer/material Appropriate Processing (context related) GIVEEXAMPLEGIVEEXAMPLE

5. Metacognition: Thinking About Thinking Refers to knowledge people have about their own knowledge Viewed as an essential component of skilled learning It allows the student control a host of other cognitive skills It includes: –Knowledge of cognition Declarative knowledge about ourselves Procedural knowledge about cognitive strategies Conditional knowledge of application –Regulation of cognition Planning Regulation Evaluation

6. Becoming a Good Strategy User –Broad repertoire of strategies Domain specific Higher order –Metacognitive knowledge Self awareness Ability to self regulate –Broad knowledge base For meaningfulness –Ability to ignore distractions Action control –Automaticity in the 4 components “study habits”

7. Implications for Instruction Match encoding strategies with materials to be learned Encourage students to engage in deeper processing Use instructional strategies that promote elaboration Help students become metacognitive aware Give an example of each

8. Make strategy instruction a priority –Discuss and explain value –Introduce at least one strategy at a time –Practice –Explain and model strategies –Provide feedback Help students transfer strategies Encourage reflection on strategy use How would you explain the value of using strategies? Delineate grade level Delineate subject area