1. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 1 CHAPTERS 8, 9 and 10 Memory, Domain Specific Strategies for Instruction, Planning Instruction and Technology

2. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 2 The Cognitive Information- Processing Approach Children manipulate information, monitor it, and strategize about it. Characteristics of this approach include: –Thinking –Change mechanisms Encoding Automaticity Strategy construction Transfer Metacognition –Self-modification

3. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 3 Memory The retention of information over time Encoding: the process by which information gets into memory Storage: the retention of information over time Retrieval: taking information out of storage

4. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 4 Encoding Attention: concentrating and focusing mental resources Key concepts in encoding: –Rehearsal –Deep processing –Elaboration –Constructing images –Organization

5. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 5 Teaching Strategies for Helping Students Pay Attention Encourage students to focus and “attend” Help students develop and monitor their attention Make learning interesting Actively engage students in the learning process Avoid providing students with too much information too quickly Program for individual differences in student’s attention skills Maintain students’ attention once you have it

6. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 6 Storage Sensory memory- –Holds information in its original sensory form for only an instant Short term (working) memory- –limited capacity, 7 + or - 2 digits –limited time (30 seconds) –Baddeley’s Model of Working Memory 1.PHONOLOGICAL LOOP 2.VISUAL SPATIAL WORKING EMORY 3.CENTRAL EXECUTIVE

7. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 7 Baddeley’s Model

8. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 8 Storage Long-Term Memory – Holds enormous amounts of information for a long period of time; relatively permanent –Explicit (Declarative) Memory- Conscious recollection of information 1.Procedural memory 2.Episodic memory –Implicit (Nondeclarative) Memory- nonconscious recollection of information 3.Procedural memory

9. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 9 Retrieval Retrieval may be influenced by: –Serial position effect –Primacy effect –Recency effect –Encoding specificity principle Two types of retrieval: 1.Recall 2.Recognition

10. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 10 Forgetting 3 theories: 1.Cue-Dependent Forgetting failure is caused by lack of effective retrieval cues 2.Interference Theory other information gets in the way of what we are trying to remember 3.Decay Theory passage of time

11. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 11 Teaching Strategies to Help Students Learn and Study Effectively Encourage students to activate their relevant prior knowledge Help students organize information when encoding Provide students with memory mnemonics Encourage students to extend and consolidate their learning Help students learn how to take good notes Encourage students to use PQ4R

12. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 12 Metacognition “knowing about knowing” Metacognitive knowledge –Factual knowledge –Strategic knowledge Features –Training in metacognitive strategies can improve learning –There is a developmental component; younger children have less metacognitive ability than older children

13. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 13 Competent cognition results from interacting factors: Strategies, content knowledge, motivation and metacognition 3 factors that lead to cognitive success: 1.Children are taught to use a particular strategy, and learn about its advantages  specific knowledge 2.Teachers demonstrate shared features of strategies  relational knowledge 3.Students recognize the benefits of strategies  general strategy knowledge; and attribute successful learning outcomes to efforts in evaluating, selecting and monitoring strategy use  metacognitive knowledge and activity

14. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 14 Read the following story The devl and the babe goste A devl napd in the brite sunlite he sed it is holowene I hav to get up and get rede to scer the littl chil jrin wen thae go to chricor chrete frst he made a jacal etern he put 2 cedls in it to rele scer them thn he made a coldrin to cast spels on the chil grin.

15. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 15 Teaching Strategies for Using Strategy Instruction in the Classroom State content and process objectives Share a personal learning story related to strategy use. State why a strategy is useful. State when and where a strategy can be used. Model the strategy. Provide students with guided strategy instruction. Encourage students to use strategy across related learning tasks. Convince students that strategy really works.

16. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 16 Domain Specific Strategy Instruction Cooperative Learning When students work in small groups to help each other learn. Students must be taught interpersonal and group work skills Involves: positive interdependence (sink or swim together), positive face-to-face interaction (caring and sharing), interpersonal and small group skills (working together), individual accountability (everybody learns material), and critical reflection (metacognition).

17. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 17 Domain Specific Strategy Instruction (continued) Co-operative Group Work Co-operative learning generally advocates using “heterogeneous groups” – mixing up ability levels, ethnic background, socioeconomic status and gender but not in an obvious way. What happens if there is only one girl in a class? What happens if friends are paired together? What happens if all gifted students are grouped?

18. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 18 Teaching Strategies for Using Strategy Instruction in the Classroom Student Teams Achievement Division (STAD) Rewards mixed ability groups where members improve the most on their own performance. Teams practice together but take tests individually. Jigsaw 1 (6 members) and 2 (four members). teams work on parts of material to be learned – each member is responsible for a section and for teaching that section to the rest of the team

19. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 19 Bloom’s Taxonomy Taxonomy means classification system Bloom’s consists of three categories: cognitive domain, affective domain and the psychomotor domain. (often thought of as “head, heart and hands” or knowledge, attitude and skills) Useful in planning lessons and curriculum.

20. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 20 Direct and Explicit Instruction Direct instruction is a structured teacher centered approach that involves high levels of teacher direction and control of student activity and progress. Example: Teaching the use of venn diagrams with the nursery rhymes – The Old Lady and the Shoe and Humpty Dumpty.