1. Schemata and Information Processing

2. Types of Declarative Knowledge Chunks ImageProposition Type of information preserved Spatial relationships among objects Meaningful relationships among words, ideas, and concepts Example

3. Schema The idea that knowledge has a structural representation in the mind Stresses the idea of connectivity in the relationships

4. Characteristics of Schemata A schema may be small or large in size One schema can become a part of another. With experience schemata can become more detailed. Schemata are flexible.

5. Network Model of Declarative Knowledge (e.g. concept mapping!) Copyright © Allyn & Bacon 2005

6. Information Processing Learning Theory that is analogous to how a computer operates –Information is stored (hard drive) –There is a place in the brain that deals with “working” information Theory holds that knowledge is discrete and objective –Objective means that learners do not have unique structures. –Contrast this with Constructivism Theory advocates a gradual, incremental accumulation of knowledge. –This is distinct from Piaget! Theory advocates types of knowledge: –Declarative –Procedural

7. An Information-Processing Model

8. Selective Perception

9. A D 1 F P 3 3 D W 4 Q P U T R 3 1

10. Selective Perception

11. A D 1 F P 3 3 D W 4 Q P U T R 3 1

12. Selective Perception You can see 6 different cards. Think on one. Just think on it. Are you thinking intently? I will find the card on your mind.

13. Selective Perception Now, look straight into my eyes and think about your card… I can’t see the card you have chosen… …but I know exactly the card that is on your mind…

14. Selective Perception Look! Your card is gone!

15. Do it again? You can see 6 different cards. Think on one. Just think on it. Are you thinking intently? I will find the card on your mind.

16. Selective Perception Now, look straight into my eyes and think about your card… I can’t see the card you have chosen… …but I know exactly the card that is on your mind…

17. Selective Perception Look! Your card is gone!

18. What factors might influence (positively or negatively) “Selective Perception”?

19. The Efficiency of Working Memory Working Memory is finite –Only so much can be held and processed at once

20. Remembering Numbers The 7 +/- 2 rule

21. Enhancing the Efficiency of Working Memory Maintenance Rehearsal Chunking Automaticity

22. Maximizing Students’ Encoding and Retrieval Active Learning Aligning Learning and Performance Review and Practice –Distributed practice

23. An Example of Information Processing

24. Students draw from Long Term Memory into Working Memory:

25. Students perceive from sensory instruction: Pluto is a planet. Pluto is the 9th planet from the sun.

26. New info coded into working memory:

27. New propositional relationships by combining new and old

28. Considerations Using Information Processing Theory: Minimize distractions (especially with younger children) Base instruction on what students already know Use teaching strategies to organize information (e.g. agendas, summary diagrams (e.g. Venn), etc.) Give students many opportunities to assess their own learning efforts and identify what they do and do not know

29. Connecting to Practice Use concepts from IP Model to explain the following: Teachers often use examples from students’ lives to help them better understand new and complicated ideas. A teacher provides students with a list of questions to answer as they are reading a chapter in the textbook. A teacher provides students with an outline of her lecture to look at as she delivers her lecture. A teacher tries to have students learn new skills in the way they will have to use them.