1. Encoding What are the processes through which information is encoded? What are relationships among processes? How can I use this information to my advantage?

2. Encoding simple information –Maintenance Rehearsal –Elaborative Rehearsal –Mediation –Imagery –Mnemonics Encoding Complex information –Schema Activation –Guided Questioning Levels of Processing* Metacognition Instruction

3. Encoding Simple Information Maintenance Rehearsal (reps!) –Is effortful and inefficient Elaborative Rehearsal –Relating to already known/encoded information –Superior to maintenance rehearsal for long term recall—demands more cognitive resources –There are “Levels” of elaborative encoding

4. Mediation –Hooking new information on to something more meaningful –Learning is constructive Imagery (a higher level of elaboration) –Some words/concepts are more “disposed” to imagery –Individual differences Mnemonics –A memory strategy –Rhymes, gestures, sayings

5. Mnemonics Example Peg Word Method of Loci Link Method Stories First Letter Method Keyword—acoustic and imagery links

6. Encoding Complex Information Schema activation (recalling prior knowledge) Guided Questioning –“Provides elaborated and integrated links among ideas making mental representations more durable and providing more cues for recall” –Guided Peer Questioning –Text explicit –Text implicit (inferential) –Script implicit (inferential and referenced)

7. Craik and Lockhardt’s Levels of Processing Model Memory as a “byproduct” of thinking Memory dependent on learners conceptual and cognitive analysis of incoming information Semantic and elaborative codes are well remembered It’s the quality of processes that result in rich traces! Deep v. Shallow Processes

8. Deep and Shallow Processing Deep Meaningful Personally relevant Complex, integrated structure Autonomous Metacognitive Deep or alternating levels of focus Surface Repetitive Not rich or personal Linear Structure Teacher pleasing Surface or micro focus

9. Deep and Surface: Style or Strategy? Dependent on learner or task/instructional climate? Personal and continuous characteristic? Its all about meaning. Distinctiveness of encoding: difficult decisions prompt depth of encoding Elaboration of encoding, using different strategies

10. How to get deep processing? How can you encourage deep processing?

11. Ways to encourage deep processing? Meaningful tasks Integrated tasks “constructive alignment” Making expectations for deep process clear Modeling deep process Provide for self-referencing

12. What are enemies of deep processing? Multitasking Piecemeal instruction Reductionistic approaches Technology Reinforcers

13. Metacognition Thinking about thinking Allows for process control –Planning –Regulation –Evaluation

14. For Instruction Consider the processes of learning when designing instruction. What will they “DO.” Foster deep processes as discussed. Promote elaboration. Develop metacognition. Teach strategies as linked to content. Foster transfer. Provide for reflection on strategy use.