Information-Processing: Scientific/Inquiry Training Melissa Farrish, Donna Hage, Jennifer Riggleman,...
-
Upload
joshua-francis -
Category
Documents
-
view
216 -
download
0
Transcript of Information-Processing: Scientific/Inquiry Training Melissa Farrish, Donna Hage, Jennifer Riggleman,...
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, attitude toward, and eliminates gender & socioeconomic gaps in science
Increases cognitive skills for all age groups & levels of students
Increases both creativity and pleasure in learning
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 3 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
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
When learning new material it is important for the teacher to provide “instructional support” for the learning. A teacher would:
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 leaner 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
• Concentrating on “thinking” may inhibit mastery of content
• Teacher is the initiator. Some collaboration
• Does not take into consideration individual differences
Strengths
The same model can be used for all ages and in multiple disciplines.
It can be extremely effective in students with poor learning histories
Teacher is the initiator. 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
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
Tips for Activity: Techniques
Van 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.
Memorization: Application, Syntax, Social & Support
Model
Name
Application
Syntax Social Systems
Principles Support Systems
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
SyntaxPhase One:Attending to the Material
Phase Two:Developing Connections
Use techniques of underlining, listing, reflecting.
Make material familiar and develop connections using keyword, substitute-word, and link-word system techniques.
Phase Three:Expanding Sensory Images
Phase Four:Practicing Recall
Use techniques of ridiculous association and exaggeration. Revise images.
Practice recalling the material until it is completely learned.
Support System
No special support system required
Useful for increasing sensory richness of associations –
Pictures
Concrete aids
Films
Other audiovisual materials
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.
http://www.youtube.com/watch?v=z4Hwf4nNYX8
Aim: To understand the models of the information processing family
Types of Information Used:
Expository
Narrative
Graphic Organizers
Text
Tips for Activity
Techniques:
Skimming Headings
Activate Background Knowledge by talking with group members and teacher
Refer to Previous Family of Models: Social & Behavioral
Syntax, Social Systems, Principles & Support
Model
Name
Application
Syntax Social Systems
Principles Support Systems
Small Group Overview
Group A: _________, by Melissa Farrish
Group B: Synectics, by Donna Hage
Group C: Advance Organizers, by Jill Wood
Group D: _________, by Jennifer Riggleman
Group B: “Its Not a Box”
“It’s Not A Box”
Group Activity Sheet
Group C: Advance Organizers Activity
Get into Groups
Use the Materials provided
Create a Graphic Organizer
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.)
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.