SAS DAY 10 EDUCATION 531 PDF

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HOPE IT WILL HELP YOU. JUST READ AND UNDERSTAND....

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EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet#10

Name: ____________________________________________________________

Class number: _______

Section: ____________ Schedule:______________________________________

Date: _______________

Lesson title: Information Processing Theory

Lesson Objectives: At the end of the lesson, you should be able to: 1. cite teaching implications derived from the theory; and 2. explain the major features of the information processing theory.

Materials: Student Activity Sheet References: https://www.learnupon.com/blog/wh at-is-information-processing-theory/ Bulusan, F. et.al. Facilitating Learner-Centered Teaching, 2019

Productivity Tip: It is easy to utter what has been kept silent, but impossible to recall what has been uttered. -Plutarch

A. LESSON PREVIEW/REVIEW 1) Introduction/Review (2 mins)

Are you also wondering why we EASILY FORGET AND RECALL INFORMATION? Why forgetting is so easy and recalling a certain data is hard? Well, in this lesson, you will navigate how we store and retrieve information, just how we manipulate computers and other storage devices. However, thorough practice is needed for us to maximize the capacity of

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EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet#10

Name: ____________________________________________________________

Class number: _______

Section: ____________ Schedule:______________________________________

Date: _______________

our brain during learning, but don’t forget to have fun.

2) Activity 1: What I Know Chart, part 1 (3 mins) Let’s start being productive by checking your schema. Fill in the first column (WHAT I KNOW) of your ideas pertaining to the given questions. KEY WORDS AND PHRASES are accepted, as long as it has relation to the questions.

What I Know

Questions: 1. What is a long-term memory?

2. Why is attention essential in the learning process?

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What I Learned (Activity 4)

EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet#10

Name: ____________________________________________________________

Class number: _______

Section: ____________ Schedule:______________________________________

Date: _______________

3. Why are drills and exercises necessary in the teaching-learning process?

B. MAIN LESSON 1) Activity 2: Content Notes (13 mins)

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EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet#10

Name: ____________________________________________________________

Class number: _______

Section: ____________ Schedule:______________________________________

Date: _______________

What is Information Processing Theory? Information Processing Theory is a cognitive theory that focuses on how information is encoded into our memory. The theory describes how our brains filter information, from what we’re paying attention to in the present moment, to what gets stored in our short-term or working memory and ultimately into our long-term memory. The premise of Information Processing Theory is that creating a long-term memory is something that happens in stages; first we perceive something through our sensory memory, which is everything we can see, hear, feel or taste in a given moment; our short-term memory is what we use to remember things for very short periods, like a phone number; and long-term memory is stored permanently in our brains.

This document is the property of PHINMA EDUCATION

EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet#10

Name: ____________________________________________________________

Class number: _______

Section: ____________ Schedule:______________________________________

Date: _______________

History of Information Processing Theory Developed by American psychologists including George Miller in the 1950s, Information Processing Theory has in recent years compared the human brain to a computer. The ‘input’ is the information we give to the computer - or to our brains - while the CPU is likened to our short-term memory, and the hard-drive is our long-term memory. Our cognitive processes filter information, deciding what is important enough to ‘save’ from our sensory memory to our short-term memory, and ultimately to encode into our long-term memory. Our cognitive processes include thinking, perception, remembering, recognition, logical reasoning, imagining, problemsolving, our sense of judgment, and planning. In a corporate training environment, it’s crucial that participants retain the material in the long-term; this post will offer some insight into how to deliver memorable courses.

Information Processing Theory Examples Creating memories by using different stimuli Sensory memory is the first stage of Information Processing Theory. It refers to what we are experiencing through our senses at any given moment. This includes what we can see, hear, touch, taste and smell. Sight and hearing are generally thought to be the two most important ones. In a learning environment, you can engage people by training in a variety of styles that appeal to different senses. For example, you can explain the benefits of a new product orally. This engages people’s ears and is known as echoic memory; show them an infographic that conveys the information visually, which creates iconic memories; and hand around samples of the product so that they can touch it. When you present information in a variety of different ways, you ensure that you’re appealing to the strengths of everyone in your training session, and increasing the likelihood that they will retain it.

The role of our short-term or working memory Information is filtered from our sensory memory into our short-term or working memory. From there, we process the information further. Some of the information we hold in our short-term memory is discarded or filtered away once again, and a portion of it is encoded or stored in our long-term memory.

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EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet#10

Name: ____________________________________________________________

Class number: _______

Section: ____________ Schedule:______________________________________

Date: _______________

A number of factors impact how we process things in our working memory. These include our individual cognitive abilities, the amount of information we’re being asked to remember, how focused we’re able to be on a given day and how much of our attention we give to the information. We also have the ability to focus on the information we deem to be most important or relevant. Then we use selective processing to bring our attention to those details in an effort to remember them for the future. Repetition is a crucial factor here; if we want our trainees to transfer crucial information from their shortterm memory into long-term storage, we must repeat it more than once.

Encoding information into long-term memory Since we filter out information at each stage of processing, trainers should employ certain strategies to ensure your audience understands a topic in-depth. These include: o

Breaking up information into smaller parts: There’s only so much information we can take on board at once, so when you’re training you should move at an appropriate pace, giving your learners plenty of breaks and opportunities to process the information.

o

Make it meaningful: Trainees are more likely to retain information that’s meaningful to them by connecting it to real-life scenarios, and to their own personal experiences.

o

Connect the dots: To optimize the chances of material being retained in long-term memory, you should ‘layer’ the material, by providing sufficient background information and connecting the current lesson to what was previously learned, and to what will be learned next.

o

Repeat, repeat, repeat: One of the simplest ways to encode new facts into long-term memory is to present it more than once. Repeating information in different formats - verbal, written, visual, tactile - is a great way of doing this (you might notice we already made this point in different words above - and we’re repeating it here so that you retain it for the future!)

The general model of information processing theory includes three components: Sensory memory In sensory memory, information is gathered via the senses through a process called transduction. Through receptor cell activity, it is altered into a form of information that the brain could process. These memories, usually unconscious, last for a very short amount of time, ranging up to three seconds. Our senses are constantly bombarded with large amounts of information. Our sensory memory acts as a filter, by focusing on

This document is the property of PHINMA EDUCATION

EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet#10

Name: ____________________________________________________________

Class number: _______

Section: ____________ Schedule:______________________________________

Date: _______________

what is important, and forgetting what is unnecessary. Sensory information catches our attention, and thus progresses into working memory, only if it is seen as relevant, or is familiar.

Working memory/short term memory Baddeley (2001) issued a model of working memory as consisting of three components [6]. The executive controls system oversees all working memory activity, including selection of information, method of processing, meaning, and finally deciding whether to transfer it to long term memory or forget it. Two counterparts of this system are the auditory loop, where auditory information is processed, and the visual-spatial checkpad, where visual information is processed. Sensory memories transferred into working memory will last for 15-20 seconds, with a capacity for 5-9 pieces or chunks of information. Information is maintained in working memory through maintenance or elaborative rehearsal. Maintenance refers to repetition, while elaboration refers to the organization of information (such as chunking or chronology). The processing that occurs in working memory is affected by a number of factors. Firstly, individuals have varying levels of cognitive load, or the amount of mental effort they can engage in at a given moment, due to individual characteristics and intellectual capacities. Secondly, information that has been repeated many times becomes automatic and thus does not require much cognitive resources (e.g. riding a bike). Lastly, according to the task at hand, individuals use selective processing to focus attention on information that is highly relevant and necessary.

Long term memory Long term memory includes various types of information: declarative (semantic and episodic), procedural (how to do something), and imagery (mental images). As opposed to the previous memory constructs, long term memory has unlimited space. The crucial factor of long term memory is how well organized the information is. This is affected by proper encoding (elaboration processes in transferring to long term memory) and retrieval processes (scanning memory for the information and transferring into working memory so that it could be used). As emphasized in Bransford’s work, the degree of similarity between the way information was encoded and the way it is being accessed will shape the quality of retrieval processes. In general, we remember a lot less information than is actually stored there. 1) Activity 3: Skill-building Activities (20 mins) Considering your area of specialization, get a particular competency. Then, list three strategies each to (1) make the learners understand the lesson and (2) to retain their learning of the same lesson. 2) Activity 4: What I Know Chart, part 2 (2 mins) Now, you can go back to the previous chart (K-W-L) to fill in the last column of the chart (WHAT I LEARNED). This will also help you to gauge yourself based on what YOU KNOW NOW, and if you

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EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet#10

Name: ____________________________________________________________

Class number: _______

Section: ____________ Schedule:______________________________________

Date: _______________

indeed comprehend the lesson of this module. You are already there, just keep going! 3) Activity 5: Check for Understanding (5 mins) Illustrate the Information Processing Model. C. LESSON WRAP-UP 1) Activity 6: Thinking about Learning (5 mins) A. Work Tracker Finally, you made it. Congratulations for you are done with this session! Let’s track your progress now, by shading the session number you just completed.

B. Think about your Learning It’s time to share your thoughts through writing and expressing your ideas into words. Let’s check your understanding and see how well you understood our lesson by having this activity called, MY LEARNING DIARY. You need to explain in 2-3 sentences new things that you have learned from the discussion.

My Learning Diary

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EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet#10

Name: ____________________________________________________________

Class number: _______

Section: ____________ Schedule:______________________________________

Date: _______________

FAQs 1. What are the limitations of Information Processing Theory? -

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The analogy of the human brain and a computer is somewhat limited. As humans, our ability to learn and retain information is swayed by a variety of influences, from our level of motivation to learn to our emotions - factors that don’t impact computers. Computers also have a limited capacity in their CPU, while the human capacity for memory is unlimited. And computers process things serially while humans have immense capacity for parallel processing, or digesting multiple pieces of information at once. 2. How do humans process information?

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KEY TO CORRECTIONS Activity #5 Check for Understanding Answer:

Information processing starts with input from the sensory organs, which transform physical stimuli such as touch, heat, sound waves, or photons of light into electrochemical signals. The sensory information is repeatedly transformed by the algorithms of the brain in both bottom-up and topdown processing.

EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet#10

Name: ____________________________________________________________

Class number: _______

Section: ____________ Schedule:______________________________________

Date: _______________

This document is the property of PHINMA EDUCATION...