Information-Processing: Scientific/Inquiry Training

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 and attitude

Eliminates gender and socioeconomic gaps in science

Increases cognitive skills for all age groups and levels of students

Increases both creativity and pleasure in learning

Source: http://www.nwlink.com/~donclark/hrd/learning/memory.html

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 three 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

http://umaps.ihmc.us:8080/rid=1HMBHT4M9-FVV43W-FWH7/Fig.%202.%20Rote---Meaningful%20B%26W.cmap

Long Term Memory Classifications

http://epltt.coe.uga.edu/index.php?title=Information_processing

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

Teachers need to provide “instructional support” when learning new material:

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 learner 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 of the Model

• Concentrating on “thinking” may inhibit mastery of content.

• Teacher is the initiator with some collaboration.

• It does not take into consideration individual differences.

Strengths of the Model

The same model can be used for all ages and in multiple disciplines.

It can be extremely effective to students with poor learning histories.

Teacher is the initiator with 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

Model: 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

Techniques of SynecticsVan 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.

“It’s Not A Box”

Model: MemorizationDefinition: Learn large quantities of words by connecting them to the objects, events, actions, and qualities that they represent.

Aim: To take information, to integrate it meaningfully, and later to retrieve it at will.

Types of Information: lists of unstructured material

Memorization: Application, Syntax, Social & Support

Model Name

Application

Syntax Social Systems

Principles Support Systems

Memorization

Chapter 9

All Subject Areas where material needs to be memorized

All Grade Levels

Groups or Individuals

4 Phases:Attending to the Material

Developing Connections

Expanding Sensory Images

Practicing Recall

Cooperative

Collaboration between Teacher & Students

Help students identify key items, pairs, and images

None required

Useful for increasing sensory richness of associations – pictures, concrete aids, films, other audiovisual material

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

Memorization: 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.

Example of Advance Organizer

Aim: To understand the models of the information processing family

Types of Information Used:

Expository

Narrative

Graphic Organizers

Text

PWIM: Application, Syntax, Social, & Support

Model

Name

Application

Syntax Social Systems

Principles Support Systems

Picture-Word Inductive Model

• General Literacy• Extracting and

Organizing Information

• Tap into natural abilities of:

We learn the language spoken to us

Children are inductive thinkers

Children seek meaning to things

Socialization is effected by reading

• This inductive model starts with a picture and scaffolds students to more complex tasks.

• The teacher controls the picture initially leading to concept formation for students in later phases.

• Gives support and emphasizes critical thinking

• Focuses attention on specific features of a concept.

• Consists of carefully selected photos initially

• Teacher holds the keys to literacy with formation of vocabularies

Picture-Word Inductive Model

Definition: a process of building vocabulary and sight-word recognition by “shaking” words out of a picture

Aim: to increase recognition of words and the application of those words for scaffolding to higher learning processes

Types of Information: visual recognition, vocabulary formation, sentence structure, paragraph formation

Picture Word Model

Group A: Memorization

Assignment: Use a simple story to memorize facts

You will be given a list of words. Your goal is to try to remember them. Picture two words at a time in a sequence of locations around Marshall University’s South Charleston campus.

Group B: “4-9-2” for Divergent ThinkingAssignment: Utilize the handout (“4-9-2”) as a tool to brainstorm common words in order to develop sentences that make connections to the topic of a lesson.

Total of 4 Minutes: Timer set for 60 seconds for each of the called out topics. Individuals brainstorm words associated with each topic in one of four boxes, starting at the top left box and finishing with the bottom right. Topics: Common Household Items, Things Found in a Classroom, Articles of Clothing, Things Associated with Thanksgiving.

Total of 9 Minutes: In pairs, brainstorm four sentences that connect one word from each of the boxes to the unit topic recently studied in class: Christopher Columbus (i.e. A belt is like Christopher Columbus because he believed you could travel around the world in a circle to be connected.).

Total of 2 Minutes: Each pair, chooses 2 sentences to share orally with classmates.

Group C: Advance Organizers Activity

Assignment: Create a graphic organizer.

Use the materials provided to:

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.)

Tips for Activity C: Advance Organizer

Techniques:

Skim Headings

Activate background knowledge by talking with group members and teacher

Refer to previous Family of Models: Social & Behavioral

Group D: PWIM Activity

Assignment: Each group will formulate three avenues of thought based on the categorizations from the PWIM.

3 Pictures

3 Groups

Each groups shakes out at least four words describing each picture.

Each group categorizes words from each picture.

Tips for Activity D: PWIM

Techniques:

Decipher picture and meaning

“Shake” out words

Group and categorize

Formulate complete thoughts

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.

Wittrock, M. C. (1986). Handbook of research on teaching. New York, NY: Macmillan.