Meaningful Multiple Representations, MultipleSenses & Repetition (MMR-MSR-SSE) a systems approach to learning. (F Razo)

The following is a summary (MMR-MSR-SSE, FRazo) of widely accepted educational research and practices, that relate to the design and implementation of effective instructional activities and materials. The concepts are connected using a general systems model (INPUT-PROCESSING/STORAGE-OUTPUT) of science, used here to describe the major areas and interrelationships involved in the acquisition of knowledge and skills, similarly to the main functional blocks of Luria’s Neurophysicological Theory (A.R. Luria, 1966). These concepts include the traditional physical as well as more recent virtual, computer-based materials and activities, which are becoming more common parts of the tools (technologies) that make us more safe, effective (best results) and efficient (economic) in our efforts to transform our environment.

The systems model (IPO INPUT-PROCESSING/STORAGE-OUTPUT) is a relatively recent conceptualization of nature’s transformation under a discipline called systems engineering, where unending sequence of individual transformation processes, each using other parts of the environment as their input to be processed in specific ways, and then release their resulting products as output. The output of each process in turn can supply input to other systems or their functional components in the sequence called subsystems.

In the process of learning, the MMR-MSR-SSE (Meaningful, Multiple Representations –Multi Sensory, and Repetition – Safe, Speedy, and Economic) model presents an aggregated description of such a complex array of elements and processes involved in teaching and learning.

1, 2.- MMR - (M) Meaningfully focused context: The purpose and expectations of the learning exercise should be clear and meaningful to the learner, and unambiguously focused (minimal distractions) by the environments, materials, objects, activities and individual actions and opportunities presented). These purposes should be distinctively recognized, strongly understood and affectively (emotionally) embraced by the students in the context of their realities, for most effective, unencumbered (J.M.Carroll) and rewarding learning (Situated, real-life learning - J.J.Rousseau, J.Dewey,J. Bruner, M.Montessori, J.Lave, M.J.Wenger, J.Greeno. J. J. Gibson). Properly selected functional model, or examples of related concepts in an "analysis before synthesis", or "scaffolded" (sheltered) approach to teaching would normally help illustrate the meaning and nature of the concepts being taught. (MR) Multiple Representations: Provide proper support by providing different, reinforcing forms of representations, from explicit replicas and toys for instinctive understanding, to abstract symbols and implicit, efficiently descriptive objects and processes. These representations would support more efficient mental and physical processes of identification, storage and retrieval of information, and powerful development and mastery of knowledge, and ultimately, represent the benefits of a better control of real environments. The identification and selection of multiple, motivating and effective representations are typically supported through the experience and competencies of the instructional designers and providers ("Knowing and Teaching Elementary Mathematics" - Liping Ma) and properly considering the multiple-disciplines involved (TPACK Technology, Pedagogy, Area Content Knowledge- tpack.org), as well as necessary Administrative Political and Operational skills.

3, 4, 5.- MSR -- (MS) Multiple Senses involved in simultaneous interactive and repeated stimulation of the body and mind : The more senses involved in properly correlated strong, simultaneous, coordinated stimulation of the mind, the better for the students receiving and processing information within their complex brain structures (Perception and cognition - JJ Gibson, R.E.Mayer, J.Piaget.) Allowing the learners to participate actively and interactively in the process reinforces their involvement, understanding and ownership (affective) of the knowledge (cognitive) targeted for meaningful learning (J.Dewey, J.Piaget, J.Bruner, D. Norman) , (R) Repeated: Appropriate and effective repetition of the experiences should be included, so as to support the complex electrochemical processes in the brain and body involved in the acquisition-generation and long-term retention of desired patterns of knowledge in the body and the brain (Behaviorism - J.B.Watson, B.F.Skinner)

+ General, Teaching and Learning goals - SSE -- (S) Safety: A safe environment for the learner is required al all times , (S) Speed: The more organized, focused, expedient, faster, opportune, less time-consuming and effective teaching and learning, (Gagne, 1985) the better, (E) Economy: The more resource-effective and efficient , economic teaching and learning, the better. These are general, common-sense concepts should apply to teaching and learning the same as to other human activities. Symbolization facilitates safer understanding, decision-making and execution, at less cost, and potentially faster. While analysis (observation) before synthesis (construction) helps take advantage of existing concrete examples as a basis for understanding present and imagining new and improved outcomes. A clear (unencumbered) simple to complex (i.e. “concrete to abstract” or “explicit to implicit”) approach eases learning by building understanding and skills gradually through increasingly more elaborate “building blocks” to ease assimilation and escalation of concepts.

SYSTEMS MODEL (IPO) MMR MSR – SSE of learning

The complex, highly connected and pattern

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Translation

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TACTILE PATTERNS

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:Symbols &constructsCopyright © 2012 F Razo

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IMPLICIT ,ENCODED & ABSTRACT

Clear Simple-to-Complex, using Virtualization