1. Information-Processing: Scientific/Inquiry Training Melissa Farrish, Donna Hage, Jennifer Riggleman, and Jill Wood CI 703: Theories, Models and Research of Teaching

2. 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

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

4. 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

5. 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

6. Long Term Memory Classifications http://epltt.coe.uga.edu/index.php?title=Information_processing

7. 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

8. 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.

9. 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.

10. Application: Teacher Role Teachers elaborate, review, rehearse, summarize, or enhance the material: provide active practice ask questions require students to summarize in their own words help students make connections between old and new knowledge have students tutor each other supervise students as they practice new steps in a skill provide feedback on their efforts

11. 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.

12. Weaknesses Concentrating on “thinking” may inhibit mastery of content Concentrating on “thinking” may inhibit mastery of content Teacher is the initiator. Some collaboration Teacher is the initiator. Some collaboration Does not take into consideration individual differences Does not take into consideration individual differences

13. 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.

14. Synectics: Application, Syntax, Social & Support Model Name ApplicationSyntaxSocial Systems PrinciplesSupport 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

15. 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

16. 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.

17. Memorization: Application, Syntax, Social & Support Model Name ApplicationSyntaxSocial Systems PrinciplesSupport Systems

18. Model: Memorization Definition: Aim: Types of Information:

19. 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

20. Syntax Phase 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.

21. Social System Cooperative Cooperative Students & teacher work together as a team Students & teacher work together as a team

22. Principles of Reaction Teachers role- Help students identify key items, pairs, and images. Help students identify key items, pairs, and images.

23. Support System No special support system required Useful for increasing sensory richness of associations – Pictures Concrete aids Films Other audiovisual materials

24. 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

25. 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 Link-Word Video Example

26. Advance Organizers: Application, Syntax, Social & Support Model Name ApplicationSyntaxSocial Systems PrinciplesSupport 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

27. 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

28. Syntax: Presentation of Learning Task or Material Present the Material Make Logical Order of Learning Material Explicit Link the Material to the Organizer

29. Syntax: Strengthening Cognitive Organization Use Principles of Integrative Reconciliation Elicit Critical Approach to Subject Matter Clarify Ideas Apply Ideas Actively

30. 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 http://www.youtube.com/watch?v=z4Hwf4nNYX8http://www.youtube.com/watch?v=z4Hwf4nNYX8 Aim: To understand the models of the information processing family Types of Information Used: ExpositoryNarrative Graphic Organizers Text

31. Tips for Activity Techniques: Skimming Headings Activate Background Knowledge by talking with group members and teacher Refer to Previous Family of Models: Social & Behavioral

32. Syntax, Social Systems, Principles & Support Model Name ApplicationSyntaxSocial Systems PrinciplesSupport Systems

33. Definition:Aim: Types of Information:

34. Tips for Activity Techniques:

35. _____ Activity

37. 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

38. Group A:

39. Group B: “Its Not a Box” “It’s Not A Box” “It’s Not A Box” Group Activity Sheet Group Activity Sheet

40. 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.)

41. Group D:

42. 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 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 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. http://vimeo.com/25239728

43. Resources Continued http://www.memory-improvement- tips.com/memory-systems.html http://www.memory-improvement- tips.com/memory-systems.html Clip Art - http://www.dreamstime.com http://www.dreamstime.com http://www.youtube.com/watch?v=9NROegsMqNc Gale Encyclopedia of Education; (2002) The Gale Group Inc.