INFORMATION PROCESSING THEORY
The Theory
- The human mind is like a well oiled engine, except just a thousand times more complicated. We are able to process information faster than super computers, and everyday there are new ways for scientists to discover more about the brain. One of the most interesting aspects of the brain is how we process all of the information we will receive. Tagging onto the same line, we have the information processing theory, of the most complex theories on my list. Divided into three different sections, this theory determines how we accept, process, and retain all of the information we receive. As per my diagram below, we see that all three of these steps work together, but I want to breakdown each of the three stages a little more clearly.
1. Sensory Memory: In its simplistic form, sensory memory is retaining shorter versions of complete thoughts. Letters, faces, and shapes that instantly recognized and contained to be processed fully. An important element to remember is that the information you receive during this time is to help during the present task of objective. (Dempster, 1981)
2. Working Memory: Let's relate this so an assembly line again. After the sensory memory is finished, the stimuli is sent to the working memory section, where it is either destroyed or processed. If it processed, it is time for the information to actually have some context and meaning. In this step, it is also important to retain the information that is important at the time to complete the task at hand. (Swanson, 1999)
3. Long term Memory: Long term memory comes with a few different rules and boundaries, and handles information completely differently than the first two sections. For one, the long term memory has no maximum capacity limit. So where the first two steps would only let you retain certain amounts of information, consider the long term memory section of the brain. You also are less likely to forget this information, and it supposed to remain in the brain permanently. (Pressley and Hilden, 2006)
1. Sensory Memory: In its simplistic form, sensory memory is retaining shorter versions of complete thoughts. Letters, faces, and shapes that instantly recognized and contained to be processed fully. An important element to remember is that the information you receive during this time is to help during the present task of objective. (Dempster, 1981)
2. Working Memory: Let's relate this so an assembly line again. After the sensory memory is finished, the stimuli is sent to the working memory section, where it is either destroyed or processed. If it processed, it is time for the information to actually have some context and meaning. In this step, it is also important to retain the information that is important at the time to complete the task at hand. (Swanson, 1999)
3. Long term Memory: Long term memory comes with a few different rules and boundaries, and handles information completely differently than the first two sections. For one, the long term memory has no maximum capacity limit. So where the first two steps would only let you retain certain amounts of information, consider the long term memory section of the brain. You also are less likely to forget this information, and it supposed to remain in the brain permanently. (Pressley and Hilden, 2006)
Application
- As pointed out in previous theories, everyone is going to be learning in different ways in my class, and thats okay. But at the same time, there are going to be requirements for every student, and one will be the memorization of vocabulary. Not only will this help them gain a broader knowledge in English, but building a strong vocabulary has been said to help improve SAT results, and create more intelligent conversation. I believe have the assignment, and sort of a game, to do just that
- When i was in third grade, we had rapid multiplication quizzes that were timed. If you got 100% on the test, you got to get ice cream for a sunday at the end of the unit. So the plan for assignment is to create a reward system for memorization, while at the same time learning, but also having fun (which is not done enough in the classroom.) Everyone will split up into pairs with flash cards with vocabulary words written on them. Every student will be required to have his/her own stack, so evenness will not be an issue. With 30 seconds on the clock, one partner flips his vocabulary word up with the definition on the back, so the opponent cannot read the definition. If they miss, the next person gets to guess with a new word from the different stack. At the end of each round, they tally up who had the longest streak of words without missing a definition, and they get to grab a candy/snack/drink out a bucket/container of some sort. By using positive reinforcement and a game, I believe the students will be more energized to learn and quite possibly learn every word better.
- When i was in third grade, we had rapid multiplication quizzes that were timed. If you got 100% on the test, you got to get ice cream for a sunday at the end of the unit. So the plan for assignment is to create a reward system for memorization, while at the same time learning, but also having fun (which is not done enough in the classroom.) Everyone will split up into pairs with flash cards with vocabulary words written on them. Every student will be required to have his/her own stack, so evenness will not be an issue. With 30 seconds on the clock, one partner flips his vocabulary word up with the definition on the back, so the opponent cannot read the definition. If they miss, the next person gets to guess with a new word from the different stack. At the end of each round, they tally up who had the longest streak of words without missing a definition, and they get to grab a candy/snack/drink out a bucket/container of some sort. By using positive reinforcement and a game, I believe the students will be more energized to learn and quite possibly learn every word better.
Standard
2.3 knowledge of how student learning is influenced by different types of instructional practices and teacher behaviors, and the ability to use this knowledge to promote learning for all students