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6
Information Processing Model
Working Memory
Long-Term Memory
Not transferred to the next stage and therefore forgotten
Sight
Sound
Smell
Taste
Touch
RECEPTORS
Sensory Memory
Initial Processing
Retrieval
Elaboration & Organization
Rehearsal
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Working Memory Limits
What’s the meaning of Miller’s 7 +/- 2?
Age Can Remember
15 7
13 6
11 5
9 4
7 2
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Attention
• Stimuli bombardment
• Mental filtering in sensory register and short term memory
• Attention is paid to things that are:– Novel– Intense– Move
9
Attention Limitations
What is the cocktail party effect?
What would you say to a child who wants to study with music or a TV playing?
What might you say to a teacher who simultaneously talks and presents overheads to their class?
10
Emotion and Attention
Emotion drives attention, and attention drives learning. Robert Sylwester (1995)
Emotions create the relationship between the importance of an event and how well we remember that event.
One shot learning
What’s the significance of this sentence?
12
Meaning and Attention
The notes were sour because the seams split.
Does this stimulus match a previous one for you?
16
Active Organizer of Information
Humans create organization – Bousfield (1953)
What was the study?
When people wrote out their recollection of the list, it came out organized. The stimulus was the same, but people’s organization differed.
Subjects told to memorize lists of 60 nouns in a random order (names, animals, professions, and vegetables)
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Ebbinghaus’ Curve of Forgetting
Patricia Wolfe. Brain Matters. 2001.
What’s the significance for teachers?
18
Ausubel
The best predictor of what and how much you’ll learn is what you already know about a topic.
No association =
First associations are the strongest.
Changing established associations can be difficult.
rote learning.
19
AusubelAccording to Ausubel, for instruction you must:
1. Activate prior learning
2. Make similarities and differences clear between new and existing information
3. Analogies: How is this the same? How is this different?
20
Let’s Review – So what?
• What might you say to a teacher who says they’re going to teach art to stimulate their students’ right hemispheres?
21
Let’s Review – So what?
• What might you say to a teacher who is having trouble gaining their students’ attention?
22
Let’s Review – So what?
• In what ways could teachers raise the level of emotion associated with a given assignment?
• How can teachers keep levels of emotion at a productive level?
23
Multiple Int. vs. Schema Theory
• No clear evidence to date of brain structures or functions that support multiple intelligences.
• New tools reveal how memories are stored.
25
Storing Info. Long Term
Schema: An organized knowledge structure reflecting an individual’s knowledge, experience and expectations about some aspect of the world.
Simpler definition = a complex neural network of connected information.
27
Recalling Information
• Recall is the simultaneous activation of all the neurons associated with a memory within a schema.
• A given neuron may be part of multiple memories.– Efficiency– Letters / words.
30
Schemas Affect Recall
Bartlett’s War of the Ghosts (1932).
Recall errors revealed subjects interpreted the story through the lens of their own experience:
• Canoe and paddle became boat and oar
• Plot become more conventional
32
Schema: Advantages / Disadvantages
Advantages Disadvantages
Allows the brain to operate more efficiently; can assimilate lots of information.
Misinterprets things; can distort reality when interpreting experience through a schema.
Allows better comprehension (bagpipe)
Can constrain thought processes
Helps you to infer to fill in gaps. Difficult to overcome or change.
Allows better interpretation – can sense if something doesn’t “seem” right.
33
Supporting Robust Schema
• Form connections to prior learning– Anticipatory Set
• Focuses attention on relevant existing schema• Motivation
– Starting a lesson with what students know and having students build understanding
• Fossils
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Supporting Robust Schema
• Strengthen the connections through repeated activation– Daily Oral Language– Spelling Quiz
35
Form Deep Connections
EvaluationMaking a judgment
Example:
Critiquing a short story or poem.
SynthesisCreating something new by combining deferent
ideas
Example:
Rewriting Goldilocks and the Three Bears from the perspective of the bears.
AnalysisBreaking down
information into parts to see relationships and
importance
Example:
Analyzing a short story or poem to find the theme.
ApplicationUsing information in a
new situation
Example:
Using knowledge of letter sounds to read.
ComprehensionUnderstanding facts or
information
Example:
Knowing the sounds the letter a represents
KnowledgeKnowing facts or
information
Example:Knowing that a is the letter a.
Bloom’s Taxonomy
36
Form Multiple Connections
• Involve multiple senses.
• Each path / connection makes the schema more robust.– Learning about the ocean:
• Look (this is the usual focus)• Taste• Sound• Smell• Touch
40
Strengthen the Connections
1. Create Associations – hook the unfamiliar to the familiar:
A. Analogies
B. Similes
2. Identify Patterns
41
Strengthen the Connections
3. Mnemonic Devices
A. Treble clef: Every Good Boy Does Fine
B. Acronyms: SCUBA
4. Have students restate the learning in their own words
42
Strengthen the Connections
5. Articulate relationships between concepts
A. Examples / nonexamples
B. Charts
C. Matrices
D. Models
E. Outlines / flowcharts
F. Graphs
43
Strengthen the Connections
6. Repetition.
A. Restate / model the learning during lesson
B. Include guided and independent practice within lessons
C. Provide distributed practice over time
45
Let’s Review – So what?
• How might you respond to the criticism that the use of flashcards to learn the times tables is “drill and kill”?
46
Let’s Review – So what?
• Based on what you’ve learned so far, why might students learn more about turtles by having a real turtle in the classroom as opposed to reading about turtles?
47
Let’s Review – So what?
• Imagine you’re a kindergarten teacher.
• Based on what you’ve learned today, why is describing a rectangle as just like a square that’s been squeezed likely to support student learning?
48
Piaget: Stages of Development
• Children aren’t miniature adults.
• Cognitive development occurs in stages.
50
Piaget: Stages of Development
• Developmentally appropriate instruction
• Make instruction real / concrete– Realia– Manipulatives– Scaffolds – Videos – images
52
Let’s Review – So what?
• What might you say to a teacher who dismisses the use of an anticipatory set as a waste of time?
53
Let’s Review – So what?
• What might you say to a teacher who is giving a long set of verbal directions to her kindergartners?