Clusters of information processing models of teaching includes learning to think inductively (Hilda Taba), attaining concepts (Jerome Bruner) , picture-word inductive model (Emily Calhoun), scientific inquiry and inquiry training (Joseph Schwab, Richard Suchman), memorization ( Michael Pressly, Joel Levin, Richard Anderson), synectics ( William Gordon), and learning from presentations (David Ausubel). the focus of this presentation is the memorization model of teaching.

1. MEMORIZ ATION:
GETTING THE FACTS
STRAIGHT
B Y C H R I S T I N E P . L O N O Y
P H . D . I N E D U C A T I O N - C U R R I C U L U M A N D
I N S T R U C T I O N
U N I V E R S I T Y O F S A N C A R L O S , C E B U C I T Y
THE INFORMATION PROCESSING
FAMILY OF MODELS

2. THE INFORMATION PROCESSING
FAMILY OF MODELS: GOALS
Enhance general intellectual ability
Emphasize ways of enhancing the
human being’s drive to make sense of
the world by:
oacquiring and organizing data
oSensing problems,
oGenerating solutions
oDeveloping concepts and language for
conveying them

3. CLUSTERS OF INFORMATION
PROCESSING MODELS
oLearning to Think Inductively (Hilda
Taba) – forming concepts by collecting and
organizing information
oAttaining Concepts (Jerome Bruner)
– sharpening basic thinking skills
oThe Picture-word Inductive Model
(Emily Calhoun) – developing literacy across

4. CLUSTERS OF INFORMATION
PROCESSING MODELS
oScientific Inquiry and Inquiry Training
(Joseph Schwab, Richard Suchman) – the art of
making inferences
oMemorization ( Michael Pressly, Joel Levin,
Richard Anderson) – getting the facts straight
oSynectics ( William Gordon) – the arts of
enhancing creative thought
oLearning from Presentations (David
Ausubel) – advance organizers

5. MEMORIZATION
• Short term memories are often
associated with sensory
experiences of various kinds
• Long-term recall associate things
according to episodic cues and
involve conceptualizations of the
material (categorical cues)

6. PHASES FOR ENHANCING OUR
MEMORY
Phase 1: Attending to the material
Phase 2: Developing connections
Phase 3: Expanding sensory
images
Phase 4: Practicing recall

7. STEPS IN MEMORY SESSIONS
1. Organizing information to be learned
2. Ordering information to be learned
3. Linking information to familiar material
(sounds and meanings)

8. STEPS IN MEMORY SESSIONS
4. Linking information to visual
representations
5. Linking information to
associated information
6. Using devices that makes
information vivid
7. Rehearsal (practice)

9. 1.Awareness
Give attention to or
concentrate on the things or
ideas to be remembered
Techniques for Enhancing our
Memory

10. 2. ASSOCIATION
You can remember any
piece of information if it is
associated with something
you already know or
experience

11. 3. LINK SYSTEM
The heart of the memory
procedure
Connecting two ideas,
with the second idea
triggering yet another
one, and so on

12. 4. RIDICULOUS ASSOCIATION
The strength of the
association is enhanced if the
image is vivid and ridiculous,
impossible, or illogical.

13. WAYS TO MAKE AN
ASSOCIATION RIDICULOUS:
1. Apply the rule of substitution.
2. Apply the out-of-proportion
rule.
3. Apply the rule of
exaggeration, especially by
number.
4. Get action into the

14. 5. SUBSTITUTE-WORD SYSTEM
• Making an intangible,
tangible and meaningful
• Merely take any word or
phrase that seems “abstract”
and think of something that
sounds like the material

15. 6. KEY WORD
Select one word to
represent a longer thought
or several subordinate
thoughts.

16. SOCIAL SYSTEM
Cooperative
The students and
teacher work as a team
to shape the new
material for
commitment to
memory.

17. PRINCIPLES FOR REACTION
The teacher helps the
students identify key items,
pairs, and images.

18. SUPPORT SYSTEM
Pictures
Concrete aids
Films
Other audiovisual
materials
“Dr. Memory” series