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Memory and Information Processing
Here is an example of developing performance standards for a topic in language and communication development based on Bloom's New Taxonomy: Topic: Listening comprehension Remembering: The student can recall specific facts and details from an oral text. Understanding: The student can summarize key ideas and events from an oral text in their own words. Applying: The student can follow multi-step oral instructions to complete a task. Analyzing: The student can identify the main idea and supporting details of an oral text and explain how they are related. Evaluating: The student can critique an oral argument by identifying strong and weak points. Creating: The student can synthesize information from multiple oral sources
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Memory and Information Processing
- 1. Prepared by: Ian AmielRDS Mercado
- 2. Theory about Memory •“a memory system is defined in terms of its brain mechanisms, the kind of information it processes, and the principles of its operation” – Schacter and Tulving (as cited in Driscoll, 2001)
- 3. Theory about INFORMATION PROCESSING “assumptionof a limited capacity.”- Broadbent, 1975; Case, 1978
- 4. The belief inthe interaction of new information with stored information... • bottom-up system • top-down system
- 5. The Stage Model •Traditionally, the most widely used model of information processing is the stage theory model, based on the work of Atkinson and Shiffrin (1968). –sensory memory – short-term or working memory –long-term memory
- 6. Sensory memory • Sensorymemory represents the initial stage of stimuli perception. It is associated with the senses, and there seems to be a separate section for each type of sensual perception, each with its own limitations and devices.
- 7. Attention and automaticity arethe two major influences on sensory memory, and much work has been done to understand the impact of each on information processing.
- 8. ATTENTION • “limitations inour perceptual processing and response generation: to attend to one this is to not attend to others”- Suthers (1996)
- 9. AUTOMATICITY • “When tasksare over learned or sources of information become habitual, to the extent that their attention requirements are minimal, automaticity has occurred”- Driscoll (2001)
- 10. Short-term Memory • This stageis often viewed as active or conscious memory because it is the part of memory that is being actively processed while new information is being taken in. • 15-30 seconds if other action is not taken.
- 11. Long-term memory • “isthat more permanent store in which information can reside in a dormant state – out of mind and unused – until you fetch it back into consciousness” –Abbot (2002)
- 12. In order toincorporate new information, long-term memory must be in communication with short-term memory and must be dynamic
- 14. Information is sensed,perceived and attended to Information is stored for either a brief of extended period of time depending upon the processes following encoding Information is brought back at the appropriate time and reactivate for use on current tasks
- 15. Cognition is theencoding, structuring, storing, retrieving, using, or otherwise learning knowledge (Neisser, 1967)
- 20. The mind isnot a vessel to be filled, but a fire to be ignited. (Plutarch)
- 21. Original Terms NewTerms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge •Creating •Evaluating •Analysing •Applying •Understanding •Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
- 22. Remembering The learner isable to recall, restate and remember learned information. – Recognising – Listing – Describing – Identifying – Retrieving – Naming – Locating – Finding
- 23. Remembering content • List •Memorise • Relate • Show • Locate • Distinguish • Give example • Reproduce • Quote • Repeat • Label • Recall • Know • Group • Read • Write • Outline • Listen • Group • Choose • Recite • Review • Quote • Record • Match • Select • Underline • Cite • Sort Recall or recognition of specific information
- 24. Classroom Roles forRemembering Teacher roles • Directs • Tells • Shows • Examines • Questions • Evaluates Student roles • Responds • Absorbs • Remembers • Recognises • Memorises • Defines • Describes • Retells • Passive recipient
- 25. Understanding The learner graspsthe meaning of information by interpreting and translating what has been learned. – Interpreting – Exemplifying – Summarising – Inferring – Paraphrasing – Classifying – Comparing – Explaining
- 26. Understanding content • Restate •Identify • Discuss • Retell • Research • Annotate • Translate • Give examples of • Paraphrase • Reorganise • Associate • Describe • Report • Recognise • Review • Observe • Outline • Account for • Interpret • Give main idea • Estimate • Define Understanding of given information
- 27. Classroom Roles forUnderstanding Teacher roles • Demonstrates • Listens • Questions • Compares • Contrasts • Examines Student roles • Explains • Describes • Outlines • Restates • Translates • Demonstrates • Interprets • Active participant
- 28. Applying The learner makesuse of information in a context different from the one in which it was learned. – Implementing – Carrying out – Using – Executing
- 29. Applying content • Translate •Manipulate • Exhibit • Illustrate • Calculate • Interpret • Make • Practice • Apply • Operate • Interview • Paint • Change • Compute • Sequence • Show • Solve • Collect • Demonstrate • Dramatise • Construct • Use • Adapt • Draw Using strategies, concepts, principles and theories in new situations
- 30. Classroom Roles forApplying Teacher roles • Shows • Facilitates • Observes • Evaluates • Organises • Questions Student roles • Solves problems • Demonstrates use of knowledge • Calculates • Compiles • Completes • Illustrates • Constructs • Active recipient
- 31. Analysing The learner breakslearned information into its parts to best understand that information. – Comparing – Organising – Deconstructing – Attributing – Outlining – Finding – Structuring – Integrating
- 32. Analysing content • Distinguish •Question • Appraise • Experiment • Inspect • Examine • Probe • Separate • Inquire • Arrange • Investigate • Sift • Research • Calculate • Criticize • Compare • Contrast • Survey • Detect • Group • Order • Sequence • Test • Debate • Analyse • Diagram • Relate • Dissect • Categorise • Discriminate Breaking information down into its component elements
- 33. Classroom Roles forAnalysing Teacher roles • Probes • Guides • Observes • Evaluates • Acts as a resource • Questions • Organises • Dissects Student roles • Discusses • Uncovers • Argues • Debates • Thinks deeply • Tests • Examines • Questions • Calculates • Investigates • Inquires • Active participant
- 34. Evaluating The learner makesdecisions based on in-depth reflection, criticism and assessment. – Checking – Hypothesising – Critiquing – Experimenting – Judging – Testing – Detecting – Monitoring
- 35. Evaluating content • Judge •Rate • Validate • Predict • Assess • Score • Revise • Infer • Determine • Prioritise • Tell why • Compare • Evaluate • Defend • Select • Measure • Choose • Conclude • Deduce • Debate • Justify • Recommend • Discriminate • Appraise • Value • Probe • Argue • Decide • Criticise • Rank • Reject
- 36. Classroom Roles forEvaluating Teacher roles • Clarifies • Accepts • Guides Student roles • Judges • Disputes • Compares • Critiques • Questions • Argues • Assesses • Decides • Selects • Justifies • Active participant
- 37. Creating The learner createsnew ideas and information using what has been previously learned. – Designing – Constructing – Planning – Producing – Inventing – Devising – Making
- 38. Creating content • Compose •Assemble • Organise • Invent • Compile • Forecast • Devise • Propose • Construct • Plan • Prepare • Develop • Originate • Imagine • Generate • Formulate • Improve • Act • Predict • Produce • Blend • Set up • Devise • Concoct • Compile Putting together ideas or elements to develop a original idea or engage in creative thinking.
- 39. Classroom Roles forCreating Teacher roles • Facilitates • Extends • Reflects • Analyses • Evaluates Student roles • Designs • Formulates • Plans • Takes risks • Modifies • Creates • Proposes • Active participant
- 40. A good teachermakes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)
- 41. Questions for Remembering •What happened after...? • How many...? • What is...? • Who was it that...? • Can you name ...? • Find the definition of… • Describe what happened after… • Who spoke to...? • Which is true or false...?
- 42. Questions for Understanding •Can you explain why…? • Can you write in your own words? • How would you explain…? • Can you write a brief outline...? • What do you think could have happened next...? • Who do you think...? • What was the main idea...? • Can you clarify…? • Can you illustrate…? • Does everyone act in the way that …….. does?
- 43. Questions for Applying •Do you know of another instance where…? • Can you group by characteristics such as…? • Which factors would you change if…? • What questions would you ask of…? • From the information given, can you develop a set of instructions about…?
- 44. Question for Analysing •Which events could not have happened? • If. ..happened, what might the ending have been? • How is...similar to...? • What do you see as other possible outcomes? • Why did...changes occur? • Can you explain what must have happened when...? • What are some or the problems of...? • Can you distinguish between...? • What were some of the motives behind..? • What was the turning point? • What was the problem with...?
- 45. Questions for Evaluating •Is there a better solution to...? • Judge the value of... What do you think about...? • Can you defend your position about...? • Do you think...is a good or bad thing? • How would you have handled...? • What changes to.. would you recommend? • Do you believe...? How would you feel if. ..? • How effective are. ..? • What are the consequences..? • What influence will....have on our lives? • What are the pros and cons of....? • Why is ....of value? • What are the alternatives? • Who will gain & who will loose?
- 46. Questions for Creating •Can you design a...to...? • Can you see a possible solution to...? • If you had access to all resources, how would you deal with...? • Why don't you devise your own way to...? • What would happen if ...? • How many ways can you...? • Can you create new and unusual uses for...? • Can you develop a proposal which would...?
- 47. EXCERCISE 1 • Think ofa topic in Language and Communication Development and literacy (Listening, Reading, Speaking or writing) 2 • Develop performance standards that manifests Bloom’s New Taxonomy (RUAAEC) • Label each (what topic? And it’s performance standards and what level in Bloom’s Taxonomy it belongs to?