Transcript File - Master-TEFL&ICT

Information Processing and
Cognitive Theories of Learning
Prepared by:
Younes TAIA
Ahlam HILMI
Ahmed Dakhissi
What is meant by cognitive information
processing theory?
• CIP theory refers to information processing,
applied to various theoretical
perspectives dealing with the
sequence and execution of cognitive
events.
Models of information processing theory
 Sensory Memory Stage
 Short Term Memory Stage

Long Term Memory Stage
Processes of keeping information alive
Rehearsal
perception
Encoding
Attention
retrieval
What cognitive strategies help students
learn best?
Note Taking is common study strategy in
reading and learning from lectures.
 NT can be effective for certain types of
materials, because it requires mental
processing of main ideas, as one makes
decisions about what to write.
Several studies have found that the
practice,combined with student note-taking
and review, increases student learning .
Underlying/ highlighting key term information
that are most important and require a higher
level of processing to make dicisions about
critical materials…
 Summarizing involves writing brief
statements that represent the main ideas of
the information being read.
 an effective way that helps have clear idea
and remember easily intriguing components.
Outlining and mapping: study strategy that
requires the student to represent the material
studied in skeletal form.
Outlining presents the main points of the
material in a hierarchical format, with each
 detail organized under a higher-level and
category while mapping identify main ideas and
then diagram connections between them
1- MEMORY
What is memory?
Encoding
Retrieval & Forgetting
What is Memory?
“ Life is all memory except the
one present moment that
goes by so quickly that you
can hardly catch it going.”
Tennessee WILLIAMS
Memory is:
• Retention of information over time
• Educational psychologists:
Study how
information is
placed into
memory, how it is
stored, and how it
is retrieved
View memory
in terms of how
children
actively
construct their
memory
Memory Processes:
• Encoding
• Storage
• Retrieval & Forgetting
1. Encoding: involves many
processes
• a. Rehearsal: Conscious repetition of
information over time to increase the time it
will stay in memory
• it works best when you need to encode and
remember a list of items for a brief period of
time. ( it doesn’t work well for retaining
information over the long term.)
b. Deep processing: the processing of
information occurs on different
levels, from shallow to deep, with
deep processing producing better
memory:
 Shallow Proc: Analysis of physical features
 intermediate Proc: Recognition and Labeling
 Deep Proc: Process information semantically
If a child sees the word “BOAT”:
Shallow: Notice the shapes of the letters
Intermediate: Notice the characteristics of
the word, it rhymes with the word: COAT
Deep: Think about the last time he went
with his dad fishing on a boat
C. Elaboration: the extensiveness of
information involved in encoding. It works
well because it adds to the distinctiveness of
memory code:
when you’re searching for a friend in Souk
Lhad on a crowded Sunday. if he has
common features, it’s very difficult to find
him. But if he is quite tall with flaming red
hair, it could be easier to find him.
d. Constructing images: Memories
are stored as verbal codes or
images codes. The more detailed
and distinctive the image code, the
better your memory will be.
e. Organization: organizing information in
meaningful ways when encoding is very
good for memory.
 The more you present information in an
organized way, the easier your SS will
remember it.
2. Storage
 Children encode information and store it.
Afterwards, they remember some info for less
than a second, some for a minute, and other info
for mns/hours/ even for a life time.
 these time frames correspond to memory types:

Sensory memory

Short-term memory

Long-term memory
 Sensory memory: holds info from the world in its
original sensory form for only an instant / a
fleeting moment, then it fades.
Short-term memory: a limited-capacity memory
system which is relatively longer. SS can keep
track of 7 +/- items without external aids.
 Long-term memory: holds enormous amount of
info for a long period of time. But not all info is
retrieved easily from long-term memory. (Search
engines)
3.Retrieval & forgetting
Due to some factors, SS might be able to
retrieve information but might forget
some.
Retrieval can be as easy as automatic, or
as difficult as it requires more effort:
Ex: the months of the year
A. Retrieval
 the position of the item affects how easy
or difficult to retrieve it. Recall is better
for items at the beginning and end
rather than for items in the middle.
 Encoding specificity model:
associations formed at the time of
encoding or learning.
B: Acquiring expertise
what determines whether or not someone
becomes an expert?
2. EXPERTISE
Expertise and
Learning
Acquiring Expertise
Expertise and
Teaching
a. Expertise and Learning
 The contribution of prior knowledge to our
ability to remember is evident. (expert VS
novice)
 organization and depth of knowledge: when
knowledge is organized around important
ideas/concepts in meaningful ways, it is
easier to retrieve it.
 Fluent retrieval: the effort involved in retrieving
relevant info varies greatly, experts do that
“fluently” and effortlessly but novice people /
learners need a great deal of effort.
 Adaptive expertise: adaptive experts are able to
approach new situations flexibly: teachers who are
adaptive experts are flexible and open to rethinking
ideas and practices to improve their SS learning.
• use of good strategies helps SS become
effective: note taking, PQ4R
PREVIEW
QUESTION
READ
REFLECT
RECITE
REVIEW
b. Acquiring expertise
what determines whether or not someone
becomes an expert?
 Practice
 Motivation
 Talent
c. Expertise and Teaching
“Being an expert in a particular
domain does not mean that the expert
is good at helping others learn it.”
Bransford, 2006
Characteristics of an expert teacher
 PEDAGOGICAL CONTENT KNOWLEDGE:
good at monitoring SS learning and assessing
SS progress
Aware of the difficulties their SS are likely to
encounter
Aware of SS existing knowledge
Makes new info relevant
TECHNOLOGY
“ in the absence of the expert pedagogical
awareness of their own SS, inexpert
teachers simply rely on textbook
publishers’ materials, which, of course,
contain no information about the
particular pedagogical needs of SS in
the teacher’s classroom.”
Brophy, 2004
Metacognition
The learner’s knowledge about
her/his own cognitive processes.
Dr. Dov liberman
Metacognition
Metamemory

Metacomprehension

Self-Regulation

How Can You do It as a Teacher?
Characterize performances
Make students aware they are responsible for
their own learning.
State objectives or learning outcomes.
How Can You do It as a Teacher?
Provide practice tests and homework.
Provide guided practice before homework.
Have students participate in complex
tasks such as presentations and report
writing.
Self-Regulatory Strategies
Compare performance against a set of
performance standards (e.g., salient behaviors)
Compare performance against stated
objectives
Self-Regulatory Strategies
Predict outcomes on various tasks
Reciprocal reading
Questioning
Summarizing
Clarifying
Predicting

Reciprocal teaching
Promote active listening.
Analysis of problem solving - explain what
was done and why.
The END