Part 1 We continue to examine Information Processing (IP) as a theory of human

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Part 1
We continue to examine Information Processing (IP) as a theory of human

Part 1
We continue to examine Information Processing (IP) as a theory of human learning this week. We explore how knowledge structures are created and stored in long-term memory, how people retrieve those stored memories. The objective is to get you to understand and think critically about how we store and retrieve long-term memories. If learning is assessed as a relatively permanent change in behavior or capacity to behave, then memory is critically important. So how do humans store all the information coming at us? And how do we get it back out when we need it? How do novices and experts process information differently? How to help remember? As usual, please complete all assigned readings before starting the individual and group activities.
Learning Goals
To explain the long-term memory and retrieval components of the Information Processing memory model
To explain how experts and novices process information
To connect these components to your understanding of the circumstances under which people learn best
Activity 5.1: Long-term Memory and Retrieval
I have a short presentation on the topic of information processingLinks to an external site. from Atkinson and Shiffrin’s dual-store memory model. I will prompt you on occasion to stop the presentation, reference the text and allow yourself time to think. Have a discussion in your head or with someone else as you go through.
Now answer this prompt:
Begin your response with your summary from this assigned reading (Hoy chapter p, 296-311). Next, share some implications of the findings discussed in this chapter for practice (teaching-learning)? (200 words)
Activity 5.2: Metacognition and learning
Metacognition refers to the act of “thinking about one’s own thinking” — in psychology, the term is typically used to describe the process by which one exercises deliberate conscious control over one’s own cognitive abilities. It has been described as “the feeling of knowing” in memory.
Next watch this video on metacognitive strategiesLinks to an external site.as applied to a classroom setting.
And respond to the following prompt:
How can teachers support students when it comes to promoting metacognitive awareness?
Activity 5.3: Expert versus novice
Bransford et al. (2000) present several differences between experts and novices in a domain. Several writers argue that expertise develops slowly and gradually. In this video, Malcolm GladwellLinks to an external site.postulates that to become an expert requires 10,000 hours of practice.
Think about this prompt (you do not need to respond to this prompt in writing):
What do you think? Is this true?
Next watch this videoLinks to an external site. and respond to the following prompts in writing:
How are the teachers integrating different content areas in one?
How would “thinking like a scientist” affect student’s view of expertise?
part 2
Analyze the chain of infection for polio. See the lecture slides for examples of how this may look like! You should set up your document with each stage of the chain of infection and describe how it applies to polio. Please see the CDC information page on polio.Links to an external site.

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