What is learning: According to the Cognitive Information Processing theory students learn through internal coding, organizing new information with prior knowledge, and transfer the new information into long term memory. Then the student uses mnemonics and cues to pull the information back out of memory to use in other applications. The nature of the learner is different in this theory because of their active role in learning The focus of this theory is how information is received, organized, stored, and retrieved by the mind. It is not what the learners do, but how they learn. The learner must identify prerequisite relationships, structure, sequence and make connections between the new information and past knowledge in some manner. The student must feel that the knowledge is useful to them. Attitudes and values of the learner are equally important to the learning process.
How is learning best effectuated by a teacher/trainer: Some of the important factors mentioned in the reading was the use of explanations, demonstrations, examples, and practice with feedback. Some of the techniques mentioned to make connections between the old and new knowledge are through analogies, metaphors, framing, mnemonic, concept mapping, and advance organizers. Since most of my class materials deals with learning how to use computer software I do use all of the factors mentioned above in my teaching. The area I need to improve on is the techniques used to make connections between the old and new. This has caused me to think about how I teach my classes. The students learn many new function each day and at the end of the unit they are to use these functions to create a product. The advanced students are able to do this without problems. I need to come up some concept mapping or advance organizers which will help the remainder of the class to complete the project without a lot of assistance. This way I could actually test what they have retained not what they can do with my help. I think I will have them create an organizer for each unit that they can refer to when they do their projects at the end. For example, if the unit is on formatting text, we can start with a center circle labeled Format Text, and then have lines to other smaller circles labeled bold, italic, small caps, font, size, and etc. I will try this next year. Does anyone have other ideas?
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Hi Toni!
ReplyDeleteI think that mapping what the students learn over a term is an excellent idea, and one that I might use next year in ninth grade Word Processing. As you probably know, ninth graders have to take an end of level test, which is not only to test their knowledge but also to test my effectiveness as a teacher. I worry that they aren’t retaining information once they have moved past each section. I would suggest that you make sure you apply the DESK standards you have already taught to future lessons as well, which I’m sure you already do. For example, I teach the kids proofreading marks early on in the term. Later, those marks are used in letters, memos and reports they have to type. Those lessons are, of course, all about formatting documents properly, but they also reinforce the prior knowledge of proofreading marks and help those marks become part of their long-term memory. I also grade their papers using those marks, so if they want to know why they lost points, they have to know what the marks mean. I have some links to review sites on my website as well if you want to take a look. http://www.davis.k12.ut.us/staff/jmason/ninthgradewdproc.html
Thanks for your insightful post. I really appreciate your explanation of CIP!
Jill