Information-Processing Model

 The information-processing model of learning is broken down into a series of continuous steps. The first step to processing information is simply receiving it. Now for most of us simply hearing words spoken in the background is not enough for us to be able to recall what was said later. In order for students to really remember what they are learning they must be paying attention to it and usually in order for them to pay attention it has to be interesting. Once the information has been received or attended to it is placed in the short-term memory. The IRIS module explained that some refer to the short-term memory as the “working memory.” I really like the imagery this gives me. I am thinking this is the stage where we go in and tweak the gears, oil what needs oiled, reboot a few misperceptions, and put those gears to work. Likely, most educators learned a little something about memory in their very first introductory education course. I am no expert but I even I know that information stored in the short-term memory will not stay there long. It’s time to move it on to the long-term memory so let’s get those gears moving up there. Not all of our students will recall information in the same way. For some, putting information into a song will be the best way for them to mentally playback what they need to know for future use. The module mentions that some students really benefit from the use of a key-word strategy. Another suggestion it mentions is that grouping like items into categories is helpful for many students. When I was in third grade my teacher drew a picture of a potato and a tomato on the chalkboard complete with faces, arms, and legs. She drew ridiculous looking toes and said it was because all potatoes have “toes” and tomatoes have “toes”. Third grade was a long time ago and I still remember how to pluralize potatoes and tomatoes! Another method this same teacher used was recitation. When practicing our times tables we would always say, “Seven times seven is 49ers!” I think I will always have an image of a burly football player mining for gold and I will not forget that seven times seven is 49! We have stored the information in the long-term memory but how do make sure it will still be there for next year? Application seems to be the best way to keep the memory in good working order. The IRIS module explains that information received in an organized fashion is more easily retrieved. This means that when we take the time to help our students memorize important keys in a way that suits them such as with key-word associations or through categorization we are helping to ensure that they will have this information to pull from. Additionally, applying this knowledge to real-time, real-life events or interests is a great way for students to remember items through association. My son can relate just about anything to Star Wars (even the relation doesn’t make much sense to me). He remembers sight words he reads out of his Star Wars readers because he remembers the picture on the page where he saw it last. He can then point those words out anywhere. I know Ahsoka and Anakin are swimming around his gears up there but he’s reading and relating and learning more vocabulary thanks to them! I think really, the hallmark of a good curriculum is when review is a regular part of the lessons. Applying our knowledge is, in even my personal experience, the best way to keep it from becoming irretrievable.