When people pay particular attention to the information detected by the sensory registers, it progresses to the working memory. Any stimulus not noticed is lost. Once in the working memory, information needs to be processed or practiced within a short amount of time for it to be transferred to the long-term memory. New information will only be transferred here when it is linked to a person’s existing knowledge in some way. In order to do this, information is encoded, or translated into a meaningful form in order to activate prior knowledge. It is this area of the learning process which teachers aid and encourage most in the classroom.
In order to effectively teach her class, the teacher I observed adapted her teaching strategies in order to maximise her student’s learning, taking into consideration the IPM. To do this, she was required to do a number of things during her lessons, including the following:
- Gaining the students attention
- Bringing to mind relevant prior knowledge and learning
- Pointing out important information in a logical, organised manner
- Providing opportunities to elaborate on prior knowledge
- Ensuring students understand new information
- Encouraging students to actively regulate their own learning
The teacher I observed was extremely adept at fulfilling all of these areas in her lessons, thus promoting a positive learning experience. (Elise Power, Observation notes, 18th March, 25th March, 1st April 2003)
It is of utmost importance that the teacher maintains the attention of the students, as they will only retain information that they pay attention to. The teacher used several techniques to do this, including the use of voice intonation as a signal to the students that they were to listen. She would slightly raise the volume of her voice and instruct the class as a whole, asking them pleasantly to focus their attention on her, a technique that was effective. A cheerful disposition was maintained throughout the lesson, encouraging the students to maintain focus.
The sessions that I observed were broken into a number of short lessons of varying subjects, ensuring that students were not asked to focus on one area for too long, which accommodated for a child’s limited attention span. Students were also frequently instructed to move locations in the classroom, from their desks to the floor, depending on the subject. This regular movement prevented the children from sitting in one place for too long and becoming bored or troublesome. (Elise Power, Observation notes, 18th March, 25th March, 1st April 2003)
The teacher frequently reminded her students of prior knowledge they had gained in a previous lesson that was relevant to a current area of learning. This was achieved by beginning each lesson with a review of the previous lesson, encouraging student participation. Students were asked to volunteer information about what they had learned previously, and often this led to discussion that thoroughly covered most prior knowledge, so that it was fresh in the students’ minds, before moving on to new information. In order to transfer information from working memory to long-term memory, it is necessary to link it to prior knowledge, so this strategy is extremely important in the classroom. (Elise Power, Observation notes, 18th March, 25th March, 1st April 2003)
The teacher consistently presented information to the class in a logical, organised manner. This was achieved in various ways, often depending on the subject being studied. As a general rule, she primarily relied on a whiteboard at the front of the room in order to do this. All relevant information was written on the board, and students were encouraged to make notes from this. This technique is effective, as students were both reading and writing the information, encouraging a more thorough understanding of the information. In certain subjects, for example mathematics, a series of questions were written on the board, beginning with simple questions and ending with more difficult ones. This is an example of the teacher placing information in a logical order. This also encourages children both to recall prior knowledge and also elaborate on it.
In many instances, the teacher encouraged students to elaborate on their existing knowledge, which is beneficial to the learning process, as students are actively linking new information to prior knowledge, which is a necessary step in committing information to long-term memory. By doing this, students are also taking steps towards regulating their own learning, and are also developing skills that allow them to recall information. An example of this: the teacher, in a previous lesson, asked the students to write a sentence about Ireland. In the lesson that I observed, students were asked to expand on this sentence, using information that they had researched themselves. (Elise Power, Observation notes, 18th March, 25th March, 1st April 2003) This activity encouraged the committal of the information to long-term memory, as links to prior knowledge were made, an important aspect of the IPM. (Theresa M. McDevitt & Jeanne Ellis Ormrod, 2003. 153-178)
Students were also encouraged by their teacher to play an active role in regulating their own learning. The teacher I observed allowed her students the opportunity to take charge of their learning during several lessons, the most obvious of these being spelling and grammar. Working independently, students were allowed to work through a series of worksheets at their own pace. This method of work allowed children of al levels of skill to work at a pace suitable for them. By allowing this self-regulation, the teacher is also promoting independence in learning and self-motivation, which become increasingly important in later levels of education.
Beyond these teaching approaches, the teacher has also created a stimulating learning environment for her class. A lot of colour is used on the walls, to draw attention to simple sets of instructions for classroom activities, for example, several sets of 3 coloured stars, referred to as ‘traffic lights’ which display the words ‘Stop’, ‘Think’ and ‘Choose’, which serve as simple, clear instructions for students to follow if they are unsure of how to attempt a task. The teacher has also incorporated a reward system into the classroom, where students may win points for their ‘team’ by exhibiting positive behaviour. This system promotes good behaviour and attentiveness while in the classroom. (Elise Power, Observation notes, 18th March, 25th March, 1st April 2003)
Observing the classroom and a teacher at work was extremely beneficial to my understanding of the Information Processing Model, and how important it is that it be taken into consideration when teaching. I feel that the teacher that I observed provided me with an excellent example of how relevant the IPM is in a learning situation. I also believe that completing these observations will allow me to become a more effective teacher in the future.
Appendix
The topic I was given for my peer teach was ‘redifrication’, a system that allows a person to sort a series of weights (medifers) into groups (condrins). In order to teach this, I used the whiteboard, demonstrating the two methods of sorting as best I could. I also provided a summary sheet outlining the procedure. My ‘students’ were not able to immediately understand redifrication, and I feel that this is due to several factors. Firstly, despite considerable efforts on my part to master the subject matter, I was unable to fully understand the concept. Research into the area proved fruitless, as I appeared to be researching a fictional concept. Secondly, the lesson that we were provided with did not fully explain the concept, leaving several steps in the process of redifrication unexplained. I was therefore unable to adequately answer questions that arose.
I feel that my strengths in teaching, despite the lack of success in my peer teach, are that I presented a well-organised, logical lesson, and worked at a pace that was suitable for my ‘students’. I also believe that I spoke clearly and used examples that were suitable and aided in understanding of the topic. I think that I may need to improve on becoming more confident and enthusiastic in front of the class, and also make a conscious effort to link the information to prior knowledge of the class. For my second peer teach I will make an effort to develop a deeper understanding of my topic, as I feel that not understanding my first topic had significant impact on many areas of my lesson.
References
Information Process Theory of Learning, . 17th April, 2004-04-30
Mcdevitt, Theresa M. & Ormrod, Jeanne Ellis. Child Development and Education. Merrill Prentice Hall, 2003
Power, Elise. Observation Notes, 18th March, 25th March, 1st April 2003.
The IPA Approach, . 17th April, 2004.
Power, Elise. Observation Notes, 18th March, 25th March, 1st April 2003.
