Information Processing Model

• Information-Processing Model of Memory

Why do our memory have?

• Sensory Memory Compartment:Hold a large amount of information in a duration just enough for a small portion to be selected for longer storage.
• Short-term Memory:Capacity is limited.Storage duration is brief (unless assisted with rehearsal)
• Long-term Memory:A very large storage capacity (unlimited).Stored longer.

Information-Processing Model of Memory Atkinson & Shiffrin’s Model of Memory Storage (1971)

Sensory input>Sensory memory compartment>Short term memory compartment>Long term memory compartment

Information-Processing Model of Memory

• Incoming information (sensory input) pass through
  • Sensory:Retains information for only a fraction of a second but enough to select the portion of information that arrests one’s attention. (The information that caught one’s attention is selected for longer storage)
  • Short term memory:
    • Can hold unrehearsed information for about 20 – 30 seconds.
    • Information can be stored longer if it is engaged under rehearsal. (Repetition of memorizing).
  • Long term memory:Information encoded may last for weeks, months or even years.

• Gagne’s Information Processing Model

Environmental situation>Stimuli>Acquisition PhasePerception(Sensory organs)>Short-Term memory compartment>Long term memory compartment>'Internal responses'>Implementation Motivation phase Apprehension Phase Acquisition Phase Retention Phase Recall Phase Generalisation Phase Performance Phase Expectancy Observation – Encoding- Memory retention REcall searching Transfer Response

                 Perception Selection   Prestoring

Important aspects in GAGNE's 8 phases:-

• • Learning readiness
• Motivation
• Perception
• Conceptualization
• Memorizing
• Forgetting
• Learning transfer

How it works:-

• Process begins from extrinsic @ intrinsic motivation to perceive stimuli from environment.
• New information recorded in short-term memory.
• Information will be processed by relating stored information in long-term memory.
• New information is reinforced, retained & applied when required.

The Expository Teaching Model

• Referred as explicit explanation in details of certain facts.
• A way of presentation of information @ learning contents to pupils directly.
• Presenting learning materials by explanation, narration or demonstration.
• Suitably use to teach certain concept and skill during the beginning of the lesson.
• Principle and concept are explained verbally, as all the facts are written on the board, showed on the screen.
• Time saving: Enables teacher to finish all related concepts in a shorter period & pupils merely listen quietly.
• More to a lecturing method. (Less effective for primary schools)

Inquiry Teaching Model

• • Scientific Inquiry Model
    • Used to study principles, phenomena & characteristics of scientific knowledge.Research process based on 5 stages:
    • Identify the problem.
    • Ascertain relevant information.
    • Determine hypothesis.
    • Testing hypothesis.
    • Evaluate, interpret, infer & conclude.

• • Social Inquiry Model

6 steps:

• • • Formulation of problem by teacher.
    • Formulation of hypothesis by pupils.
    • Define hypothesis.
    • Discuss & confirm validity of the hypothesis.
    • Collect & analyse evidences for the hypothesis.
    • Interpret & derive inference @ conclusion.

• • Juris-Prudential Inquiry Model
    • Used to look for reality & accuracy in current issues (learning science is more useful than learning arts).
    • Concerns with science & philosophy of human law.
    • Based on activities, discussions and debates.

Two types:

• • • Guided inquiry: Teacher guides pupils to carry out the whole discussion process.
    • Open Inquiry: No guidelines given. Students have to do the discussion themselves.

• • Suchman’s Inquiry Model
    • Based on assumption that strategies used by scientists can be used as a teaching model especially in the study of science.

Procedures:

• • • Teacher determines & indicates the problem.
    • Teacher explains the inquiry process to solve the previous problem.
    • Students are guided to form hypothesis, follows by the collection of relevant data.
    • Students use collected data to test hypothesis, aim to formulate theorem, law, principle or theory.
    • Discussion & making inferences.
    • Teacher & students discuss together and analyse.