Information Processing Model

Why do our memory have? Information-Processing Model of Memory Atkinson & Shiffrin’s Model of Memory Storage (1971)
 * Information-Processing Model of Memory
 * 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.

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.

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:-
 * Gagne’s Information Processing Model
 * 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.

6 steps:
 * Social Inquiry Model
 * 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.

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

Procedures:
 * 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.
 * 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.