The information processing theory, a model of learning and memory, has three key factors: the sensory register, working memory, and long-term memory; regardless of the phase in the process, the learner is in control (Slavin, 2015, p.124). The research conducted for this theory has greatly impacted instructional strategies and models utilized in today's classroom.
The sensory register component is dictated by the senses, and the information obtained during this stage is short-lived unless one purposefully retains it. The working memory, also known as short-term memory, holds any thoughts a person is conscious of having. As the name states, the information is not held long; this stage is "where the mind operates on information, organizes it for storage or discarding, and connects it to other information" (Slavin, 2015, p.127). A person's long-term memory has a large capacity for holding information and strategies.
Long-term memory can be categorized into three different sections. Episodic memory is where a person stores personal experiences, and procedural memory is the component that remembers how to do something. The semantic memory is the compartment that holds "facts and generalized information... concepts, principles, or rules and how to use them... problem solving skills and learning strategies" (Slavin, 2015, p.129). If a teacher intentionally creates an opportunity for a learning event (project, play, simulation, etc...), then the student's episodic memory will help to retain the information learned. Information in the semantic memory is organized by schema; teachers should share strategies for students to better organize data for easier retrieval.
Active learning is necessary in a progressive classroom; "instructional strategies that actively involve students in lessons contribute to long-term retention" (Slavin, 2015, p.132). Distributed practice does make improvement, and students benefit from doing and creating. Example strategies that educators can teach include paired-associate learning, the loci method, mnemonic devices, and initial-letter strategies. Other metacognitive strategies include taking practice tests, note-taking, underlining, summarizing, and advanced organizers.
Students in a classroom are so diverse. Therefore, the role of a teacher is to introduce multiple strategies so that students can use what is best to retain the information presented. In order for learning to be meaningful, students should be able to connect with prior knowledge and then actively participate in the learning process.
Reflection
The information shared in chapter six seems God-ordained. As I reflect on the past school year, looking for ways to improve, the strategies presented in the text provide me fresh insight on the workings of my classroom. Knowing that distributed practice is beneficial for retention confirms that our method of spiral homework is best and should be continued. The benefits also encourage my idea of students daily completing more spiral work in a class center. With more rigorous high-stakes tests, students are now required to explain math concepts, not just solve problems. My desire to write more in math because of testing is also supported by the fact that "writing the content they are learning helps them understand and remember it" (Slavin, 2015, p.149). Writing will aid in information retention. Even knowing that silly little acronyms or sentences for helping students remember steps or the order of information is a helpful strategy. For example, I use initial-letter strategy when teaching metric measurement conversions (King Henry Does Usually Drink Chocolate Milk).
For math fact fluency, rote learning must occur, but distributed practice helps a student retain the facts. In addition, Paivio's dual code theory supports my desire to incorporate incremental rehearsal techniques with flashcards; the visual and verbal aspects of the theory will help students with automaticity. My plan is to spend time at the beginning of the year teaching the strategies before implementing a tool of measurement; students need to be equipped before I hold them accountable.
My takeaway from chapter six is that I must equip my students. If I want to promote a culture of lifelong learners and present content in a meaningful way, I need to prepare my students with strategies for success. I must be cognizant of presenting information to students in a way that makes it to long-term memory.
References
Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA: Pearson Education.
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