Information Processing- designs lessons around principles
of meaningful learning and to teach students how to learn
more effectively.
Students will be unable to formulate a rational approach to
learning and studying because they will be forced to guess
about these features.
This theory holds that material not attended to is not
processed, and material that is not processed is not stored
in memory.
Research studies have repeatedly found that students learn
and recall more information when it is presented in an
organized format and meaningful context.
A method for organizing and spatially representing the
relationships among a set of ideas is concept mapping.
When students struggle to master the information they are
expected to learn, the problem sometimes arises simply from
an excess of information being presented to them at once-
that is, from too great external demand.
Direct Instruction - is if a students has not learned, the
teacher has not effectively taught.
This approach calls for the teacher to keep students
consistently engaged in learning basic skills and knowledge
through the design of effective lessons, corrective feedback,
and opportunities for practice.
Focusing almost all classroom activity on learning basic
academic knowledge and skills.
Having the teacher make all instructional decisions, such as
how much material will be covered at one time, whether
students work individually or in groups, and whether
students work on mathematics during the morning and social
studies during the afternoon.
Keeping students working productively toward learning new
academic knowledge and skills as much as possible.
Maintaining a postitive classroom climate by emphasizing
positive reinforcement and avoiding the use of aversive
consequences.
Self- Actualization- help students develop
their potential by satisfying their needs
It cannot occur until the more basic physiological, safety,
belonging, and esteem needs have been satisfactorily met,
and teachers can play a critical role in helping students meet
these needs.
Learning occurs best when the students is convinced that
Information Processing Humanism the teacher accepts the students for what he or she is and is
there to help the student succeed.
The type of student this would not benefit would be is a
student that does not really care for other peoples
perspective of their self.
What I would use in my teaching is giving the student's
constructive feedback instead of harsh. It avoids humiliation,
embarrassment, and fear.
What I would not use in my teaching is giving my student's
the idea that other children's self esteem does not matter.
Instructional Approach
Cooperative Learning- an effective way to expose students
to peers who may have different views about the "right" way
to do something or the "truth" of some matter and help them
forge a broader understanding that is acceptable to all
members of the group.
Problems can be challenging either because the correct
answer is not immediately apparent or because there is no
correct answer
Students should, under the right circumstances, be able to
work more independently of the teacher than they typically
do.
Behavorism Teachers have to teach students how to work productively in
Constructivism collaborative activities even though some students may be
uninterested in or even opposed to working with others.
Teachers must guide students to choose meaningful projects
or issues to investigate that are sufficiently complex,
intellectually challenging, and related to the theme of the
particular subject under study.
Teachers need to know how to use a wide range of
alternative assessment devices, such as interviews,
observations, student journals, peer reviews, research
reports, art projects, the building of physical models, and
participation in plays, debates, and dances.