3.
Building on What We Know -
Cognitive Processing |
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“We process
information, efficiently or inefficiently depending on what
the context is, whether we can hook it to what we’ve learned
before, whether there’s some advanced organizers that let
us know where the information is heading, and we also tend to
process differently, some of us more orally, some more visually,
some more kinesthetically. If teachers understand how people
process information, they can organize information in the classroom,
so that there’s a better chance that in fact, students
will understand it, and will have a way to remember it, use
it, and apply it in a variety of situations.”
Linda Darling-Hammond |
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Key Questions:
- How do we process information so that we can use it effectively
later?
- How can teachers organize learning to support student
understanding?
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Learning Objectives:
- Information processing – Teachers
will understand how information is received, organized,
and remembered.
- Associations and connections
– Teachers will become familiar with strategies for
helping students to make associations and draw connections
among concepts and for enhancing memory and information
use.
- Novices and experts –
Teachers will understand how experts and novices differ
in how they solve problems and use knowledge. Teachers will
consider how to organize instruction to encourage the development
of expert strategies.
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Video
Program
The role of prior knowledge, expectations,
context and repetition/practice in both processing and
using information and making connections are covered
in this episode. Fe MacLean, a first grade teacher at
Paddock Elementary School, Milan, Michigan, and Sandie
Gilliam, a ninth and tenth grade mathematics teacher
and Kris Neustadter, a special education teacher at
San Lorenzo Valley High School, Felton, California,
are featured in this episode. Stanford University professor
Roy Pea augments the teachers' segments with expert
commentary.
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Error - unable to load content - Flash
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Key Terms - New in this
Session
automaticity
cognitive
processing
cognitive
psychologists
conceptual
understanding
expert
knowledge
hierarchical
presentation strategy
mapping
mediation
mental
models
neuroscientists
novices’
knowledge
overlearning
schemas
top-down
presentation strategy |
Go to related support materials
Next Session: 4. Different Kinds of Smart
– Multiple Intelligences
Previous Session: 2. Learning As We
Grow – Development and Learning
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