Allison Hardin
EDU 542
CBU Summer 2019
Dr. Pike
Theory Information Processing
Traits
1.Theoret Information Processing
ical - Discusses the mechanisms through which
Basis learning occurs focusing on the aspects of
memory encoding and retrieval
Three stages to information processing
- Sensory memory, short-term memory, long-
term memory
Information made available by the environment
is processed by a series of processing system
example, attention, perception, and short term
memory
● Information is gathered from the senses
(input), stored, and then processed by the
brain. Which will lead to bringing a
behavioral response (output).
● Information is expanded on and processed
Personal Evaluations
Provide your personal evaluation and experience for each
category applicable. Explain how learning happens
through reflecting on theory traits.
● The integrative model helps organize bodies of
knowledge including textbooks, databases, graphic
organizers, and spreadsheets. Students will be
participating in “active learning” and construct
meaning mentally and socially.
● Students understanding entails explaining what
they know, interpret what they know, apply their
knowledge to learning to novel situations, have a
point of view, empathize by valuing others points of
views, and demonstrate metacognitive awareness.
● Successful learning happens by understanding the
learning experience.
 in a variety of ways. This is done through
perceptions, attention, labelling, and
meaning. Each of these will affect the ability
to access the information and is dependent
on how well the information is learned.
Cognitive (Metacognition, Process and Product
Orientation)
- Metacognition encompasses subjective
experiences or feelings that arise when a
mental operation is performed.
- Metacognitive knowledge: about
oneself, tasks, and strategies.
- Metacognitive experiences: feelings
of familiarity, difficulty, knowledge,
confidence,
- and satisfaction.
- Metacognitive skills: time allocation,
and planning.
Cognitive-It is important that the teacher is
aware that it takes time. Make sure not to
overkill but enough time devoted to the
lesson.

2.Theoris Anderson, Bruner, Ausubel, Gagne, Taba, ● Bruner- Studied how humans think and learn
ts Gordon, Craik & Lockhart about concepts by developing the Concept
Attainment model. Learning happens in a series of
steps; processing, synthesize, categorize, and
apply. Students learn in a variety of steps in order
to have them think at a higher level, we must first
 teach them the ground work in smaller portions.
Concept attainment model is used when learners
are looking for a way to distinguish what is an
example and non-example. Bruner models serves
as a foundation of how we teach today.
● Taba - developed the Concept Development model
to expand the students' understanding of concepts
by challenging them to categorize, develop, extend,
and refine their notions of the concept. She did this
over a 10-year period, where she developed,
tested, and evaluated the social studies curriculum
in grades K-8. Advocate for teaching concept and
reasoning. A model is used because of the ability to
support the needs of a diverse learner.
● Anderson- known for cognitive architecture,
adaptive control of thought- rational. This theory
focuses on memory structure. Researcher on
intelligent tutoring system. ACT-R is a way for
specifying how the brain itself is organized in a way
that enables individual processing modules to
produce cognition. This model has further looked
into neural processes of people while they are
solving complex problems such as algebraic
equations. He and colleagues generated a cognitive
model that predicted that while students were
solving algebraic equations, neuroimage would
show increased activation in a number of
predefined regions. Further predictions confirmed
 that this increase in activation would diminish as
students acquired proficiency in solving these
problems. Vocabulary acquisition model when
teaching factual or conceptual knowledge. This will
help students understand how to apply the
knowledge.
● Ausubel- This theory is focused on how individuals
learn large amounts of meaningful material and
verbal/textual presentation in school settings.
Learning is based on the children of superordinate
representational and combinatorial processes that
occur during the reception of information. A primary
process in learning is subsumption- material is
related to relevant ideas in the existing cognitive
structure on a substantive, non-verbatim.
● Gagne’s 9 events of instruction
○ This theory is focused on different outcomes
that are supported by different learning
conditions structured using the 9 events of
instruction.
○ The 9 events are as follows:
1. Gain attention
2. Note learning
3. Connect to prior learning
4. Present content
5. Offer organizational scheme
6. Allow practice
7. Offer feedback

3.View of Fixed body of knowledge to acquire,
Knowled Stimulated from outside,
ge Prior knowledge influences how information is
processed
● Teachers will build on their students’ prior
knowledge with the use of technology and
further teach them different programs
through modeling and scaffolding.
● Prior knowledge is critical in determining
what impact a visual representation will have
on learner’s cognitive structures and
processes.
● Cognitive load theory provides a theoretical
foundation for designing instructional
materials to best enhance learning.
8. Assess performance
9. Provide varied practice
Gagne-9 events of instruction-Gain attention, inform
the learners of objectives, stimulate recall of prior
learning, present the content, provide “learning
guidance,” elicit performance (practice), provide
feedback, asses performance, enhance retention, and
transfer for the job.
● Craik & Lockhart - Believed that the depth of
mental processing affected the function of memory.
It was the first model to show that memory is
actually improved when it undergoes deeper
processing.
How does this look in school setting?
● Teachers must use materials that accommodate
those with visual, auditory, and/or kinesthetic
learners. Such as manipulatives, videos, and
picture walks.
● Students construct their own understanding of
concepts, teachers should teach students to think
by structuring meaningful learning experiences,
curriculum should consist of “three blocks of
knowledge- key concepts, organizing facts, and
specific facts”
● Teachers will need to activate students’ prior
knowledge to help enhance the student’s
capabilities to process new knowledge.
Differentiation is important for lessons and making sure
 ○ Learning can be hindered of the that all students are able to work at their pace and process
instructional material overwhelms a knowledge accordingly. With differentiation teachers can
learner’s cognitive resources. also keep student interest on the topic at hand.
● Prior knowledge is essential to engaging the
students into the lesson because they are
able to relate the information to past
experiences, which then carries onto future
learning.
● It is important that the teacher gains/access
previous knowledge from students. This will
allow students to make connections.
Following CLT it is important that a teacher
makes sure that students are not overloaded
with information. If students are
overwhelmed this will inhibit learning. All of
this will help students build upon and
establish knowledge.

4. Acquisition of facts, skills, concepts, and
Learning strategies
● Students are taught thinking skills
independently, developmentally, and
systematically by practicing listing, grouping,
labeling, and regrouping ideas
● Concept development promotes students
understanding of abstract concepts,
enabling learners to draw from prior
experiences they have had with the concept
being explored. Students are able to revisit
● By synthesizing students will understand the
concept by creating a generalization about it based
on their thinking. They will be asked to examine all
of the groups and their labels.
● Teachers should incorporate different strategies for
students to be actively learning in the classroom.
Active learning will have a positive impact on the
students’ ability to process new concepts.
● The two processes to move information into long-
term memory are elaboration and distributed
practice (referred to as a periodic review in the
 the experiences. Students are able to
structure their analysis as they look for
patterns and compare and generalize about
them.
● Promote engagement of students in an
active learning, foster communication to
clarify misunderstandings in the classroom,
and incorporate assessments as a learning
activity.
● Acquisition of facts, skills, concepts, and
strategies. This is done through hands on
learning and allowing students to be able to
process what they are learning. Also helps
with the development of critical thinking
skills and teach using Bloom’s taxonomy.
● Occurs through the effective application of
strategies
● Integrative model is used for conceptual
knowledge, students begin the learning of
factual knowledge and then continue to use
knowledge to make a greater connection.
● Parts of this theory is best known for
teaching concepts and conceptual
knowledge with clearly defined attributes;
while other parts are known for best
teaching factual, procedural, and
metacognitive knowledge.
direct instruction model)
Support for 21st century learning
● Fosters inquisitiveness and development of
organizational skills
● Supports ability to classify, think flexibly and make
generalizations
● Encourages recognition of relationships and
understanding of concepts
● Promotes inductive reasoning, skills of observation,
and recognition of patterns and details
● Allows practice with convergent and divergent
thinking
● Fosters interaction with and skills for making sense
of content materials
● Cultivates strategies for deep learning of content
● Supports ability to draw conclusions and make
connections
● Encourages ability to examine, analyze, and make
sense of large amounts of materials
5. Transmission, Guide students toward more
Teaching “accurate” and complete knowledge
● Teachers should select and organize access
to source materials, conduct assessments,
develop divergent and convergent
questions, and plan for closure and
application.
● Self-regulation is a style of engaging with
tasks in which students exercise a suite of
powerful skills, setting goals for upgrading
knowledge. It could become necessary for
students to adjust, abandon initial goals,
manage motivation, and adapt to achieve
their goals.
6. Role of Teach and model effective strategies
Teacher Activate prior knowledge
Giving student breaks
Allow for processing- give students time to
think
The role of the teacher is to use strategies that
enhance the students’ ability to recall old
information and to transfer information to long-term
memory
Consistently assess student knowledge and teach
to match the needs of their students.
The teacher should always give time for students to
process the information. The teacher provides the
information but allows the students to apply and
● The concept development model works best when
the teacher intends to develop the students
understanding of the concept with which they
already have some familiarity.
● The goal is for students to be able to self-regulate
and set and achieve their own goals by managing
their own abilities.
● To help with overloading information and not
enough processing, teachers can focus in on critical
elements that are important for students to know.
● Leaving time in the lesson for repetition and review
is key for students to clear up any
misunderstandings and master skills.
● Teachers want to help students become more
aware of their content knowledge, thinking skills,
and the rationale for their actions. Therefore,
students should be required to share this thinking
aloud or record it in written or audio form so they
can reflect at a later time.
● Teachers need to be able to move at the pace of
the students. This will help prevent students from
falling behind. It will give students the opportunity to
process the information that is being delivered.
 make connections to prior knowledge.
Correct misconceptions
● Teachers should have a rational set;
purposefully selected and organized group
of examples and nonexamples that stimulate
the students' thinking. This will ensure that
students have appropriate structure and
challenge for their learning.
To guide students to an accurate understanding it
is important that students have examples. These
are examples and not examples. This will allow
students to understand what they are supposed to
be working towards.

7. Role of Not necessary but can influence information
Peers processing
● Students should be collaborating with one
another as they are able to contribute their
own perspectives and findings with their
peers
● Students should be given the opportunity to
interact with their peers to discuss findings,
ask questions, and present any concerns
they may have.
● Working peers allows for students to
organize their thoughts, and possibly
reorganize their thoughts once they speak
out loud.
● When students learn together and from one
● Students can ask others in their small groups to
explain their groupings and labels that were created
them during the Concept Development model.
● There will be times where students will be more
comfortable discussing certain ideas and thoughts
with their peers then their teachers. Students
should be encouraged to have conversations with
their peers.
● Peers do not play a vital role, but they can enhance
the learning experience for one another, working
small groups allows them to work through the many
specific struggles that students might be having.
 another it will them understand and acquire
knowledge. This also allows students to
practice what they have learned. This will
help build self-esteem and result in more
involvement.

8. Role of Active processor of information:
student ● The student’s brain brings in information,
manipulates it, and stores it ready for future
use. This is referred to as the learning
aspect.
● The student takes in information which is
briefly stored as sensory storage; then
moved to the short term or working memory;
and then either forgotten or transferred to
long term memory.
Strategy user, Organizer and reorganizer of
information, and Remember
● Organize the information presented.
● Participate in class discussions.
● Monitor their own thinking processes.
● Focus on only a few things at a time.
● When you learn something new that
resembles something you already know,
focus your attention briefly on both the
aspects that are similar and the aspects that
are different. Be sure you can tell them
apart.
● The concept attainment model supports students
understanding through allowing them to
interactively look deep into samples and use prior
or current knowledge of a topic or lesson to make
connections.
● Active processor of information addresses how
children grow and their brains mature advancing
their ability to process and react to the information
that was received.
● In the classroom, students need to find out what
skills will be important to help you understand later
information. They need to practice these skills until
they become second nature.
● Students also need to become active in the learning
process. This means to underline, draw diagrams,
and outline important ideas when they study.
 ● Try to make sure you understand the
information clearly and correctly before you
practice it.

Concept Attainment: The students record attributes

of examples or non-examples being discussed.
● Students must apply knowledge of their
understanding and apply this knowledge by
changing or creating other examples on the
topic.

9. 3-5 Big List several Big Ideas that inform your Explain Big Ideas and how you applied them.
ideas in instructional planning you have developed
theory based on this theory. As students begin to come up with examples of a subject
concerni or topic, they will begin to make connections and soon can
ng This is an excellent example of a theory and model generalize. For example, a second-grade student learning
teaching to use for students to make generalizations. shapes will begin to think of examples or non-examples of
and circles and soon can generalize a “donut” is a circular
learning Students begin to use examples and nonexamples shape.
that you to come up with a theory for their learning as to
will apply what they believe to be true about something. ● Teachers will need to make sure they have the
in your students’ attention so they can help them make
professio ● The transferring of long-term memory is connections between new material and what they
nal important as students will need this prior already know.
practice. knowledge to advance in further lessons. ● With the information received, it will either be
Information cannot last in short term placed into short-term, long-term, or working
memory because it will result in cognitive memory.
overload. ● Hints and reminders can help us retrieve
● Teachers can help students that are information from long-term memory.
 experiencing information overload by
highlighting essential elements and
prioritizing.
● Hints about how to think or behave often
facilitate performance.
● Learning is more likely to occur when
learners pay attention to the information to
be learned.
● The close contiguity of events increases the
likelihood that learners will associate those
events with one another.
10. How does Growth Mindset develop in this
Growth theory?
Mindset: ● The brain is similar to an information
Explain processor. The mind has the ability to grow,
in this adapt, and learn. A growth mindset would
theory not be possible if the brain did not have the
ability to grow.
● Intelligence can be expanded when students
work hard and strive for improvement.
11. Explain the type of assessment that is most
Assessm appropriate for each theoretical view of
ent Type learning
Informal assessment is the most resourceful tool to
utilize with concept attainment because teachers
● Sensory information goes into sensory
memory/sensory register then to short-term/working
memory
● Information received by several senses is more
likely to be permanently encoded.
● A growth-mindset aids student in the learning
process by providing the confidence that they might
not know they have the potential to grow and learn.
It gives students control over their education which
can lead to a desire in learning. Teachers with a
growth mindset believe that the ability to learn and
be successful lies in all students.
● Growth mindset is built through practice and
feedback given by the teacher. This can look like
praise through effort praise- giving students
opportunity for performance improvement.
Teachers should be assessing students to find whether
students grasp and understand the standard or lesson.
Students should be responding to questions and finding
examples or non-examples to support their thoughts.
● Students listen carefully to the information that is
 can monitor the room, use open ended questions, given throughout a lesson and engage to enhance
and gage students understanding based on the learning process. Once teachers have checked
engagement and student conversation. for understanding, the information can be stored for
future use.
● Formal assessment such as a written
informational paragraph would be
appropriate for information processing.
Information is stored in the brain and ready
to be retrieved at any time.
● Summative assessments or a final
evaluation such as a final project would also
be appropriate for information processing
theory. A summative assessment would
evaluate the student learning at the end of a
unit based on the stored information in the
brain.

12. Design a perfect assignment for this theoretical Students should be engaged in questions that probe their
Perfect perspective. It must also be brain compatible thinking and allow them the opportunities true based on
Assignm for long term memory. the text or research used in the lesson.
ent
Concept Attainment: A Venn diagram for a history ● Teachers can help students’ store this information
assignment that allows students to make connects in long term memory for future assessment by
and fin examples and non-examples through chunking, scaffolding, interacting, pacing, and
comparing similarities and differences of a topic. monitoring.
(American Revolution, Literature Story, Science
food chain, etc.)

● Informational paragraph: Students can

 produce an informative paragraph using
prior knowledge by recalling facts and
definitions to support the organization of the
task.

13. Design a perfect assessment for this theory for A good assessment should come at the end of the lesson
Perfect long term memory. and should ensure students are learning and connecting
Assessm their ideas back to the topic because discussed.
ent The Venn diagram discussed above can be a
formative assessment and graded based on ● Teachers can use assessments to provide timely
students examples and connections using a rubric. feedback, encourage critical thinking, and provide
students with examples for success, as well as
● The informational paragraph can be improving quality of instruction.
assessed through a rubric that evaluates the
learning process. The rubric will depend on
the criteria used to complete the
assignment.

14. Long How does learning get into long term memory
Term through the use of this theory?
Learning
Information processing allows students to
determine underlining factors through conversation
and interactive lessons.
Students are beginning to make connections and
learn to back up their understanding with examples
or non-examples that they are learning by being
engaged in questions and responding with their
Information processing allows students to learn how to use
examples of what they find to connect to their
understanding about a topic. Students are enhancing their
conceptual understanding by making connections and
using evidence they find to be true.
● Teachers can help students improve the process of
learning into long term memory by providing
multiple teaching strategies, allow students to make
mistakes, active reading, and practice.
 peers.

● Learning and memory depend on each other

because knowledge that is stored in memory
provides the ability to learn new information.
● Information must be transferred to from the
working memory in the hippocampus to the
brain’s cortex where it is stored long term.
This supports that good sleep improves the
memory process.

15. How does a specific lesson model in this theory ● When students have demonstrated understanding,
Lesson get learning into long term memory? the teacher can decrease the support allowing the
Model/lo ● The Direct Instruction Model can assist information in the brain to transfer to long term
ng term learning into long term memory by memory.
learning introducing new content, presentation and
and demonstration, and guided practice.
Memory ● The cognitive process involved in long term
memory is done through converting
collected data (known as encoding),
followed by information storage, the recalling
of information piece is key.