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Information Processing TIPR


How does the teacher work with the students' information processing systems to promote learning? For example, how does the teacher focus students' attention, help them rehearse new information, and encourage them to encode and transfer information? Evaluate the teacher's use of wait time as part of this process.

         My cooperating teacher focuses students' attention in many ways. One strategy she uses to target stimulus-driven attention is playing music during work time.While the students work on an assignment or are taking notes, the teacher will play one full song, and when the song ends, the teacher moves on with the lesson or activity. I have noticed that the students stay on task because they know that as soon as the music is over, they have to be ready for the next part of the lesson. Another strategy my cooperating teacher uses to target controlled attention is saying, "You need to know this for the test!" anytime an important concept would be discussed or anything. She also bolds and underlines the information needed for the test on the guided notes so the students can pay specific attention to that concept. She helps students rehearse information by lecturing about a concept for 10 minutes or less, and then has the students apply the information by participating in a class discussion or activity regarding the information they just learned. She does her best to have students participate in more than one activity per concept being taught so that they can make connections and explore the content from different perspectives. 
        A specific way that my cooperating teacher encouraged the students to encode information was providing them with a mnemonic device to remember the six essential nutrients. She shared with the class the rhyme that she came up with, and then assigned the students to come up with their own, and to share what they came up with. This activity encouraged the students to encode AND transfer information by coming up with a new mnemonic device on their own. 
       I read on http://www1.udel.edu/dssep/transfer/teaching_for_transfer.htm that we should not ask students to transfer information that they have not mastered. I think this is so important to remember because if the students are not fully understanding and learning the concept, we can't expect them to effectively transfer the information. I think with the mnemonic device example, it is smart to give students the demonstration of the rhyme my cooperating teacher came up with, to ensure that the students understand what is being asked of them and are given the resources to be successful with the transfer. Regarding my cooperating teacher's wait time, I think she does a great job at allowing the students to think critically and answer the questions she asks. 
        After reading the requirements for this TIPR I asked my cooperating teacher how long she usually waits after asking a question and she said that she will start to sing the ABC's in her head, and if by the time she gets to "P" the students haven't said anything, she will encourage the students to do their best to answer the question, and it's okay if they're wrong. Then she will continue the alphabet in her head, and almost every time, at least one student has an answer, right or wrong, to her question by the time she gets to "V".

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