Information Processing Information Processing and Memoryand Memory

66thth Grade GradeBy:By:

Shawna, Shawna,

Kristen, Kristen,

Alexis, and Alexis, and

EvelynEvelyn

AKIMEL A-AL MIDDLE SCHOOLAKIMEL A-AL MIDDLE SCHOOL

There are There are currently currently 1,182 1,182 students students enrolled at enrolled at Akimel Akimel Middle SchoolMiddle School

STUDENTSSTUDENTS American Indian &

Alaskan Native – 22 students (7 Males/15 Females)

Asian & Pacific Islanders – 80 (34 Males/46 Females)

Hispanic – 115 (69 Males/46 Females)

African American – 75 (34 Males/41 Females)

Caucasian – 789 (373 Males/416 Females)

TASK 1 – Observation TASK 1 – Observation

AttentionAttention Touching the student’s shoulderTouching the student’s shoulder Make eye contact and nodMake eye contact and nod Tapping finger on book or desk to follow Tapping finger on book or desk to follow

alongalong Calling student’s name out loudCalling student’s name out loud Counting down from 5 to 1 on either their Counting down from 5 to 1 on either their

fingers or out loudfingers or out loud Provide praise to students paying attentionProvide praise to students paying attention

TASK 1 - ObservationTASK 1 - Observation

ComprehensionComprehension Asking questions after instructionAsking questions after instruction Asking questions to review lesson after Asking questions to review lesson after

completioncompletion Going over their work in workbooksGoing over their work in workbooks If a good percentage of the class didn’t If a good percentage of the class didn’t

do well on an area of the test, the do well on an area of the test, the teacher would go back over the contentteacher would go back over the content

TASK 2 – Interview the TeacherTASK 2 – Interview the Teacher

Great deal of concern regarding Great deal of concern regarding memory strategies memory strategies Notifying of quizzes – no POP quizzesNotifying of quizzes – no POP quizzes Using resource teacher/student aidsUsing resource teacher/student aids Using mnemonic devicesUsing mnemonic devices Remind them to study for a testRemind them to study for a test Organizers, flashcards, color coding, and Organizers, flashcards, color coding, and

acronymsacronyms

TASK 2 – Interview the TeacherTASK 2 – Interview the Teacher

Study groups – different cognitive levelsStudy groups – different cognitive levels Peer tutoringPeer tutoring RepetitionRepetition Reviewing – spelling, vocabulary, etc.Reviewing – spelling, vocabulary, etc. Correcting their own mistakes – self Correcting their own mistakes – self

editingediting Come into class to study – before, after, Come into class to study – before, after,

or at lunchor at lunch Classroom WebsiteClassroom Website

TASK 3 – Interview the StudentsTASK 3 – Interview the Students

0

5

10

15

20

25

30

35

Overview of All Classes

Taking Notes

RereadingMaterial

Study Guide

TASK 3 – Interview the StudentsTASK 3 – Interview the Students

WebsiteWebsite Study guides, class notes, Power Points, Study guides, class notes, Power Points,

games, educational websites, etc.games, educational websites, etc. Visual LearningVisual Learning VocabularyVocabulary

Using words throughout lessons to give Using words throughout lessons to give examples of definitionsexamples of definitions

Formative assessment before summative Formative assessment before summative assessmentassessment To see if they need to go back over any area To see if they need to go back over any area

TASK 3 – Interview the StudentsTASK 3 – Interview the Students

Memory strategies learned from past Memory strategies learned from past teachers and current teachersteachers and current teachers

Before a test or quiz takes time to Before a test or quiz takes time to answer questions students may haveanswer questions students may have

Both students and teachers agree Both students and teachers agree that repetition is bestthat repetition is best Rereading materialRereading material Studying study guidesStudying study guides

Problem StatementProblem Statement

Now that we have Now that we have discovered this, discovered this, what more can we what more can we learn about memory learn about memory and how information and how information is retained so that is retained so that we can uses it to we can uses it to benefit our benefit our students?students?

Anxiety-StabilityAnxiety-Stability

Information Processing IndexInformation Processing Index 12-13 Year olds12-13 Year olds UKUK Computer basedComputer based Train – Colored CartsTrain – Colored Carts 0 – 5 scale0 – 5 scale

0 being completely unstable0 being completely unstable 5 being completely stable5 being completely stable

Relative Pleasure of ConsequencesRelative Pleasure of Consequences

Educational PsychologyEducational Psychology

Memory and know to be trueMemory and know to be true Storage knowledge and Storage knowledge and

generation learninggeneration learning Perception and Interpretation Perception and Interpretation 55thth, 6, 6thth and college students and college students

Summarize article in one Summarize article in one sentencesentence

Promoting Independent LearningPromoting Independent Learning

Middle School : 10-13 Years OldMiddle School : 10-13 Years Old Independent LearningIndependent Learning

Having students find the best method for them to Having students find the best method for them to retain informationretain information

Three Main ProblemsThree Main Problems Do not engage on their ownDo not engage on their own Not instructed in the proper wayNot instructed in the proper way Some teachers discourage independent learningSome teachers discourage independent learning

Survey for resultsSurvey for results Repeating or rereadingRepeating or rereading DistractionsDistractions

Quizzing and Cognitive LearningQuizzing and Cognitive Learning

Cognitive LearningCognitive Learning QuizzingQuizzing

to promote participation in the classroomto promote participation in the classroom to motivate students to attend classto motivate students to attend class

Elements for understandingElements for understanding generation, motivation, attention, and generation, motivation, attention, and

memorymemory Reading comprehension quizReading comprehension quiz

No quiz, in-class comprehension quiz, and No quiz, in-class comprehension quiz, and in-class generative learning quizin-class generative learning quiz

Generative processing scored higherGenerative processing scored higher

SolutionSolution Benefits of memory Benefits of memory

strategiesstrategies Repetition and higher Repetition and higher

level or thinkinglevel or thinking Student/teacher feedbackStudent/teacher feedback

Assessments to measure Assessments to measure students’ cognitive abilitiesstudents’ cognitive abilities

Need help from teachersNeed help from teachers No distractionsNo distractions

SolutionsSolutions

Teachers to instruct Teachers to instruct students effectively on students effectively on proper memory proper memory strategies and practice strategies and practice these strategies with these strategies with studentsstudents

Peer-collaboration when Peer-collaboration when using memory strategiesusing memory strategies

Quizzing using questions Quizzing using questions that promote higher-that promote higher-level thinking skillslevel thinking skills