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Module 10 Facilitating Learner Centered Teaching

The document discusses information processing theory and its implications for teaching. It describes how human cognitive processes like acquiring, storing, and retrieving information are similar to how computers process information. While computers are linear digital processors, the human brain is a distributed neural network that allows for fuzzy, non-exact computations. Finally, the document provides examples of teaching implications based on the different stages of information processing, like encoding, storage, and retrieval.

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Lou Jane Yesca
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1K views

Module 10 Facilitating Learner Centered Teaching

The document discusses information processing theory and its implications for teaching. It describes how human cognitive processes like acquiring, storing, and retrieving information are similar to how computers process information. While computers are linear digital processors, the human brain is a distributed neural network that allows for fuzzy, non-exact computations. Finally, the document provides examples of teaching implications based on the different stages of information processing, like encoding, storage, and retrieval.

Uploaded by

Lou Jane Yesca
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Facilitating Learner-Centered Teaching

Module 10 – Information Processing

Learning Outcomes
1. Describe the processes involved in acquiring, storing and retrieving knowledge.
2. Cite educational implications of the theory on information processing.

Activity:

Brainstorm on how you can liken man’s cognitive processes, like acquiring information,
putting them to memory, remembering, etc., to that of the functioning of a computer.

Analysis:

1. In what ways are our cognitive processes like the functioning of a computer?
 In cognitive psychology, we see the terms working memory for actively processing
information, and long-term memory for storing information. Sounds a lot like RAM
and hard drive storage. This way of looking at the human mind perceives human
thinking as information processing, much like how computers process information.

2. In what ways are our cognitive processes differ from the functioning of a computer?
 A computer is a linear digital processor. Even though now they have multiple
CORES, that’s really just a faster way to still be linear. Which means it only executes
a set of specific instructions, in order, like following a recipe.
Our brains, by comparison, are distributed neural networks. Which is like having a
BILLION little linear processors ALL working on very tiny parts of cognition at the
SAME time.
In addition, being digital means that a computer, at its core, really ONLY understands
polarity. Yes/No, On/Off…
While human cognition is FUZZY… It inherently does only INEXACT
computations.. But, thanks to learning math, we can use those to make exact ones.

3. Can a computer perform all our cognitive processes? Explain your answer.
 Computers can take in and process certain kinds of information much faster than we
can. They can swirl that data around in their “brains,” made of processors, and
perform calculations to conjure multiple scenarios at superhuman speeds. ... On the
other hand, humans are still superior to computers in many ways.

Abstraction:
Application:

1. Cite a teaching implication of the information process given in the Table below. One is
done for you.

Process Teaching Implication/s


1. Information is received through the senses. 1.1 Be sure that the learners’ senses are
functioning well.

1.2 Helping the learners to use their senses


properly in acquiring information and process
that information to become long term
knowledge.

2. If information is not relevant, it decays. 2.1 Feeding the learners with appropriate
information needed for long term storing of
memory.

2.2 The learners must be motivated by


keeping them in rehearsing the acquired data
to retain the information.

3. If information goes to the short term 3.1. The newly acquired information of the
memory and if given attention and is found to learners must be given an attention so that it
be relevant, it is sent to the Long Term may send to the Long Term Memory.
Memory.
3.2 The teacher should teach the learners of
the methods for increasing retrieval of
information to minimize the inability of
accessing the information.

4. If the information is not properly encoded, 4.1 The teacher should properly encode the
forgetting occurs. information to the minds of the learners

4.2 The teacher should inspire the learners in


assessing themselves to bring the information
to their consciousness or the necessity to get
their attention to it.

5. There are methods to increase retrieval of 5.1 Teaching the learners with Mnemonic-
information when needed. memory techniques will increase the learners’
knowledge retrieval.

5.2 Teacher should initiate lesson and test


rehearsal for increasing retrieval of
information.

Assessment Task:

1. Describe the processes involved in acquiring, storing and retrieving knowledge.


 Human Memory is the processes that are used to acquire, store, retain and later
retrieve information. It involves three domains: encoding, storage, and retrieval.
Encoding is the process of getting information into memory. ... Retrieval is the
process of getting information out of memory.

2. Cite educational implications of the theory on information processing.


 Information-processing theory has definite educational implications for students with
learning and behavior problems. Teachers with a greater understanding of the theory
and how it is formed to, select learning strategies in order to improve the retention
and retrieval of learning.

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