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Two kinds of learning:
- Simple – involves associating terms and acquiring them through rehearsal (e.g. memorizing grocery list, name of capital cities, etc.)
- Complex – involves understanding, reasoning, and critical thinking (e.g. digestive processes, chemical reactions, etc.)
Two types of Rehearsal:
- Maintenance rehearsal – shallow encoding; direct recycling of information in order to keep it active in STM (verbal repetition); retention is limited in this kind of encoding; highly efficient for a short-while; e.g. taking down someone’s telephone number; seldom last long L
- Elaborative rehearsal – information to-be-remembered is related to other information; deeper or more elaborate encoding activity; leads to high level of recall; sometimes, information can be broken into component parts and related to what one already knows
Strategies for encoding complex information:
Schema activation
› Instructional techniques designed to bring to mind students’ relevant knowledge prior to their encountering new information
› New knowledge is built on prior knowledge (bridging what they already know and what they want to know)
› KWL method
Guided Questioning
› Asking and answering questions about a text or teacher-presented information can greatly improve comprehension (hence, improve memorization and learning)
› Allows students to think about, discuss, compare and contrast, infer, evaluate, explain, justify, synthesize, etc.
› Guided peer questioning
Levels of Processing
› What learners DO as they encode new information matters a great deal!
› Memory/learning depends on depth of processing
- Deep processing= processing centered on meaning (e.g. read ‘something’ and talk to the class about it without referring to any material, in one’s own words, etc.)
- Shallow processing= keying on superficial aspects of new material (e.g. underline new words in the book, and look up for their meaning)
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