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#1 Explain the contemporary information processing model.

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#1 Explain the contemporary information processing model.

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Unlike the early model of processing, this model does not exist in stages but rather in phases. Contemporary Processing addresses cognitive and motivational factors like goals and values to help construct and process information that is in line with ones own values. This model reflects learner control and self- regulation.

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#3 Attention - is it a conscious process? Explain why or why not.

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#3 Attention - is it a conscious process? Explain why or why not.

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Attention is not always conscious. However, it CAN become more conscious as our processing is increased and inputs go into working memory. Conscious attention IS needed for learning as it affects rehearsal within working memory and works to integrate knowledge into long term memory.

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#5 Why does it benefit teachers to forewarn students of the attentional demands required to learn content?

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#5 Why does it benefit teachers to forewarn students of the attentional demands required to learn content?

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When teachers do this they can be a little more sure that students are prepared for the task(s) ahead. As a student I find that my own anxiety melts away when I know how I will need to focus my attention in a given class. The same is true about summaries at the start of a chapter. Students gain an understanding of what is important and what the writers hope to bring to your attention.

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References

Click the "References" link above to hide these references.

Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford Press.

Barkley, R. A. (1998). Attention-deficit hyperactivity disorder: A handbook for treatment and diagnosis. New York: Guilford Press.

Hallowell, E. M., & Ratey, J. J. (1994). Driven to distraction: Recognizing and coping with attention deficit disorder from childhood through adulthood. New York: Simon and Schuster.

Hallowell, E.M. & Ratey, J.J. (1994). Answers to distraction. New York: Pantheon.

Levine, M. D. (2002). Educational care: A system for understanding and helping children with learning problems at home and in school. Second Edition. Cambridge, MA: Educators Publishing Services, Inc.

Levine, M. D. (1998). Developmental variation and learning disorders. Second Edition. Cambridge, MA: Educators Publishing Services, Inc.

Ratey, J. J. (2001). A User's Guide to the Brain. New York: Pantheon Books.

Thomas, A., Thorne, G., Small, R., DeSanti, P., and Lawson, C. (1998). MindWorks... And How Mine Works: A book about learning and thinking, and learning how you think. Covington, LA: Center for Development & Learning.

Thomas, A., Thorne, G., & St. Germain, C. (2002). Learning Connections Training Binder. Sixth edition. Covington, LA: Center for Development & Learning.

Thomas, A., ed. (1997). PLAIN TALK ABOUT K. I. D. S. Cambridge, MA: Educator's Publishing Service.

Thomas, A., ed. (2004). Plain talk about kids: A summit on teaching and learning. Covington, LA: Learning Success Press.

Thomas, A. & Thorne, G. (2005). Learning Profiles Teacher's Binder. Covington, LA: Center for Development & Learning.

Thorne, G. & Thomas, A. (in press). Paying attention to attention. Covington, LA: Center for Development & Learning.

Thorne, G. & Lawson, C. (2005). Behavioral, academic and neurodevelopmental surveys. Covington, LA: Center for Development & Learning.

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15 Strategies for Managing Attention Problems

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Click the "References" link above to hide these references. Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford Press. Barkley, R. A. (1998). Attention-deficit hyperactivity disorder: A handbook for treatment and diagnosis. New York: Guilford Press. Hallowell, E. M., & Ratey, J. J. (1994).

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#7 How do the questions on these Reading/Review Assignment sheets affect the meaning and importance of other material within the chapter that is important, but not represented in the questions on the Reading/review Assignment sheet?

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#7 How do the questions on these Reading/Review Assignment sheets affect the meaning and importance of other material within the chapter that is important, but not represented in the questions on the Reading/review Assignment sheet?

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The questions generally get me started on what to consider as I read the chapter. As a routine, I read through the questions and answer as many as I can. Then, I read the chapter and finish answering the questions before I submit the assignment. I do this because the answers from my questions lead me to explore more about the topic. Here is an example: Number 5 lead me discovering how teachers keep students' attention by introducing a lesson by communicating attentional demands. THEN I was able to focus on OTHER ways teachers can maintain attention. "Other" ways include using signals, movement around a class, using gestures, and engaging students' interests. THEN I take time to think of ways that I have executed the topic of the questions. For example, I would keep transition times short often with a call and response to minimize distractions between one procedure and another. I would also incorporate fun warmups (as the chapter mentions in application 5.1) and use "fun attention getters." (see video)

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#9 Explain to me (as in, put it in your own words) the concepts of template matching, prototyping, and future analysis.

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#9 Explain to me (as in, put it in your own words) the concepts of template matching, prototyping, and future analysis.

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Template matching is a theory that states that people have templates stored in their long term memory that help them compare external stimuli with templates in order to identify an object. Template matching almost requires an exact match for each stimuli. Multiple variations would be needed; this could be overwhelming for the brain.
Prototyping describes a theory where abstract representations of stimuli in LTM are all that is needed to identify an object. Therefore only one prototype is needed instead of multiple variations. However, a question is raised as to how much variation is acceptable for a stimulus to match a prototype.
Feature analysis proposes that we learn the important features of a stimulus and store it in LTM. Then, when inputs are introduced, the parts or features of the stimuli are compared with what we have stored in LTM. When enough matches are made, we can identify the object. This theory breaks down components of stimuli and allows a wide range of variability.

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Cognitive Neuroscience - Pattern Recognition

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#11 A ______ is not to overload students’ working memory’s by presenting too much material at once or too rapidly.

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#11 A ______ is not to overload students’ working memory’s by presenting too much material at once or too rapidly.

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A key instructional implication is not to overload students’ working memory’s by presenting too much material at once or too rapidly.

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#13 What are the differences between declarative knowledge and procedural knowledge?

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#13 What are the differences between declarative knowledge and procedural knowledge?

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Declarative knowledge refers to knowing facts, opinions, and generalizations, beliefs, and theories. Declarative knowledge is comprised of basic information.
Procedural knowledge refers to knowledge of how to execute processes and cognitive activities. We use procedural knowledge when we perform step by step actions.
Therefore, the difference between the two is that of general information or "Knowing what"(Declarative) and how a particular thing can be accomplished "Knowing How"(Procedural).

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#15 Compare the advance organizers used in this classroom to the ones used in your classroom.

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#15 Compare the advance organizers used in this classroom to the ones used in your classroom.

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This class, by way of the structure of the text book uses quite a bit of comparative organizers. The book (and I really like how each paragraph or group of related paragraphs are organized) defines a term or theory, gives a deeper definition, gives comparisons and differences (or how practitioners and theorists agree and disagree), then illustrates the term or theory using relatable examples.
At a different level I would do the same. For example, in a music theory class we may discuss counting systems. There are many different counting systems. Two are "ta-ka-di-mi" (where grouped 16th notes are labeled as such) and the numbers system (where numbers are used on beats and syllables such as "&" ,"e" , and "a" are used between beats on notes of shorter value). Both systems yield the same result but educators have different opinions on which system works best and facilitates faster learning. "ta-ka-di-mi" is more effective for young learners and the numbers system is advanced as it requires quick processing of fundamental math skills.
I incorporate the use of graphic organizers to aid in the similarities and differences between two theories.

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#17 What is your biggest takeaway from IP theory that you will use in your classroom?

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#17 What is your biggest takeaway from IP theory that you will use in your classroom?

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The conversation on attention was intriguing. As working memory is rehearsed, less conscious attention is needed. This applies to driving. When I first started, my attention to the rules and norms of the road was quite focused and applied intentionally. Now, I can effectively drive for half an hour and forget that I was even driving. The same is true for the practice of music and lends itself to the importance of the repetitive nature of rehearsals. For example, I dislike repeating the same phrase of music over and over in class but, in order for students to apply proper technique automatically, working memory must be rehearsed. Knowledge of the agreed upon terminology, studies, and theories of attention gives me motivation to use attention methods more intentionally during instruction.

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#19 How can you use visual memory in your classroom?

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#19 How can you use visual memory in your classroom?

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In music classes, mnemonic devices serve as visual memory tools. At the most basic level we use mnemonic devices to remember the notes of the treble clef staff and the bass clef staff. You may remember "Every Good Boy Does Fine" and "FACE" to label the notes on the treble staff. And you may recall the notes on the bass clef by using "Good Bases Date Fine Altos" and "All Cows Eat Grass".

I could use an assignment like this one even in a choral classroom to facilitate learning. This assignment calls for pictures, models, organizers, and videos that will aid in learning the material.

In my music appreciation class a student can visually learn and memorize dynamic levels, articulations, and musical forms by watching a video like the one attached.