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Tip 5

- The document provides a template for incorporating the information processing model of human memory into a lesson plan on teaching state curriculum standards - It prompts the user to select a standard, describe how they will address each aspect of the model (stimuli, attention, perception, etc.), and explain why their approach is appropriate - As an example, a lesson is outlined on teaching the difference between vertebrate and invertebrate animals, incorporating concepts like attention, working memory, long-term memory and metacognition through activities like labeling diagrams, group work, and presentation

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118 views6 pages

Tip 5

- The document provides a template for incorporating the information processing model of human memory into a lesson plan on teaching state curriculum standards - It prompts the user to select a standard, describe how they will address each aspect of the model (stimuli, attention, perception, etc.), and explain why their approach is appropriate - As an example, a lesson is outlined on teaching the difference between vertebrate and invertebrate animals, incorporating concepts like attention, working memory, long-term memory and metacognition through activities like labeling diagrams, group work, and presentation

Uploaded by

api-449187340
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Using your classroom from the LCAS data set, select an appropriate concept from the State

Curriculum Standards and devise an appropriate approach for teaching that standard using all
the parts of the Model of Human Memory (the Information Processing Model). In the rightmost
column, be sure to state how you are incorporating the part of the Model in the leftmost column.
Use the table below as an organizer.

Describe how you will Why is what you’re doing to


Standard: address this aspect. address the aspect of the
Model appropriate for your
students?
2.S.1A.2: Develop and use
models to (1) understand or
represent
phenomena, processes, and
relationships, (2) test devices
or solutions, or (3)
communicate ideas to others.

Stimuli from the environment -I will explain to my students -The students in my 2nd
that vertebra animals have a grade classroom are mostly
spine or backbone. I will then low concrete operational. This
- Use pictures of animals to draw a venn-diagram on my being said, it is important to
help students depict which white board where students keep the information as
are vertebrae and can write down which animals simple but effective as
invertebrate they think are vertebra and possible. Although not all
which animals are students are low concrete, I
- Use pictures of diagrams for invertebrate and then in the have to make sure I am
students to compare and center write down any teaching to the majority of my
contrast vertebrate and similarities between the two students.
invertebrate animals. of them. As a class, we will
discuss the venn-diagram on
- Watch videos and movies of the responses.
vertebrae and invertebrate
animals.

-Etc.
- I will ask the students, “Do - Using any terminology or
Attention you guys remember me ideas that will stem a thought
saying that Dinosaurs ARE to a question. This is
vertebrate animals?!” important that you make
connections with your
classroom material to give
your students that “ah-ha”
moment. Always use certain
inflection and gestures when
grabbing your students
attention. Most of the
students in the class will be
more apt to remember due to
their cognitive minds.
- I will say, “Vertebrae help - Students need to know that
Perception humans and animals stand everyday is a new blank page
up strong and stiff. Animals for learning. Every day the
with vertebrae are strong, and students come into my class,
usually can't stand up I want them to understand
straight. Animals that are Vygotsky’s idea that using all
invertebrate are usually the sources in their class will
squishy and cannot stand up benefit them. Whether it be
straight.” their peers, teachers, and
their socio-cultural
environment. They can learn
from all of these things.
Working Memory (including -Today, we will be discussing - Considering these students
rehearsal, retrieval, etc.) the similarities and are in the industry v.
differences between inferiority stage, they cannot
vertebrate and invertebrate
fully organize things in the
animals.Then each of you will
get to make up two animals. manner a child of a higher
One that is a vertebra and stage would. Therefore, they
one that is an invertebrate. may need some additional
Be sure to include a label of input on what they do, so they
where the vertebra is on your can work together in groups
animal. to form ideas.
-Retrieval: Ask students what
Combining Erikson’s
they know about their spine.
psychosocial theory and
-Rehearsal: Assign students Vygotsky’s theory, students
into 5 groups of 5 and create can work together. By
a list that students can put the working together, they learn
list of the 5 vertebra animals from and with each other.
in a classified order.
(Amphibians, Reptiles,
Mammals, Birds, Fish)

-Rehearsal: Each group of


students can discuss what
animals are in their category.
Long-term Memory (including -Encoding: Each group - Students will forever be
encoding) assigned will select one learning by working in groups
person to talk about one and from each other.
animal in their category. Continuing off of Vygotsky,
the students will be using
- each other to discuss their
Assessment: Each student category. If students are
will build struggling, they have their
a short picture book classmates to help with. I
on vertebrae and invertebrate think it is important to make
animals that sure your groups are
will present to the distributed accordingly so
class. students have a mix of
groups.
- - Students may be
Metacognition Throughout this lesson, uncomfortable or not too
students will discuss amongst confident in the information
each other what makes an they are learning. This
animal vertebrate or happens a lot in the initiative
invertebrate. This is a great v. inferiority stage of Erikson’s
way for students to retain theory. That being said,
information. As much as the having each other will help
teacher is helpful in the students feel a little more
classroom, students having confident in what they are
their peers is equally as saying. As their teacher, I will
important in making connects make sure that even when
and learning information. my students are wrong, I will
reword the correct answer in
such a way that my student
will feel recognized and proud
that they answered, but not
dumb because they got it
wrong.

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