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Module 10 Facilitating

Module 10 discusses the use of mnemonic techniques to enhance information processing for learners. It highlights that memory decline with age is complex, with certain types remaining stable while others deteriorate. Additionally, it emphasizes the importance of effective teaching strategies to aid information retention and retrieval in students, particularly those with learning disabilities.

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PONTERES MARK ADRIAN P.
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12 views4 pages

Module 10 Facilitating

Module 10 discusses the use of mnemonic techniques to enhance information processing for learners. It highlights that memory decline with age is complex, with certain types remaining stable while others deteriorate. Additionally, it emphasizes the importance of effective teaching strategies to aid information retention and retrieval in students, particularly those with learning disabilities.

Uploaded by

PONTERES MARK ADRIAN P.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Module 10

EXTEND WITH SYNAPSE STRENGTHENERS

1. Read more on specific mnemonic techniques and write about how you can use it to make
information processing more effective in yourself and your future students.

2. Does forgetting go with advancing in age? What do experts say?

Everybody thinks: Memory declines with age,” says cognitive neuroscientist Nancy Dennis. Memory, she explains, is not a
single construct. “Yes it does, to some extent. But it is not that simple. Certain types of memory fade as we age, but others
are incredibly stable. According to her, older persons have rather steady “tem memory,” the capacity to recall specific
experiences or impressions. The capacity to link these impressions together, or “association memory,” has a tendency to
deteriorate. In other words, you might remember a name or identify a face, but putting the two together is difficult.

EXTEND BY APPLYING
Directions: As a small group, 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 1.1 Be sure that the learner’s senses
senses. are functioning well.
1.2 assisting students in using their senses
appropriately to gather information and
then processing that information to create
long-term memory
2. If information is not relevant, it 2.1 supplying the students with the
decays. pertinent knowledge they need for tong
term memory storage.
2.2 In order for the students to remember
the knowledge, they must be motivated to
practice the material they have learned.
3. If information goes to the Short 3.1. Attention must be paid to the freshly….
Term Memory and if given attention Learned material by the students in order to
and is found to be relevant, it is sent convey it to their long-term memory.
to the Long-Term Memory. 3.2. To reduce the amount of information
that cannot be accessed, the teacher should
show the students how to increase
information retrieval
4. If information is not properly 4.1. The instructor must properly encode
encoded, forgetting occurs. the knowledge into the students’ thoughts.
4.2. To convey the knowledge to the
students’ consciousness or to draw their
attention to it, the teacher should encourage
them to evaluate themselves.
5. There are methods to increase 5.1. Using Mnemonic-memory strategies.
When instructing students will improve
1
retrieval of information when needed their ability to recall information.
(see methods on page 112.) 5.2. To improve information retrieval, the
teacher should start lesson and exam
rehearsal.

EXTEND BY RESEARCHING
Read a research or a study related to information processing. Fill out the matrix below.
Problem Research Methodology

Learning disabilities (LD) can be associated with Twenty children with LD were recruited from
problems in the four stages of information schools in Chiang Mai province, Thailand, by
processing used in learning: input, throughput, purposive sampling method, and were allocated to
output, and feedback. These problems affect the the experimental group or the control group All of
child’s ability to learn and perform activities in them had reading disabilities and had received
daily life, especially during academic activities. traditional intervention such as visual perception
activities, visual-motor activities, sensory-motor
activities, cognitive activities, and handwriting
activities twice a week. The age range of the
participants in the study was from 10 to 12 years.

Findings

From Table 7, the analysis results from the


Mann-Whitney test indicated that the scores of
the Perceive, Plan, and Perform Quadrants
showed a significant difference between the
control and the experimental group at posttest.
The Recall Quadrant showed no significant Effectiveness of Information
difference. However, there were two sub Processing Strategy Training on
quadrants in the Recall Quadrant that Academic Task Performance in
demonstrated a significant difference between the Children with Learning Disabilities: A
two groups, Pilot Study
https://www.hindawi.com/journals/oti/
2017/6237689/

Conclusions/Recommendations

This study evaluated the effectiveness of the


combination of the PRPP System of intervention
and the 4QM approach. The combination of
these two approaches was shown to be effective
in improving learning strategies during the
academic activity in Thai children with LD. The
experimental group had significantly improved
in the mean scores of all quadrants of the PRPP
System: Thai Version.

EVALUATE
1. Describe the process involved in acquiring, storing and retrieving knowledge.
 The methods employed by the y the human memory to gather, store, hold onto, and later recover information. The three
domains it involves are encoding, storage, and retrieval. Information is stored in memory by encoding. Information is
essentially maintained in storage for a particular timeline, which could be a brief or lengthy amount of time. Information
2
is reactivated for use in the present through retrieval. Information is only temporarily stored in the sensory register. The
mind depends on how long a piece of information can be maintained because it has a capacity for receiving pertinent
information.

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


 Maintaining the leaner’s focus to help in information processing and retention.

 Offer exercises that encourage active participation while also allowing students to process and apply newly learned
knowledge.

 Provide pertinent information to reduce the likelihood that the students would become sidetracked or perplexed from the
core subject being covered.

5-MINUTE NONSTOP WRITING

Directions: Complete the sentence frame, “From this module on Information Processing, I
Realized that. I learned that information processing theory is dealing with how the leamers receive, perceive. Store, and retrieve
information. It also has to do with how a person perceives and thinks about the information they are given because that affects
what they will learn.

3
4

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