Information Processing

Information Processing


According to Michael Orey, Information processing also known as (IP) is a cognitive processing theory. IP theory seeks to explain how the mind functions. The basis IP model has three components: sensory register (SR), short –term memory (STM) or working memory, and long-term memory (LTM). Orey states, “short term memory is also know as working memory, and is where consciousness exists. Short term memory is where the world meets what is already known, and where thinking is done. We perceive and attend to stimuli; that information is then actively processed based on information stored in long term memory. Long term memory is the final stage in the (IP) model. It is also known as call memory. LTM is everything we know and know how to do. LTM is catergorized as one of three types of memory; declarative, procedural or episodic. Declarative knowledge can be defined as knowledge needed to complete a sentence. Episodic is memory for specific events in one’s life: a memory of your first kiss of your first kiss or of your graduation. I find the Episodic sometimes difficult. When I try to remember something from the past I can’t. I am good with remembering faces, but I have a hard time putting names with them. I sometimes feel stupid, because I know people who are my age or older that can remember every thing. I often wonder, what causes me to forget things.

According to Orey, there is an analysis of instructional sequence of the CALLA model is comprised of five steps, which are explained below as they relate to the above scenario. Preparation, presentation, and practice may be necessary in a single lesson before the final two (assessment and expansion) are reached. In the preparation stage, emphasis is on bringing out and highlighting student’s existing knowledge. In the presentation, the second phase of the sequence calls for students to deal with an authentic text one that has not been modified for ESL students in this case, the listening text handout of the story. In the practice, here according to O’Malley and Chamont, “learners discuss, investigate, and reflect on the text they have read, listen.” The evaluation process this stage refers not to conventional assessment of learning through tests, but to self-evaluation of learning through dialogue journals, self-checklists of achievement or objectives, which the authors term “Learning Logs.” Expansion, the final phase of the sequence, as its name implies, allows students to use what they have learned in new contexts. An example of this, is having them rewrite or retell a story.

I feel that learning logs are a good way for students to keep up with a process they need to complete a task. For example, creating a children’s book, the students will be given a rubric from the teacher. The students have to implement everything the teacher wants into the book. If while they are creating the book, check off each accomplishment after it is done. The book phase will be simpler and later reward the student with a wonderful grade and feeling of satisfaction.