Information Processing TIPR

How does the teacher work with the students' information processing systems to promote learning? For example, how does the teacher focus students' attention, help them rehearse new information, and encourage them to encode and transfer information? Evaluate the teacher's use of wait time as part of this process. Cite specific examples and be sure to include a reference in your response.

At the very center of cognitive psychology is the idea of information processing. Cognitive psychology compares the human mind to a computer, suggesting that we are like information processors and our stimuli and response processes can be studied. Information processing consists of three key functions, the sensory memory, the working memory (otherwise known as the short term memory), and the long term memory.
Sensory memory allows environmental information to be retained, sometimes for as little as a fraction of a second, as it makes its way into our consciousness. Our sensory systems are constantly receiving and processing an incredible amount of information at any given moment. A teenagers brain can rapidly sense and perceive a host of information while our brains decide what is useful and what is not. So the key to getting students to take information from sensory memory into working memory (short term memory) is to focus on getting the students attention. For example, in the class I observed the teacher was teaching about the symmetry of shapes, instead of lecturing the whole lesson, she gave a brief overview of symmetry, and them handed out cutout material shapes. The students could actually fold and manipulate the shape to figure out its symmetry. This helped the students keep the basic cognitive arousal at attentive levels.
Working memory is more commonly known as short term memory. Working memory is an ability that allows us to work with information. It helps us learn and perform even basic tasks. It may then help to transfer it into long-term memory. Working memory is like a temporary sticky note in our brain. The example I used earlier of the the material shapes, helped the students transfer the information from sensory memory to working memory, and because is transferred to working memory, it will then have the ability to transfer to long term memory.
Long term memory is intended for storage over a long period of time. Students are more likely to remember information when it’s tied to an experience or an emotion. Once again, in the classroom I observed the teacher was helping the students transfer the information into their long term memory by providing the experience of being able to fold and manipulate the material shapes. It is so much better than staring at shapes on a piece of paper trying to use your mind to fold the shapes, especially since you want the students to transfer what they are learning in long term memory.
The following clip shares examples and tips of how teachers or future teachers can put the Information Processing Theory into practice in their classroom https://www.youtube.com/watch?v=ZaAQVdWbZRk.