(29) July 21, 2022 – The Instructional framework - Part 03

The Instructional framework

FLASHBACKS/INSIGHTSST
TERESITA TANHUECO-TUMAPON
Part 03 – The information processing model

THOSE among us academics who have been in practice for quite a time would agree that
every lesson in the same discipline, does not necessarily call for the same approach in
teaching the lesson for every class session -- whether the session be synchronous or
virtual. The same applies as well to all levels of education. Thus, given an instructional
framework which calls us to choose a model that would contextualize the rest of our
approach in a specific class session, we have more assurance that our class would have
some exciting and meaningful learning. Each model would have (1) strategies, (2) a
method complementary to the strategy and (3) a set of instructional skills. Let us discuss
the information processing model and the strategies, methods and skills that would likely
be more effective.

The information processing model. The information processing model is one of four
more popular instructional models. The other three models are the (1) relational, (2) the
social interaction and (3) the personal models. The information processing model is
anchored on findings that our brain actively processes information we receive through
our senses similar to how a computer receives information. This information would
consist of concepts and general information referred to as “semantic memories.” Our
brain briefly records the information in a “sensory storage” or short-term memory, from
where our brain processes the information to define its value whether this information
would be worthwhile keeping it — whereupon it is stored in our long-term memory from
where we can retrieve it as needed. What does this imply in the context of teaching and
learning? Learning in our students occurs when the information, especially when
connected to their previous knowledge, is stored in their long-term memory. Well-
organized information is easily stored, implying that we teachers should present subject
matter to our students in a well-organized manner to make it easier for students to
encode the information in their short-term memory. Depending on the strategies and
methods we use to motivate and engage students with this information, how they find
the information stimulating, the information is soon stored in our students’ long-term
memory. If well-encoded in their long-term memory, students would easily retrieve this
information as needed.

Strategy and methods. Given the storage, encoding and retrieval of the information,
by students, we choose a strategy -- the direct instruction strategy -- a highly teacher-
directed one to help students encode and store it in their long-term memory. This implies
that learning takes place. Direct instruction strategy uses (1) instructional approaches
that are structured, sequenced, and led by teachers, and/or (2) the presentation of
academic content to students by teachers, such as in a lecture or demonstration. (Google
- Dec 20, 2013). This strategy usually has the teacher avail of the most commonly used
lecture method which undoubtedly we have been used to as students and may very well
use it too, in teaching. Another method of the direct instruction strategy is providing
students a structured overview right at the beginning of the lesson making this an
introduction to the lecture. There could also be another method -- demonstration, which
 too, is popularly used by us teachers -- whether we do the demonstration or assign it to
students, likely after a

lecture and a question and answer method to fill up the gaps in students’ responses.
Other methods are (1) didactic questioning, (2) explicit teaching, (3) practice & drill, (4)
compare and contrast and (5) guided and shared reading, listening, viewing and
thinking. Deducing from these methods, we provide information by developing step-by-
step skills of students through actively involving them in knowledge construction. The
information processing model as we pointed out earlier, likens our thinking process to
how a computer works. Computer-like, our mind takes in information organizing and
storing it to be resurrected as would be needed at a later time. The process consists of
(1) input, (2) processing, (3) storage and (4) output. Using interactive queries and
routine reports as our teaching methods would develop concepts/skills from the subject
matter we are teaching. Examples of generalization given by teachers would help
students in deductive reasoning such as arriving at generalizations deduced from the
details of a phenomenon. In sum, the direct instruction strategy under the information-
processing model, is usually deductive; it helps students arrive at conclusions.
Instructional skills. The instructional skills that the teacher could use for the various
methods of the direct instruction strategy would be explaining, demonstrating,
questioning techniques including wait time having in mind student characteristics.
Meanwhile, please visit “Teaching as Decision-
Making”<https://www.webpages.uidaho.edu/cte492/Modules /M3/Methods-
Strategies.htm> The last of this series of write-ups on the instructional framework would
be on a description and use of instructional skills.

Summary: We began this discussion by choosing the information processing model --

one of three other models -- after which we chose the strategy to use --- the direct
instruction strategy and thereafter discussed the different instructional methods that can
possibly address how students can learn best from direct instruction strategy.
Appropriate methods may be used relative to which stage the teacher is in direct
instruction --- that is in introducing the subject matter which could be about a concept or
a process. Keeping to Wallberg’s theory, we keep in mind that students have their
individual psychological characteristics and that their immediate psychological
environments do influence educational outcomes. Psychological environments are shaped
by environmental factors in a class session such as “teacher-student interactions,
facilitation methods, and the accessibility of educational resources, as well as motivating
factors like academic achievements, interest in the themes, and self-expectations.”
(Huang, 2008). (30)

Email: ttumapon@liceo.edu.ph

Link to Mla. Times –

https://www.manilatimes.net/2022/07/21/campus-press/the-information-processing-
model/1851607?
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