Case A |
Case B
Case A: Too Much Content, Too Little Time
Case Introduction/Commentary
Information processing theory has
provided us with an explanation of how we handle the overwhelming amount of
information and experiences that we encounter on a regular basis. This theory
is important for educators because it provides us with applications for helping
students who are faced with the task of learning large amounts of information.
The following case describes a system created by one teacher searching for
a way to help his students grasp the content.
Case A from Preservice Teacher
As is the case with any subject, there is a lot of information
to cover in most science classes. Unfortunately, there is also very little
time in which to cover it all. I am observing a high school science course,
and these are the two main concerns that the teacher is struggling with. He
wants to cover as much information as possible, but at the same time he does
not want to overwhelm the students. I have kept these issues in mind while
I have observed his class over the past several weeks. I think he is doing
a good job of getting his students to actually learn and remember what he
teaches them.
Mr. Wenston always gives
his class the lecture notes at least a day in advance so that they can read
over them before the lecture. He adds an interesting twist by removing some
of the key words and terms from the notes before he hands them to the students.
The students know what reading corresponds to the notes. So the night before
the lecture, the students do the reading and fill in the missing information.
Then the next day, Mr. Wenston presents his lecture. When he comes to a
place that he left blank, he calls on a student for the answer. Later, he
quizzes the students on the information. Finally, before he gives them a
test he has them work in groups on pretests. He told me that his former
students always come back to see him and to tell him how well they are doing
in their college-level science classes. I think that this teacher has a
good method of getting the students to learn and remember the information
he teaches.
Case A Questions
- Why, according to information processing theory, is Mr. Wenston's approach
effective for helping his students learn and retain information?
- What are some alternative ways that Mr. Weston could have helped his students
learn and retain the information?
- How does Mr. Weston's approach compare with some of the ways in which you
were exposed to information in high school? Did teachers in content areas
other than science teach like this? Explain.
Top
Case B: "Hi Mr. Bonner, I Mean Mr. Lincoln"
Case Introduction/Commentary
The first requirement for information
processing is attention. It is vital for educators to get their students'
attention before proceeding with the day's lesson. There are a number of ways
a teacher can accomplish this objective. The following case presents steps
one teacher took to make use of novelty as a means for getting his students'
attention and holding it throughout the class period.
Case B from Preservice Teacher
I have had an interesting experience
during my field observations over the last two weeks. Last week Mr. Bonner
showed up to class dressed as Abraham Lincoln and refused to answer to the
name of Mr. Bonner. He knew Lincoln's life inside and out and started the
class by providing a brief biography of "his" life. He then spent the rest
of the class period answering questions and discussing a variety of topics
with the students. The students took notes as if they were newspaper reporters,
and then they had to write up an article discussing what they learned for
the next class period. Yesterday, he let me read some of the reports, and
I was amazed at the amount of detailed information that the students put in
their articles. He added that the information that the students did best with
on the exam was the information on Abraham Lincoln.
I asked Mr. Bonner if he was going
to dress up like someone else again this year. He said that he only does it
once a year, and he picks a different historical figure each year. He said
that if he did it more than once or if he dressed up like the same person
each year, the novelty would wear off and the students would probably get
bored. This way he can surprise the students and get their attention immediately
upon entering the room. I told my friends about this, and a couple of them
had similar experiences as elementary grade students. Both of them stated
that they could remember very little about their teachers, but they could
both tell me a number of details about them dressing up for class.
Case B Questions
- Why did the students do so well on their articles and eventually on their
tests?
- What are some alternatives for teachers who want to add novelty to their
teaching without transforming themselves? How can this be accomplished in
a variety of subject areas?
- Why is Mr. Bonner concerned about maintaining the novelty of dressing up
like various historical figures?
