Case: 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 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 Questions

1. According to information processing theory, what are some reasons why Mr. Wenston's approach is effective for helping the students learn and retain the science information?
   
   
2. What are some alternative ways that Mr. Wenston could have helped his students learn and retain the science information?
   
   
3. How does Mr. Wenston's approach compare to some of the ways in which you were exposed to information in high school? Did teachers from content areas other than science teach like this? Explain.
   
   
4. Using your knowledge of information processing theory, explain how you might apply this theory to your future teaching.