There are a couple different metaphors you can use for an informational model. If you look in our textbook, there are different objects used to represent different parts of our brain. For starters, to represent the immediate memory for a clipboard, a table to represent the working memory, and lastly filing cabinets for long-term storage.
Along with our textbook, anyone could make up any kind of metaphors for the informational processing model. For example the immediate memory could be a poster board as well as a clipboard, so someone can just post the information and determine what to send out or bring to the working memory. The working memory could also be an organizer to sort our what information should be stored and what should go out. Lastly, for long-term storage, a perfect metaphor would be a safe. This way someone can save the information for storage and also retrieve it if necessary.
What are teaching implications in regards to the capacity of working memory?
One implication that teachers can use is to keep the number of items in a lesson objective within the appropriate capacity limit. This will increase the likelihood that students will remember more of what they learned. Time also has a lot to do with the working memory. Our books states that the working memory can process items intently for up to 45 min before the students becoming fatigued. It also is important for teachers to apply a lot of meaning to lessons. This is important because if the students can relate to the lessons and apply meaning, they will be able to remember things easier.
1 comment:
I really like Emily's metaphors for the information model, especially the safe for the long-term storage. Using a safe puts more value on that information which is how our long-term memory should be seen.
Post a Comment