The following chart outlines the various tools used in each stage of our lesson plan. The chart also explains the practical application of each tool in further detail.
Information Processing Steps (The Stage Model) |
Tools |
Practical Application |
Bread Module |
1. Sensory Stage: to increase attention |
Stimulus and Activation |
-Introducing an interesting feature of the stimulus -Activate relevant prior learning (past lessons) -Keep students active--have them work on problem solving. |
Activity 1 |
- |
Variety |
-Use of visual aids, activities, group work, etc. to keep students stimulated |
Activity 1, 2 |
2. Short-term Memory: to link information together |
Maintenance Rehearsal |
-Repetition of concepts/ information -Learner should not repeat immediately, but wait and then repeat -Students should work with the information (discussion, worksheets, case studies, projects…) -Have students organize the information (chart, map, outline…) -Use memory aids (visual memory most effective--images and mnemoics) |
Activity 2,3,4,5,6,7 |
- |
Chunking (grouping into units) (Miller= 7+ or -2 chunks of information can reside in the STM) |
-Introduce limited number of concepts and information so as to not overload the system |
Activity 1,2,3 |
Long-term Memory: to retain information in the LTM |
Organization |
-Organization and linking of other information in the LTM; -Sequential; Present logical sequences of concepts i.e. simple to complex -classification; of information by category or concept -Relevance; central unifying idea -Explicitly point out relationships between new and existing information. -Organize the lesson to assist with retrieval (lesson overview, mapping concepts…) |
Activity 4, 5, 6, 7 |
- |
Elaboration |
-Elaborating information by relating it to something the learner already knows -Provide assignments that allow students in integrate new knowledge with existing knowledge. |
Activity 7 |
- |
Overlearning |
-Reviewing previous material often to assist with recall |
N/A |