Information Processing Models

The Innate Drive to Make Sense of the World

Project Based Learning

• Long term, interdisciplinary, and student centered
• Students will: investigate, problem solve, design, decision make, debate, experiment, collect and analyze data
• Cooperative learning as students work interdependently
• NOT appropriate to teach basic skills (such as reading)

Project Based Learning

• Benefits: engage + motivates, positive communication, accountability, integrates curriculum, goal setting, meets various learners skill levels
• Not a piece of cake for teachers to implement, but well worth it!
• Students responsible for creation of questions, activities, and artifacts
• Teacher guides and supports

Example in the Arts room while integrating History would have students create a research portfolio of artifacts from a Historical Period over several weeks. These artifacts would demonstrate the Arts of that period (music, dance, fine). At the end of the project, students are to create a presentation of their artifacts in a creative way (poem, game, skit, video, collage, etc). Students are to discuss why these artifacts were important in their time, and why they are important now.

Inquiry Based Learning

• Science based model
• Engagement > Exploration > Explanation > Elaboration > Evaluation
• Goal is to trigger student curiosity= motivated to learn
• Teacher models, faciliates, guides, and continually assesses.
• Complex role for teachers to maintain environment and assess in multiple ways

Inquiry Based Learning

• Students will: actively participate, plan and carry out investigation, communicate in variety of methods, propose explanations and solutions, build store of concepts in mind, raise questions, use observations, critique
• Hands on and driven by student interests and questions

Untitled Slide

An example using the previous Inquiry Process guide: Students will use this model while visiting a museum. The teacher will prose some thought provoking questions. While the students walk around and observe the artwork in the gallery, they are to reflect and think of their own questions regarding art that stuck out to them. Eg: How did they get that texture? Why did the artist use that medium? What was the point of this, how is it even art?

Upon returning to the class, they research their artist and artwork. They make notes as they answer their questions, and discover new information they found interesting. They then present their inquiry to a small group.

Socratic Dialogue

• Valuable when students are learning ethics
• Question WHY?
• Goal is to have students think critically about difficult issues
• Teacher poses an open ended questions- no right or wrong answer
• Students engage in respectful and persuasive discussion

Socratic Dialogue

• 1. Pick controversial topic
• 2. Develop (teacher, student, or class) questions
• 3. Begin discussion by teacher leading, and gradually remove support and let students take turns leading
• Students should be active listeners, think and speak persuasively and with support

Socratic Dialogue

• Speaker should paraphrase previous speaker's response then respond with own opinion (disagree or agree and WHY)
• Dialogue NOT Debate
• Can teach students character, moral compass, empathy, and opening to other perspectives

Do you consider Duchamp's work art? What does the Dada period mean to you?