Explicit teacher modeling helps students understand

❖ Explicit teacher modeling - helps students understand what is expected of them
through a clear example/model of a skill or concept. When a teacher provides an
easy-to-follow procedure for solving a problem, students have a memorable
strategy to use for approaching a problem on their own.
❖ Reading Comprehension - comprehending reading involves students actively
engaging with a text and accurately deciphering the layers of meaning. It is very
important for students to develop solid reading comprehension skills because
statistics show that people who have low reading comprehension ability suffer in
academic, professional, and personal pursuits.
2. Cognitivism / Cognitive Learning Theories

▪ Prefer to concentrate on analyzing cognitive process.
▪ A learning perspective which suggests that learning is a change in internal processes that cannot
be observed directly.
2.1 Information Processing Model (Garner)
▪ It emphasizes the influence of selective perception on memory, and subsequently on
learning. It stresses the value of perception, attention, and memory in the learning
process.
▪ Multistore model – information processing system which consists of the sensory
register, short term memory and the long-term memory.
❖ Sensory Register – features the converting of information gathered via the senses.
❖ Short-term Memory or Working Memory
▪ Site in the information processing system in which a limited amount of
information is held until use.
▪ Consists of what is in our consciousness at any given time. Constitutes the
raw material needed for thinking which is referred to as “working memory”.
▪ Maintenance Rehearsal – keeping information active in short-term memory
by repeating the information.
▪ Chunking – information processing strategy which groups bits of
information into more meaningful and processable units.
❖ Long-term Memory
▪ Passive, unconscious process. Information enters slowly, not easily
accessible, can be stored in unlimited amounts, is retained, indefinitely, not
easily disrupted.
▪ Three different kinds of long-term memory (1) Episodic – Associated
with our recall of particular times and places and storage for many personal
experiences. (2) Semantic –memories for general facts and concepts, and
principles that are not connected to particular times and places. (3)
Procedural – associated with recall of particular skills or steps for
accomplishing a task.
▪ Rehearsal. Practice or repetition of information enhances recall.
▪ Elaboration. Emphasizes links between information stored in long-term
memory and new information.
2.2 Cognitive Structuralism
▪ It stresses an awareness of interrelationships between stimuli of the appropriate use of
schemata.
▪ Schemata serve several functions in learning such as: categorizing, remembering,
comprehending and problem-solving.
▪ Prior knowledge links categorized experiences more efficiently for processing. The
categorization facilitates the process of remembrance (recall), and comprehension
(understanding), all of which make problem-solving more productive.
▪