Rics Chester L.
Llones BSED-II
Activity in Module 10
I. Application
PROCESS TEACHING IMPLICATION/S
1. Information is received 1.1. Be sure that the learners’
through the senses. senses are functioning well.
1.2. Assist the learners in
actively using their senses
in acquiring and processing
information that will
eventually become long-
term learning.
2. If information is not relevant, it 2.1. For long-term knowledge,
decays. we must provide the
relevant information.
2.2. Keeping the learners
motivated through
exercising their acquired
knowledge will help them
retain data.
3. If information goes to the 3.1. Learners must give
Short-Term Memory and if importance to newly
given attention and is found to acquired knowledge to be
be relevant, it is sent to the stored as Long-Term
Long- Tern Memory. Memory.
3.2. To reduce the difficulty of
accessing information, the
instructor should assist the
students and provide
methods that will help to
increase the retrieval of
information.
4. If information is not properly 4.1. As the instructor, you must
encoded, forgetting occurs. be able to adequately
convey information so that
it will be stored and
interpreted in the learners’
minds.
4.2. The instructor should
encourage the students to
evaluate themselves to
carry the knowledge to
their consciousness or draw
their attention to it.
5. There are methods to increase 5.1. Use of Mnemonic-memory
retrieval of information when techniques will help the
needed. learners to increase
information retrieval.
5.2. To improve the retrieval of
information, the teacher
must be the one to initiate
and a lesson and help the
learners to review their
acquired information.
II. Research Connection
This research article investigates the The following decades saw the
historical and theoretical introduction of central concepts
developments of English for Specific such as NEEDS assessment,
Purposes (ESP) over the past six linguistic devices and their rhetorical
decades. Early years of ESP research purposes, genre, and rhetorical
primarily focused move, which broadened the scope of
on text-based counts ESP .
Shahid, S. H., Khan, M. A.,
before gradually research.
& Ishtiaq, M. (2023).
transitioning to a greater
emphasis on rhetoricalHistorical and Theoretical
devices. Perspectives of English for
The analysis highlightsSpecific Purposes:. An The following
the evolution of centralOverview. Pakistan
decades saw .
concepts such as genre, the introduction
Languages and Humanities of central .
rhetorical move, and concepts such as NEEDS .
Review, 7(2), 370–383.
intercultural rhetoric, assessment, linguistic .
and emphasizes the [Link]
devices and their rhetorical .
significance of corpus hr.2023(7-II)32 purposes, genre, and .
studies in ESP research. It provides rhetorical move, which broadened
insights on the historical and the scope of ESP research.
theoretical development of ESP.
III. ASSESSMENT TASKS
1. Describe the processes involved in acquiring, storing, and
retrieving knowledge.
-The stages of Information Processing Theory involve the functioning of
the senses, sensory register, short-term memory, and long-term
memory. The following are the primary stages used in how the learners
receive, store and retrieve information.
•Encoding is how the information is being perceived.
•Storage is how the information is basically being stored for a different
timeline, and it could be stored for a short or long period.
•Retrieval is how information is being reactivated to use in the present
time.
Attention is also a factor in how the information is being acquired and
stored. To receive and store information, the learner should be
motivated and has complete attention to what is being discussed.
In storing information, there is a certain period that must be
considered; short-term and long-term memory. Short-Term Memory or
Working Memory is where newly acquired knowledge is being
processed and maintains information for a limited time. At the same
time, Long-Term Memory is the permanent storage for prior knowledge
or memory information. It holds information until the time for retrieval.
In the retrieval of information, a learner must go through rehearsal or
repeating the information. Meaningful learning or making connections,
organization, or recalling information on how it is acquired can also
help. Visual imagery can also help especially visual learners in recalling
ideas or information. A generation or producing information that has
been done or heard might help to remember. Context is the process of
recalling learning is also one method. Last is personalization, the
process of making the information relevant to an individual.
2. Cite educational implications of the theory on information
processing.
•Keeping the learner’s attention to help them process and retain
information.
•Provide exercises that allow the learners to be active, and at the same
time, they are processing and demonstrating acquired knowledge.
•Provide relevant information to decrease the chance of the learners
being distracted or confused on the main topic being discussed.
•Give assessments or evaluation to test how much information the
learners have acquired.
•Assist the learners and give methods on how to process and retain
information quickly.
•Give additional information relevant to the topic to increase the
acquired knowledge of the learners.
•Allow the learners to collaborate for them to evaluate and gain
additional information.
•Provide images or visual representation to help them comprehend the
information.
IV. 5 MINUTE NON-STOP WRITING
From the Module on Information Processing, I realized that…
Information processing theory deals with how learners obtain, interpret,
store, and retrieve information. It also has to do with how a person
thinks about and interprets what they receive, as this influences what
they learn.
There are various types of information that a learner can obtain,
including:
•General versus Specific
•Declarative
•Procedural
•Episodic
•Conditional
The stages in the information Processing Theory are the following:
•Encoding–the feeding of information.
•Storage–the acquisition of information.
•Retrieval–the knowledge of information.
In order to reduce the learner’s inability to retrieve or restore his or her
knowledge due to memory loss or any other interruption that causes
him or her to forget the stored information, the student should be
aware of the following memory techniques:
•Rehearsal
•Meaningful Learning
•Organization
•Elaboration
•Visual Imagery
•Generation or Producing
•Context
•Mnemonic techniques
•Recency and Primacy
•Part Learning
•Distributed Practices
