Critically, information processing theory tends to incorporate diverse elements such as how people process information, how they attend to their environment, how they recall information, and how they store acquired or new knowledge as captured by Schunk (2016). In the assigned reading, there are three instructional applications of information processing. These include advance organizers, conditions of learning, and cognitive load. In this reflective paper, I will focus on advance organizers as the selected topic from the provided list.
Advance organizers relate to the broad statements available at the beginning of the outset of the lessons, which help in enabling the connection of the new material with the prior learning. Such organizers are key in directing students’ attention to the significant issues or concepts, which they need to learn while initiating and illustrating the relationships among ideas and linking new material to the knowledge possessed by the learners. Besides, organizers are valuable in enabling the illustration or utilization of the maps to enhance understanding of the learners through using such technology to accompany text (Schunk, 2016). The organization of the students’ LTMs occurs in such a way that inclusive concepts subsume subordinate concepts. From this perspective, the text paints a picture in which the organizers contribute to the provision of information at high or inclusive levels. As a valuable tool for the learners in the contemporary learning environment, teachers focus on using analogies as the common advance organizers in the course of introducing lesson topics and connecting relationship between what the learners know and what they are about to learn. There are two types of advance organizers: comparative and expository. Expository organizers are vital in the provision of the necessary knowledge to the learners to enable them comprehend or understand the lesson at hand; thus, integration of the generalizations and definitions. On the other hand, comparative advance organizers concentrate on integration of the new materials through analogies with familiar knowledge, thus, the platform to aid activation and creating of the link among the networks in the LTM.
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Notably , contemporary information processing theory can help in the improvement of understanding of advance organizers as a tool to help in enhancing metacognitive strategies for learners and search outcomes or results during problem-solving activities. The approach should make contributions through using print-based advance organizer in the reflective questions to enhance the abilities of the users in explaining and thinking concerning their respective actions. The modern theories should contribute to the exploitation of the basic organizing concepts and principles associated with the explanatory power, readability, and inclusiveness ( Kumar, 2019) . In such a way, the modern theories can enhance understanding of the advance organizers in ensuring availability of the relevant subsumes. In making such contributions, I believe that there should be a conceptualization of learning as an essential, meaningful process.
The approach should also consider developing and incorporating materials, which relate to the established ideas within the cognitive structure among the learners. This will generate the opportunity for logical learning for the students to acquire knowledge coherently. The modern theories should also concentrate on the optimization of the flexibility of the advance organizers, which apply to any material in the intellectual aspect. The model should be at the forefront in the structuring of the extended curriculum courses, as well as sequences while creating room for the systematic instruction of the learners on the particular ideas in the field of learning. The modern theories can also make contributions by explaining critical thinking, as well as a cognitive reorganization in the independent integration of the new learning. These attributes and practices will make it possible for the learners to understand elements of advance organizers in enabling students to gain knowledge based on what they know.
References
Kumar, V. D. (2019). Advance organizers: An effective alternative to learning objectives in flipped classroom? BLDE University Journal of Health Sciences , 4 (1), 48.
Schunk, D. H. (2016). Learning theories: An educational perspective (7th Ed.). Boston, MA. Person Education Inc.
