Information Processing Theory seeks to understand how people acquire, store, and recall information. It also examines how prior knowledge influences new learning. The theory proposes that people process information in stages, and there are limitations to how much can be processed at each stage. Previously learned information affects current learning. Mnemonics and graphic organizers are teaching devices that can aid information processing. Mnemonics use memory tools like rhymes or images to help organize and retrieve information. Graphic organizers visually show relationships to improve recall and build on background knowledge.

1. Information Processing Theory Seeks to understand how people acquire new information, how they store information and recall it from memory, and how what they already know guides and determines what and how they will learn. (Snowman,McCown & Biehler, 2011)

2. Information Processing Theory People process information in stages Limitations on how much information can be processed at each stage Previously learned information affects how and what people currently learn (Snowman,McCown & Biehler, 2011)

3. Framework (Snowman,McCown & Biehler, 2011)

4. Teaching Devices (Information Processing) Mnemonics Graphic Organizers (Orlich, Harder,Callahan,Trevisan & Brown, 2009)

5. Mnemonics The use of memory-aiding device (Orlich, Harder,Callahan,Trevisan &Brown, 2009) Mnemonics teach ways to organise material more efficiently by using rhymes, mental images, spatial location etc It aids the information retrieval process which involves the “search” and “decision” processes for finding desired material and assessing its correctness. (Sukumar, Gowda N, 2008)

6. Mnemonics in Science Example: Mnemonic for the sequence of hues in the visible spectrum: ROYGBIV

7. Graphic Organizers Graphic Organizers improve students’ creative, analytical and critical thinking skills as it help students of all ages to process information. Presenting information in both visual and verbal from improves recall and recognition. Graphic organizers ability to show relationships clearly builds upon and increase a student’s prediction on her background knowledge (schema) (Housel, 2008)

8. Graphic Organizers in Science-Life Cycle- Credits: www.infovisual.com

9. References Jack Snowman, Rick McCown & Robert Biehler (2011) 13th Edition Psychology Applied to Teaching. USA:Wadsworth, Cengage Learning. Donald C. Orlich, Robert J. Harder,Richard C. Callahan, Michael S. Trevisan & Abbie H. Brown (2009) 9th Edition ,Teaching Strategies: A Guide to Effective Instruction. USA: Wadsworth, Cengage Learning. N. SukumarGowda (2010) Learning and the Learner: Insights into Processes of Learning and Teaching. Delhi: PHI Learning Pvt.Ltd. Debra Housel (2008) Content Area Lessons Using Graphic Organizers, Grade 5. Teacher Created Resources.