A.) Apply the Working Memory and Long-Term Memory of the Information-Processing model:

In the case study “Endangered Species,” the teacher, Ms. Dennison, demonstrates utilizing the working memory and long-term memory while introducing new information to her fifth-grade class. She introduces the lesson with an informational video about an endangered species and begins a discussion using the students working memory of what they had just learned from the video combined with information students already have in their long-term memories. Ms. Dennison uses elaborative rehearsal, cues the students to create mental representations, and uses symbolic representation through prepositional networks, categorizing the different species and their characteristics, to effectively transfer the new information into the students’ long-term memories.

D.) Apply strategies to help students develop and refine metacognitive skills:

A good example of a teacher using meaningful learning to aid students’ understanding of new information and concepts is shown in the case study “Endangered Species.” Ms. Dennison uses visual and mental imagery to relate the size and characteristics of a manatee from images her students already know (relating manatee to a cow). She also organizes the new material for her students on a matrix in a structured, meaningful fashion.

F.) Apply Transfer and ways of increasing transfer:

In the case study “Endangered Species,” Ms. Dennison teaches for transfer when discussing and describing characteristics of species they already know about and new ones presented. She organizes the information physically in a visual matrix and also verbally as she presents it making the information relate in a meaningful

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