Instructional Design Jargon Explained - Chunking
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Many of you have heard the term “chunking” used
at some time, but perhaps you are still unsure of what it means
and why it is so important for student learning. This article
will define chunking, explain its importance in terms of information
processing models, and provide a link to an interactive learning
game that demonstrates the power of chunking for information recall.
Much of the research on information processing is applicable to content
delivered aurally or in print form. Students must first perceive
the information, then store it in working or short-term memory, and
finally transfer it to long-term memory. When reading, a student’s
eyes move across a line of text, pausing periodically to process
what has been perceived. Processing is limited to about 10
or so letters or spaces per pause.
The brain then assimilates what has been perceived into “chunks.” A
chunk can be a letter, syllable, word, phrase or even a sentence.
Chunking is defined as the organization of blocks of content that
are conceptually related. The amount of information that is
processed as a chunk depends on the learner’s ability, maturity,
motivation, and prior knowledge related to the content being processed. For
example, to a poor or beginning reader a chunk may be a letter. Good
readers generate chunks in the form of words. S-t-u-d-y becomes study. The
effect of prior knowledge on processing speed is obvious when we
try to read a complex article out of our area of expertise.
Short-term memory can usually handle only about 7 chunks. Based on
this information, designers of instruction make choices that can
aid student processing and increase the likelihood of understanding
and retention. Perhaps you have heard of the rule of thumb “7+/-2.” This
rule is often used by instructional designers when designing content
layout. We try to group or chunk conceptually related information
together and we try to present 5 to 9 chunks of new information at
a time.
Once the student has been presented with this manageable amount of
content, they need to interact with it in some way that will help
them transfer it to long-term memory. Students can, for example,
brainstorm examples of the concept, discuss and debate, or write
test questions based on the content.
If you follow the link below, you will have a chance to interact
with the new information on chunking that you just perceived, you
will be more likely to remember what chunking is all about, and you’ll
have a lot of FUN!
http://www.wisc-online.com/objects/index.asp?objID=PHR1401 |
