If you had moved the phone number to long term memory, you would have been able to recall it when you heard the busy signal. Then you smile as you realize your phone has a redial button. Notice that the smile is the result of recalling a strategy for redialing a number and that this strategy was stored in long-term memory. The Information Processing Model can be used to guide instructional decisions. For example, the model makes clear that learning begins with external stimuli that engage students' attention.
Effective lessons engage students.
Teachers frequently use interesting demonstrations, personal stories, discrepant events, intriguing questions, or cartoons that are relevant to the topic to be learned to initially engage students. The values for several students could be listed on the board. Such an activity is likely to engage the learner because they are actively involved and most students will want to know how their heart rate compares with others in the class. The Information Processing Model defines meaningful information as information that is connected to ideas that are already stored in students' memory. Or, students can make the information meaningful by changing their cognitive schemata to accommodate it.