Friday, November 11, 2011

Not aware of an effective HICP technique? Good!


Clip art:
Clker
Clip art:
Clker
We often use the terms "attention" and "awareness" interchangeably in informal conversation or in describing what is going on at any moment in the instructional process. I have used the acronym, AFAPAI (Attention-Focus-Anchoring-Practice-Awareness-Integration), pronounced: "half-a-pie," for some time. (See earlier posts on the HICP learning model.) That "half" models the process of sound change; the other half is that being learned: sounds, words, processes and patterns.

"Unaware" of the research linked above, I had apparently gotten close to one theory of how those two concepts, awareness and attention are related. In essence, what the study by Watanabe, Cheng,  Murayama, Ueno, Asamizuya, Tanaka, and Logothetis. summarized by Science Daily, demonstrated was that, in principle (neurophysiologically, at least), it is possible to pay attention without being aware, and vice versa. So what does that mean for classroom instruction? Simply this: If learners are just "aware" of what is being presented, nothing may "stick" later; focused/undivided attention is required, which, in effect, limits general awareness, especially of the visual field but, apparently of all modalities as well. In other words, complete, at least momentary attention is required for maximal impact.

In the six-step HICP process (AFAPAI), note where awareness comes into play: after regular practice, generally in conversation, as both "old" and "repaired or new" forms are brought to awareness in a manner that seems almost accidental or incidental, but not purposefully attended to. (See also posts on post-hypnotic suggestion and related strategies.) That, in turn, should help to further along the integration process. If you have been paying attention, that should be exciting stuff. If not, you are at least now aware of the research. After all, even AFAPAI is better than (just) noting!

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