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Enduring Understanding:. Depth of processing should be considered and facilitated when helping students learn. Consider the cognitive nature of what the students are learning to help the students process more deeply.
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Enduring Understanding: • Depth of processing should be considered and facilitated when helping students learn. • Consider the cognitive nature of what the students are learning to help the students process more deeply. • Provide different ways for students to process the information based on the PASS processes.
Eric Pickering, Ph.D. • Ph.D. from The Ohio State University ’02 • Ohio Board of Psychology Licensed Psychologist • Ohio Department of Education licensed School Psychologist • SPCO Best Practices Award 2008 • Co-author: Helping Children Learn • Love to fish and play lacrosse…
You? • Administrators • Teachers • Intervention Specialists • Psychs • S/L Therapists • Other
Pre-Assessment…. • Craik and Lockhart • Hyde and Jenkins • P.A.S.S. processes
What is the MOST important factor in learning? • 1) The intention or desire to learn • 2) What you think about the information • 3) Paying close attention to the material • 4) Learning in a way that matches ones own style of learning • 5) Amount of time you attend to the information
1969 Thomas Hyde & James Jenkins • A number of adults placed in five groups (but each individual works independently) • Each group given a list of 24 words • Later asked to recall the words
The Groups • Incidental – NOT told they would be tested • Intentional – TOLD they would be tested • Shallow Processing – Check if the words have “E” • Deep Processing – Judge the word: like or dislike • Control (“Here, read these words, you’ll be asked about them later”)
The intention and desire to learn? • -NOPE – Intention didn’t matter
Paying close attention to the material • -NO – all groups paid close attention to do their task
Amount of time you think about the information • -Time, alone, is insufficient for successful learning
Learning a way that matches own learning style • Not really: there isn’t currently solid research supporting matching “learning style”. • This doesn’t mean individuals can’t approach learning differently…
What you think about while studying • BINGO! • Note: Intention…
Processing levels can be viewed as a continuum: at one extreme, a brief sensory analysis, a sight or a sound, will give rise to memory traces that are transient and easily disrupted. At the other end of the continuum, the process of deep semantic analysis will lead to a more permanent memory. • How well information is remembered (learned) depends on how it is processed. • Or… what you think about while learning is the most important factor…
Deeper levels of analysis are associated with more elaborate, longer lasting and stronger memories. • What is needed for real learning is meaning, and the extraction of meaning involves the deeper levels of processing.
Acoustic vs. Semantic • Previous researchers have found that short term memory tends to use an acoustic code and long term memory tends to use a semantic code. • Acoustic information is forgotten quickly! • Meaning is remembered.
Why is “hands-on” or “using manipulatives” for learning good? Although this point is buried in the literature of cognitive psychology, education should emphasize the importance of the learner's activity - active versus passive learning. The crucial point is that learning is a by-product of engagement and comprehension.
One way of understanding why deep processing should lead to better memory is that deep processing may lead to a more elaborate mental representation. • By elaborate we simply mean that the representation of something becomes associated with a greater number of other things.
Good Instruction… • Should teach the student HOW to think about learning. • That WHAT you think about matters! • To PROCESS or THINK deeply about MEANING. So… what do we do?
Orienting Tasks • An orienting task is a task that causes people to engage in a certain level of processing. (Does this word contain the letter E?; Is this word pleasant or unpleasant?) • POINT: Engage different cognitive processes to orient the student.
Should consider the COGNITIVE PROCESS involved in the task. • Should change instruction/differentiate to focus on the process involved in different tasks.
PASS Theory & Application • Basic Psychological Processes include: • Planning – decisions about how to do things, control of actions, self-monitoring, use of processes and knowledge, (Luria’s Third functional unit) • Attention - focused cognitive activity and resistance to distraction (First unit) • Simultaneous & Successive - two forms of working with information (Second unit)
PASS Theory Successive Planning Output Attention Simultaneous Input Base of Knowledge
Planning Processing • Planning is a mental process by which the child determines, selects, and uses efficient solutions to problems • problem solving • developing plans and using strategies • impulse control and self-control • control of processing • retrieval of knowledge
Planning Architecture Need a plan ? Know a plan ? Select the plan There is a goal Yes Yes Yes Complete the task No No No Is the plan O.K.? Develop a new plan No Is it working ? Apply the plan Yes Yes
Good Planning? “And so you just threw everything together ? … Mathews, a posse is something you have to organize.”
Planned Codes • Child fills in the codes in the empty boxes • Children are encouraged to think of a good way to complete the page A X O B O O C X X D O X A B C D A A B C D A A B C D A A B C D A
C Planned Codes A X O B O O C X X D O X • Page 2 • What is a good plan to complete this page? • Note orientation A B C D A D A B C D C D A B B C D A B
No Response Response No Response Attentional Processing • Attention is a mental process by which the person selectively attends to some stimuli and ignores others • focused cognitive activity • selective attention • resistance to distraction
YELLOW RED BLUE GREEN YELLOW GREEN RED BLUE RED YELLOW YELLOW GREEN BLUE GREEN RED BLUE YELLOW GREEN YELLOW RED Expressive Attention: 8-17 yrs • The child says the color not the word • Score is time and number correct
ROSSO AZZURRO VERDE GIALLO GIALLO VERDE ROSSO AZZURRO ROSSO GIALLO GIALLO VERDE AZZURRO VERDE ROSSO AZZURRO VERDE GIALLO ROSSO GIALLO Expressive Attention - Italiano
Sample B – Expressive Attention Animals are sized relative to their real dimensions
Item 3 Expressive Attention Animals are usually NOT sized relative to their real dimensions
Attention “OK, when I say ‘draw,’ we draw … Ready?…One, two, three - STRAW ! ..OK, just checkin’ your ears…One, two, three - CLAW! OK, DRAWbridge !”
Simultaneous Processing • Simultaneous processing is a mental activity by which the child integrates stimuli into groups • Stimuli are seen as a whole • Each piece must be related to the others
Nonverbal Matrices • Child selects one of the options that best completes the matrix ? 1 2 3 4 5 6
1 2 3 4 5 6 Which picture shows the arrow pointing to the square in the circle? Verbal-Spatial Relations • Child selects the picture that answers the question read by the examiner
Simultaneous Verbal Task • Simultaneous processing using verbal content • Who is this song about? My momma’s daddy was his oldest son.
Successive • Successive processing is a mental activity by which the person integrates stimuli in a specific serial order • Stimuli form a chain-like progression • Stimuli are not inter-related
Sentence Repetition • The child repeats sentences spoken by the examiner 1. The blue is white. ... 10. The red greens the yellow and blues the white. ... 20. The red blues a green pink of yellows, that are brown in the purple, and then tans the gray.
Sentence Questions (Ages 8-17) • The child answers a question read by the examiner 1. The blue is yellow. Who is yellow? ... 10. The red greened the blue with a yellow. Who used the yellow? ... 20. The red blues a yellow green of pinks, that are brown in the purple, and then grays the tan. What does the red do first?
PASS and School Work Connecting processing with achievement
8 + 9 = 1 7 8 + 9 = 1 7 8 + 9 = 1 7 Learning Math Facts * + This method involves successive processing due to serial nature of the task
Math Strategies This work sheet encourages the child to use strategies (plans) in math such as: “If 8 + 8 = 16, then 8 + 9 is 17”
Should teach the student HOW to think about learning. • That WHAT you think about matters! • To PROCESS or THINK deeply about MEANING. • Should consider the COGNITIVE PROCESS involved in the task. • Should change instruction/differentiate to maximize students’ strongest processing style and/or consider the nature of the task.
Intervention Changing or highlighting the processing demand of an academic task