Enduring Understanding:

1. 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.

2. 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…

3. You? • Administrators • Teachers • Intervention Specialists • Psychs • S/L Therapists • Other

4. Pre-Assessment…. • Craik and Lockhart • Hyde and Jenkins • P.A.S.S. processes

5. 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

6. 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

7. 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”)

8. What is the MOST important factor in learning?

9. The intention and desire to learn? • -NOPE – Intention didn’t matter

10. Paying close attention to the material • -NO – all groups paid close attention to do their task

11. Amount of time you think about the information • -Time, alone, is insufficient for successful learning

12. 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…

13. What you think about while studying • BINGO! • Note: Intention…

14. 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…

15. 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.

16. 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.

17. 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.

18. 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.

19. 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?

20. 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.

21. Should consider the COGNITIVE PROCESS involved in the task. • Should change instruction/differentiate to focus on the process involved in different tasks.

22. 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)

23. PASS Theory Successive Planning Output Attention Simultaneous Input Base of Knowledge

24. 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

25. 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

26. Planning in Curriculum

27. Good Planning? “And so you just threw everything together ? … Mathews, a posse is something you have to organize.”

28. 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

29. 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

30. 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

31. 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

32. READY?

33. ROSSO AZZURRO VERDE GIALLO GIALLO VERDE ROSSO AZZURRO ROSSO GIALLO GIALLO VERDE AZZURRO VERDE ROSSO AZZURRO VERDE GIALLO ROSSO GIALLO Expressive Attention - Italiano

34. Sample B – Expressive Attention Animals are sized relative to their real dimensions

35. Item 3 Expressive Attention Animals are usually NOT sized relative to their real dimensions

36. Attention “OK, when I say ‘draw,’ we draw … Ready?…One, two, three - STRAW ! ..OK, just checkin’ your ears…One, two, three - CLAW! OK, DRAWbridge !”

37. 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

38. Nonverbal Matrices • Child selects one of the options that best completes the matrix ? 1 2 3 4 5 6

39. 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

40. Simultaneous Verbal Task • Simultaneous processing using verbal content • Who is this song about? My momma’s daddy was his oldest son.

41. 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

42. 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.

43. 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?

44. PASS and School Work Connecting processing with achievement

45. 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

46. 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”

47. 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.

48. Intervention Changing or highlighting the processing demand of an academic task

49. History?