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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. 1

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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. - PowerPoint PPT Presentation

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School Intervention:

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.1Eric Pickering, Ph.D.Ph.D. from The Ohio State University 02Ohio Board of Psychology Licensed PsychologistOhio Department of Education licensed School PsychologistSPCO Best Practices Award 2008Co-author: Helping Children LearnLove to fish and play lacrosse2You?AdministratorsTeachersIntervention SpecialistsPsychsS/L TherapistsOther3Pre-Assessment.Craik and LockhartHyde and JenkinsP.A.S.S. processes4What is the MOST important factor in learning?1) The intention or desire to learn2) What you think about the information3) Paying close attention to the material4) Learning in a way that matches ones own style of learning5) Amount of time you attend to the information51969 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

6

The GroupsIncidental NOT told they would be testedIntentional TOLD they would be testedShallow Processing Check if the words have EDeep Processing Judge the word: like or dislikeControl (Here, read these words, youll be asked about them later)7What is the MOST important factor in learning?8The intention and desire to learn?

-NOPE Intention didnt matter

9Paying close attention to the material

-NO all groups paid close attention to do their task

10Amount of time you think about the information

-Time, alone, is insufficient for successful learning

11Learning a way that matches own learning style

Not really: there isnt currently solid research supporting matching learning style. This doesnt mean individuals cant approach learning differently12What you think about while studying

BINGO!Note: Intention

13Processing 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 14Deeper 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.

15Acoustic vs. SemanticPrevious 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.

16Why 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.

17One 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.18Good InstructionShould 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?19Orienting TasksAn 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.20Should consider the COGNITIVE PROCESS involved in the task.

Should change instruction/differentiate to focus on the process involved in different tasks.

2122PASS Theory & ApplicationBasic Psychological Processes include:Planning decisions about how to do things, control of actions, self-monitoring, use of processes and knowledge, (Lurias Third functional unit)Attention - focused cognitive activity and resistance to distraction (First unit)Simultaneous & Successive - two forms of working with information (Second unit)23PASS Theory

InputBase of KnowledgeOutputPlanningAttentionSuccessiveSimultaneous24Planning ProcessingPlanning is a mental process by which the child determines, selects, and uses efficient solutions to problemsproblem solving developing plans and using strategiesimpulse control and self-control control of processingretrieval of knowledge25Planning ArchitectureThere isa goalYesDevelop a new planYesKnowa plan?YesSelect the planCompletethe taskNoYesNoYesIs theplanO.K.?Is itworking?

NoNoApply theplanNeeda plan?26Planning in Curriculum

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

28Planned CodesChild fills in the codes in the empty boxesChildren are encouraged to think of a good way to complete the pageAX OBO OCX XABCDABCDABCDABCDDO XAAAA29Planned CodesPage 2What is a good plan to complete this page? Note orientationAX OBO OCX XABCDABCDABCDBBCDDO XACAD30Attentional ProcessingAttention is a mental process by which the person selectively attends to some stimuli and ignores othersfocused cognitiveactivityselective attentionresistance to distractionNo ResponseNo ResponseResponse31Expressive Attention: 8-17 yrsREDBLUEGREENYELLOWYELLOWGREENREDBLUEREDYELLOWYELLOWGREENBLUEGREENREDBLUEGREENYELLOWREDYELLOWThe child says the color not the word Score is time and number correct32READY ?33Expressive Attention - ItalianoROSSOAZZURROVERDEGIALLOGIALLOVERDEROSSOAZZURROROSSOGIALLOGIALLOVERDEAZZURROVERDEROSSOAZZURROVERDEGIALLOROSSOGIALLO34Sample B Expressive Attention

Animals are sized relative to their real dimensions35

Item 3 Expressive AttentionAnimals are usually NOT sized relative to their real dimensions36AttentionOK, when I say draw, we draw Ready?One, two, three - STRAW ! ..OK, just checkin your earsOne, two, three - CLAW! OK, DRAWbridge !

37Simultaneous ProcessingSimultaneous processing is a mental activity by which the child integrates stimuli into groupsStimuli are seen as a wholeEach piecemust be related to the others38Nonverbal MatricesChild selects one of the options that best completes the matrix1 23456?39Verbal-Spatial RelationsChild selects the picture that answers the question read by the examiner

Which picture shows the arrow pointing to the square in the circle?12345640Simultaneous Verbal TaskSimultaneous processing using verbal contentWho is this song about?

My mommas daddy was his oldest son.41SuccessiveSuccessive processing is a mental activity by which the person integrates stimuli in a specific serial orderStimuli form a chain-like progressionStimuli are not inter-related42Sentence Repetition1.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.The child repeats sentences spoken by the examiner43Sentence Questions (Ages 8-17)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?The child answers a question read by the examiner44PASS and School WorkConnecting processing with achievement45Learning Math Facts* + 8 + 9 = 1 78 + 9 = 1 78 + 9 = 1 7This method involves successive processing due to serial nature of the task46Math Strategies

This work sheet encourages the child to use strategies (plans) in math such as: If 8 + 8 = 16, then 8 + 9 is 1747Should 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.

48InterventionChanging or highlighting the processing demand of an academic taskHistory?49

50

51

52Willie

Grade 2Problems with recall of basic math factsTaught by memorizationHow can we teach him his basic math factsJack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] & Pickering

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] & Pickering

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] & Pickering

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] & Pickering

57Naglieri & Pickering

58LessonExamine the PASS demands of the task

Ensure that the PASS status of the child is not inconsistent with the PASS demands of the task

If child is low in Successive do not teach using a successive dominant approach

Offer at least one other way of learning, practicing, and/or remembering the information.

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] Find

Which PASS processes are involved in this word finding worksheet ?601 to 100How is ...Simultaneousprocessing facilitated by this work sheet?

61Attention

This work sheet has a strong ATTENTION demand because the child has to look for a specific target among many distracting stimuliJack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] sheet has a strong ATTENTION demand because of the similarity of the options

63Successive

The sequence of the sounds is emphasized in this work sheet64Successive and ReadingHow do we ensure that children focus on the successive nature of readingGive them confusable text that demands careful articulation of the sequence of soundsSpeech articulation involves successive processing65Successive & Reading

Silly Sara slipped on the mat. Silly Sara missed with the bat.Enduring Understanding:Depth of processing should be considered and facilitated when helping student 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 processes66Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected]!