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]!