Executive Processing Learning Let’s take it apart and see what its all about!

Executive ProcessingLearning

Let’s take it apart and see what its all about!

Executive ProcessingInformation is processed

Information comes in

Information Processing Model

Information goes out

What happens during learning?

Foundation

Executive ProcessingAssociationReception


Expression

Names of stages or processes that take place

Foundation

Executive Processing

AssociationReception


Expression

DecodingInput

ExpressionEncodingOutput

AnalysisCognitionProcessing

Other terms that refer to the basic sequence

Foundation


Association

Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Written

Types of Reception

Types of Expression

Introducing channels Through which information

flows

Foundation

Spoken


Association

Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Written

General Factors AffectingReception

Types of Expression

Introducing channels Through which information

flows

Foundation

Spoken

Clarity of material (speak clearly, readable handouts, contrast, colors)

Speed of presentation (speed of speech, video material, progressing through material)

Organization of material (“laddering,” sequence, consistency)

Absence of internal or external distraction (internal = anxiety, lack of sleep) (external = temperature, environmental noise)

Using Processes and Using Processes and Channels to Describe Channels to Describe Learning DifficultiesLearning Difficulties

Auditory receptive difficulty

Motor expressive difficulty

Verbal Expressive difficulty

Visual perceptual difficulty

Auditory discrimination difficulty

Visual acuity difficulty

Receptive and expressive language disorder

You can begin to see a link between information processing and educational diagnosis?You can begin to see a link between information processing and educational diagnosis?

Terminology 1.1Terminology 1.1

DecodingReceptiveAssociativeTactileKinestheticVerbal channelExpressionChannelProcessEncodingPsycholinguisticCognitiveAnalysis

Adding Three Critical Adding Three Critical Overarching Cognitive Overarching Cognitive Functions to the Basic Functions to the Basic Information Processing Information Processing

ModelModel

Executive ProcessingAssociation

Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Gesture

ReceptionDecoding

ExpressionEncoding

AnalysisCognition

Pervasive Cognitive Processes

Atte

ntio

n

Level 2

Visual

Executive Processing/Association

Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Gesture

ReceptionDecoding

ExpressionEncoding

AnalysisCognition

In order of information to get in, the student needs to attend

Atte

ntio

n

Level 2

Aw

are

ness

Inte

ntio

n

Visual


Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Written

Reception ExpressionAnalysisCognition

Information must be recognized for cognitive registration

Atte

ntio

n

Level 2

Components of Attention• Specificity of focus• Discrimination ability• Accurate perception• Filtering and pattern recognition.• Perseverance in the face of difficulty.• Resistance to distraction• Resistance to frustration• Perceptiveness• Amount of effort• Self-monitoring• Attention “swapping”

Components of Attention• Specificity of focus• Discrimination ability• Accurate perception• Filtering and pattern recognition.• Perseverance in the face of difficulty.• Resistance to distraction• Resistance to frustration• Perceptiveness• Amount of effort• Self-monitoring• Attention “swapping”


Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Written


Recognition is facilitated by knowing to be ready for input

Atte

ntio

n

Level 2

Aw

are

ness

Components of Awareness• Goal clarity• Perceived Valuation• Advance notice of importance• Potential punishment or reward• Past experience• Situational cues

Components of Awareness• Goal clarity• Perceived Valuation• Advance notice of importance• Potential punishment or reward• Past experience• Situational cues


Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Written


Registration is facilitated by a desire to register the information

Atte

ntio

n

Level 2

Aw

are

ness

Inte

ntio

n

Components of Intention• The internalized “true” desire to achieve• An internalized willingness to cooperate• The individual’s “big picture” of who they are and what they want

Components of Intention• The internalized “true” desire to achieve• An internalized willingness to cooperate• The individual’s “big picture” of who they are and what they want


Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Written

ExpressionAnalysis

What can an instructor do to address attention difficulties

Atte

ntio

n

Level 2

Aw

are

ness

Inte

ntio

n

1. Motivating and encouraging students to want to attend2. Prepping the students by providing background

information3. Calling immediate attention before starting content4. Guiding students through identifying what to attend to5. Providing students with games and tasks that require

and develop perseverance6. Counseling students to sustain effort and show flexibility

when difficulty is encountered7. Teaching “authentic” and “applied” materials8. Provide “activity” learning9. Get the student “on your team” 10.Teach “filtering” of information (sorting important from

irrelevant)11.Providing short term rewards12.Timing tasks requiring attention and plotting progress13.Introducing students to on-line activities that require

attention14.Breaking larger tasks into smaller units15.Ask students to repeat your directions

Executive Proc

Association

Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Gesture

Reception ExpressionAnalysis

Atte

ntio

n – A

ware

ness - In

tentio

n

Retrieval from Long Term Memory Retrieval from Long Term Memory

Memory

Short term MemoryShort term Memory

Active Working MemoryActive Working Memory Long term storageLong term storageMemory CodingMemory Coding

Information swappingInformation swapping

Visual

Executive ProcAssociation

Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Gesture

Reception ExpressionAnalysis

Atte

ntio

n – A

ware

ness - In

tentio

n

Memory

Short term MemoryShort term Memory

Active Working MemoryActive Working Memory

Long term storageLong term storageMemory CodingMemory Coding

Where I want to beWhere I want to be Where I am nowWhere I am now Where I have beenWhere I have been

Information swappingInformation swapping

Visual Recall from Long Term Recall from Long Term


Auditory

Visual

Tactile

Kinesthetic

Verbal



Reception Expression

Memory

Analysis

Atte

ntio

n

Managing time, space, materials and themselves

Planning, organization and foresight

Self-evaluation and regulation

Sequencing and prioritizing

The conductor of the orchestra

Concern for quality and approval

Acceptance of authority and supervision

Motor

Gesture

Visual


Association

Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal


Written


Critical Input and Output Variable

Spoken

Acuity: Ability of the individual to hear and speak clearlySpeed of input or output

Clarity of input or output

Frequency of input or expression

These simple factors can account for a significant percentage of learning difficulties:•Presentations where the speaker does not speak loud enough•Handouts or writing on the board that are illegible•Insufficient repetition of material•Material that is covered too fast or in a disorganized manner•Moving ahead before existing content is mastered•Competing environmental distractions•Inadequate size or loudness of stimulus

Terminology 1.2Terminology 1.2• Decoding• Receptive• Associative• Tactile• Kinesthetic• Verbal• Expression• Channel• Process• Encoding• Psycholinguistic• Cognitive• Analysis• Focused

attention• Initial attention• Sustained

attention• Awareness

• Intention• Perceived relevance• Experiential

framework• Perseverance• Distraction

resistance• Frustration

resistance• Filtering• Attention swapping• Metacognition• Short term memory• Active working

memory• Memory coding• Long term memory• Retrieval• Memory

Deterioration• Memory

Enhancement• Executive

Processing

• Executive functions• Self-regulation,

planning, inhibition and self-monitoring• Subordination• Visual and auditory

acuity• Stimulus clarity• Speed of presentation

and processing• Stimulus repetition• Visual and auditory

discrimination


Auditory

Visual

Tactile

Kinesthetic

Motor

Verbal



Written


Higher LevelCognitive Processes

MemoryAnalysis

Atte

ntio

n

Richard Gacka ABLE LD Project

ObjectsRepresentations

Symbols


Symbols


Symbols

RecognitionDiscrimination Size Shape Orientation Directionality Depth ColorMemory (recall)NamingAssociation with conceptsMemory (production)Pattern recognitionCompletion based on partsTesting correctnessRule applicationRule violation recognitionFocusPerseverance


Auditory

Visual

Tactile

KinestheticVerbal



ReceptionDecoding

ExpressionEncoding

Memory

Analysis

Atte

ntio

n

Deco

din

g In

put

Richard Gacka ABLE LD Project


Symbols

Motor

Gesture

Visual

Codin

g O

utp

ut


Symbols


Auditory

Visual

Tactile

KinestheticVerbal

Executive Processing and Self-Monitoring


ReceptionDecoding

ExpressionEncoding

Memory, Retrieval and “data swapping”

Analysis

Susta

ined A

ttentio

n a

nd C

once

ntra

tion

Deco

din

g In

put


Symbols

Motor

Gesture

Visual

Codin

g O

utp

ut


Symbols


Vocabulary and Inner language

Recognition and Knowledge

Level

Comprehension and

Understanding Level

Application Level

Analysis and Manipulation

Level

Synthesis and Integration

Level

Critical Reasoning and Evaluation

Level

List Explain Apply Analyze Combine Assess Define Discuss Demonstrate Explain Rearrange Grade

Tell Compare Calculate Arrange Create Recommend Describe Extend Complete Select What if? Judge Identify Interpret Illustrate Separate Rewrite Decide Show Predict Show Connect Integrate Test Label Describe Solve Divide Substitute Convince

Collect Contrast Examine Infer Design Support Examine Outline Modify Order Compose Rank Tabulate Restate Relate Classify Prepare Measure

Quote Summarize Change Compare Modify Select Name Distinguish Classify Debate Plan Conclude Who Imagine Map Invent Why When Paraphrase Generalize Predict Where Mind map Repeat

Point out I know I understand I can Use I can Manipulate I can Combine I can Test


Auditory

Visual

Tactile

KinestheticVerbal

Executive Processing and Self-Monitoring

Concurrent Information Processing Model

ReceptionDecoding

ExpressionEncoding

Memory, Retrieval and “data swapping”

Analysis

Susta

ined A

ttentio

n a

nd C

once

ntra

tion

Deco

din

g In

put


Symbols

Motor

Gesture

Visual

Codin

g O

utp

ut


Symbols


Vocabulary and Inner language

Awareness, motivation and attention level:

Input level:

Association level:

Expression level:

Memory demands:

Executive demands:

Decoding and Encoding needed:

Executive Processing Learning Let’s take it apart and see what its all about!

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Transcript of Executive Processing Learning Let’s take it apart and see what its all about!