Tag Archives: learning

Information Processing Analogy – Big Picture

Effective instruction is effective because it addresses the key elements of how the brain processes information. I want to share an analogy to help adults (parents and educators) fully appreciate this.

Below is a model of information processing first introduced to me in a master’s course at UCONN.

Here is a summary of what is shown in the model.

  1. Our senses are bombarded by external stimuli: smells, images, sounds, textures and flavors.
  2. We have a filter that allows only some of these stimuli in. We focus on the ones that are most interesting or relevant to us.
  3. Our working memory works to make sense of the stimuli and to package it for storage. Our working memory is like a computer, if there is too much going on, working memory will buffer.
  4. The information will be stored in long term memory.
    • Some will be dropped off in some random location and our brain will forget the location (like losing our keys)
    • Some will be stored in a file cabinet in a drawer with other information just like it. This information is easier to find.

Here is the analogy. You are driving down the street, like the one shown below.

There is a lot of visual stimuli. The priority is for you to pay attention to the arrows for the lanes, the red light and the cars in front of you. You have to process your intended direction and choose the lane.

There is other stimuli that you filter out because it is not pertinent to your task: a car parked off to the right, the herbie curbies (trash bins), the little white arrows at the bottom of the photo. There is extraneous info you may allow to pass through your filter because it catches your eye: the ladder on the right or the cloud formation in the middle.

Maybe you are anxious because you are running late or had a bad experience that you are mulling over. This is using up band width in your working memory. Maybe you are a relatively new driver and simple driving tasks eat up the bandwidth as well.

For students with a disability that impacts processing or attention, the task demands described above are even more challenging. A student with ADHD has a filter that is less effective. A student with autism (a rule follower type) may not understand social settings such as a driver that will run a red light that just turned red. A student with visual processing issues may struggle with picking out the turn arrows.

Effective instruction would address these challenges proactively. Here is a video regarding learning disabilities (LD) that summarizes the need in general for teachers to be highly responsive to student needs. Here is a great video that helps makes sense of what autism in terms of how stimuli can be received by those with autism (look for the street scene). Here is a video of a researcher explaining how ADHD responds to sensory input (he gets to a scenario that effectively encapsulates ADHD).

To address these challenges:

Ironically, this is likely a lot of information for your brain to process…

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Levels of Learning

Learning is not a singular threshold to be met. There are different levels of learning – a continuum (see photo below taken from the book Teaching Mathematics Meaningfully).

continuum of learning

A student demonstrating proficiency (fluency) is far different from a student simply showing some level of understanding (acquisition). I remember learning to drive a car with a stick shift. During acquisition (initial understanding) I was looking down at the pedals and the stick shift as I thought through the steps. It is not surprising that many students who only show acquisition of a math topic soon forget it. Despite this, the acquisition stage is often were math in schools resides.

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This extends beyond math fact fluency to all math topics and the students should take the next step and demonstrate maintenance. To do this, I recommend that a curricular based assessment be given a couple of weeks after a student initially showed what is considered mastery – the student successfully performing problems aligned with a given math objective.

Below is a excerpt from the book with an explanation of the topics. I use this text in the math for special ed courses I teach at different universities.

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