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Information Processing Model: (IPM) Angela The information…
Information Processing Model: (IPM) Angela
The information processing model (IPM) helps us understand how individuals learn. Learning starts with taking information in through a variety of senses (attention/input). Once the information is “in” we must do something with it (thinking/processing) and we also use this information by sharing it in some way (response/output). The “Executive Function” oversees all of this acting as the decision maker; this process is often referred to as “metacognition,” or our ability to think about our thinking! All of this takes place within an emotional context which influences our perceptions, interpretations, and judgments.
The presence of strong emotions, especially if these are negative (e.g., anxiety, fear, anger, sadness), can dramatically reduce our effectiveness as a learner. When we are anxious, for example, we may not be able to concentrate on the teacher’s words and so we may miss much of the important information we are supposed to learn. Anxiety also makes it harder to think clearly (processing) and it can cloud our judgment (executive functioning). Our anxiety will certainly impact our ability to do well on a test as it makes remembering the information much harder (output). So the emotional context that we create within our schools and classrooms really does make a difference. Learning is optimized when the environment is safe, supportive, and stimulating.
The IPM helps us determine the student’s strengths and challenges, and this supports our identification of their needs and provides a platform for instructional planning.
Angela’s IPM
Angela’s corrected vision is less than 20/200 (meaning that she cannot see at 20 feet what others can see at 200 feet) and this means that she is legally blind. Angela’s visual impairment means that she needs substantial support with learning the core curriculum. It also means that she will need an expanded curriculum which includes mobility training, life skills instruction, and instruction on the use of the technologies she will need to meet with success in reading and writing. The major dilemma is how to find the time for all of this! There is only one teacher of the visually impaired within the school district and this person can only meet with Angela for two hours a week. Her teachers are working hard to help Angela gain confidence in herself so she can become more independent. They have structured the classroom so that she can navigate it, and Angela has taken responsibility for watering the class plants. Angela uses books on tape and the classroom has a listening center where students can read. Each computer in the class is equipped with voice-activated software and the students are learning to use this to dictate papers. While all of this was put in place to support Angela, it also seems to be helping other students as well.
Image transcription text
Emotional Context EXECUTIVE FUNCTION Attention Thinking Response Information Processing Information
Input Output Vision Memory Speaking Hearing Classification Writing Stimulus – Kinesthetic Association
Motor Response Haptic Reasoning Dancing Gustatory Evaluation Running Olfactory Social Interac…
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After reading Angela’s Case study, please answer the following questions:
How can the Universal Design for Learning(UDL) principles (multiple representations, engagements, and assessments) be used to support success for students with low vision and blindness?
What role do you think technology will play in learning for students in the future?
