Information Processing Model: (IPM) Pam The information processing…

JudgeArt9352 Information Processing Model: (IPM) Pam The information processing…Information Processing Model: (IPM) PamThe 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. Pam’s IPMPam has hemiplegic cerebral palsy (CP) which affects her ability to control the right side of her body. She is wheel chair mobile and uses special supports to sit and move. When we look at her IPM we can see that the primary areas of impact are motor and haptic (her ability use touch in learning) but that these also created p associated problems with speaking and writing. Pam’s strengths include executive functioning, thinking, and making friends. Her teachers find that she tires easily and that sustaining physical efforts can be exhausting for her. They have developed a buddy system where other students can work with Pam when physical activities are required in learning (e.g., science labs). Because of Pam’s outgoing and friendly personality other students like to be with her. Her teachers have also noticed that Pam is a natural teacher and that she often provides more help to her partners than her partners give to her! An interdisciplinary team is needed because Pam has physical therapy, speech therapy, gifted education, and special training on the use of technology for mobility/life skills/learning. Working with this team has been interesting for Pam’s teachers, and they have also discovered that Pam’s parents are key members of the team, sharing their knowledge of Pam’s strengths and needs. Pam is a good self-advocate and she is also a solid member of the team!Image transcription textEmotional Context EXECUTIVE FUNCTION Attention Thinking Response Information Processing InformationInput Output Vision Memory Speaking Hearing Classification Writing Stimulus – Kinesthetic AssociationMotor Response Haptic Reasoning Dancing Gustatory Evaluation Running Olfactory Social Interac… Show more… Show moreAfter reading the study, please answer the following questions:Why are families’ critical members of the multidisciplinary team?How can we help all our students with exceptionalities become self-advocates?Arts & HumanitiesEnglish