Cognitive Processes

Big Ideas

All students experience the same cognitive learning processes, and all students have varied abilities within those processes. Instructional supports and scaffolding need to be provided within all learning activities to ensure effective working memory.

These processes will be highlighted by color in all of the student sections to demonstrate how to design effective instruction.

Input

(Accessing the content)

Our brains are constantly processing a variety of information input.

Visual input processing can affect how we process text, images, charts, graphs and other visual information. Students may have problems recognizing text, shapes and typography.
Auditory processing can affect phonemic awareness, distinguishing subtle differences in sounds. Students may have problems distinguishing figure and background sounds.
Tactile processing can provide additional information through working with manipulatives, arranging models, blocks and arranging tiles.

Integration

(Interacting with the content)

Understanding concepts often means understanding relationships between chunks of information. This can include sequencing, timelines or putting abstract concepts together to infer meaning.

Sometimes visualizing a process can help. Graphics provide a way to “externalize” a concept. Consider what these diagrams represent.

the first example is a hierarchical diagram, the second example is forward movement arrows, the third example is a Venn diagram showing intersections.

Output

(Demonstrating understanding)

There are two basic types of core communication situations, spontaneous language and demand language. Many students are fine with spontaneous language because they say what they are thinking. But demand language requires that they recall information (memory) and then organize it (integration) in a way that can be expressed.

Visualizations, graphic organizers, outlines, cue cards, posters, images, graphics, journals, presentation guides, music, media options and extra time are all supports that can be used to help students demonstrate understanding on demand.

Working Memory

Working memory refers to the ability to take in information and use it while taking in more information. It is being able to work with information coming in (the input processing: visual, auditory, tactile) and at the same time using that information (the integration processing: sequencing, ordering, analyzing) to solve problems, complete assignments, etc.

If there are problems with access and integration, there will be problems with working memory.

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