Although
I am sure I rely on Behaviorism,
especially for classroom management strategies, more than I am probably aware
of, it is with the Cognitive
Learning Theories that I read about this week that I identified with, and
support the instruction and learning experiences taking place in my
classroom. Cognitivism focuses on
how learners process information (Laureate Education, Inc., 2011a). It is in a three-phase model of: 1) new
information taken into short-term memory; 2) that information is worked with by
the learner, and if rehearsed enough; 3) becomes part of the long-term memory (Laureate
Education, Inc., 2011a).
The
instructional strategy of Cues, Questions and Advance Organizers relates to
cognitive learning theory through the use of images, which are powerful
learning tools ((Laureate Education, Inc., 2011a). Cues and Questions also support the three-phase model of
cognitive learning theory with cues representing phase 1, or the new
information; questions representing phase 2, allowing them to access and work
with information they have previously learned; and the advance organizers help
students demonstrate their understanding and development of long-term memory
and understanding. Technology that
supports the development of advance organizers could be word processing
programs to create tables, charts, stories or programs. Examples of software programs that work
well with the development of cues, questions, and organizers are Kidspiration
and Inspiration (Hubbell, Kuhn &
Pitler, 2012). Through the development and use of organizers, students have the
opportunity to construct elaboration, which is how information becomes stored
in long-term memory (Laureate Education, Inc., 2011a). Working with these types of programs
allow the learner to make multiple connections with new information, which aids
in learning and understanding.
The
instructional strategy of Summarizing and Note Taking also relates well to the
cognitive learning theory. When
using summarizing and note taking, teachers are helping students develop the
skills of pulling out important facts and learning how to state information in
their own words (Hubbell et al, 2012).
Both summarizing and note taking require students take in new
information, rehearse and work with the information, and finally connect the
new information with long-term memory and understanding, which are the three
phases of the cognitive learning theory.
Word
processing programs can help teachers develop strong summarizing and note
taking skills in their students. Combination notes, which incorporate text and
image, support the dual coding hypothesis found in the cognitive learning
theory (Laureate Education, Inc., 2011a). Definition frames, graphic organizers and wikis for
summarizing and note taking are other technology tools that support cognitive
learning by providing the learners with opportunities to rehearse new
information, helping developing long-term memory and understanding.
Concept Maps are graphical tools
that help students organize information (Laureate Education, Inc., 2011aa). This technological approach to learning
also supports cognitive learning theories because it visually allows learners
to connect pieces of knowledge.
Dr. Orey explains concept maps as “graphical tools that allow you to
organize and link ideas” (Laureate Education, Inc., 2011). Concept mapping offers learners dual
coding opportunities through aural and visual expose to new information.
Virtual Field Trips allow
teacher and students the opportunity to explore sites that they are physically
not able to visit. For
example, if my students were learning a unit on opera, we cannot travel to
Sydney, Australia, but through a virtual field trip, I can show my students
this amazing piece of architecture that we could not possibly travel and view
ourselves as a class. Virtual
Field Trips also support cognitive learning theories because the experience of
viewing places such as the Sydney Opera House, provide students with a rich experience
and memory, which helps them make connections with information (Laureate
Education, Inc., 2011b).
Incorporating
teaching strategies that correlate to cognitive learning theories will provide
learners with a richer learning environment. Students are able to interact and internalize new
information, making connections that help them remember, learn and grow.
References
Laureate Education, Inc. (Producer). (2011a).
Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved
from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate Education, Inc. (Producer). (2011b).
Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and
technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H.,
Hubbell, E. & Kuhn, M., (2012). Using
technology with classroom instruction that works
(2nd ed.). Denver, Colorado: McRel.
Just like you, I also did not realize how much of the cognitive learning theory I utilized in my classroom. I have in the past used KWL chart to access prior knowledge, but not as much anymore. More recently I have began using "I can" statements and I believe that allows students to know exactly what they will get out of the lesson before it begins, allowing them to focus on what is important information and skills to learn in the art room. I am excited to try the concept map this week and see how my students can really use it to organize information, and I am hoping to see a big difference in comprehension because of them being able to make better connections. I also like your idea of the virtual field trip. It would be great for them to watch a live streamed performance of an opera as well!
ReplyDeleteAngel
VIrtual field trips are an amazing tool that teachers can use. Many students can not really experience the things we are teaching, but we have a chance to make those things a meaningful part of their lives. It will help them connect what they are learning to the real world.
ReplyDeleteSummarizing and note taking is a lost art for todays students. I feel like it is a skill that is not taught and just assumed that students understand how to do it. If we want to take full advantage of cognitive learning theory and get students to retain information, we must teach students how to take information and put it into their own words.
Kelly,
DeleteI agree we have to teach our students how to study, outline and take notes. I don't remember being taught that in school, but I know I was because I found I had to share my strategies with my own children. Note taking and summarizing are difficult tasks and definitely need to be taught, and frequently skills that make or break students in their middle and high school years.
Julie
Julie,
ReplyDeleteGreat overview of this weeks resources and how they relate to the cognitive learning theory. Like you, I also felt that the cognitive learning theory had a more natural correlation with the resources we read about.
I agree that virtual field trips and use of technology in general give students a rich and meaningful experience in the classroom. Some of the technologies mentioned in the resources seem rather "old school" like using Word for summarizing, however I like how the students can have the text right in front of them rather than having to transfer first then summarize. That would steer them from the act of summarizing itself.
I agree with Kelly and Julie about the note taking process. We have to show our students how to process information. They will become much more successful at remembering if we do.
-Jessie