Cognitivisim in Practice

Hi everyone.

This week I learned about many instructional strategies that could be used in the classroom. The strategies I explored this week were: 1) the incorporation of cues, questions, and advanced organizers, 2) the use of summarizing and note taking, and 3) the use of concept maps and virtual field trips. After studying about these strategies and about what cognitive learning theories are, I also realized that the strategies could be used as methods for incorporating cognitive learning theories in the classroom.

In reference to the use of cues, questions, and advanced organizers, they tie to cognitive learning theories because they allow students to tie their previous knowledge to new knowledge. They provide a sort of scaffolding. The KWL chart is one type of advanced organizer that that gets student to thinking about what they are about to learn (Cue) and questioning what they know and what they need to know (Question). When students fill out the “Know” part, of the KWL chart, they are setting the stage for tying what they know about a subject to the new knowledge about the subject. Base on Cognitive learning theories, the process of tying the “know” to the “learned” will help students building strong ties and make neuron connects which should result in the information being stored in the long-term memory (Laureate Education, 2010a). According to Dr. Orey, long-term memories are stored in “networks of information”, where memories are inter-linked on different levels (Laureate Education, 2010a).

In reference to the use of summarizing and note taking, the process of teaching students to take proper notes ties to cognitive learning theories because it help students “process” and contemplate new knowledge in efforts to summarize it and write down only the needed parts. According to chapter 6 of the textbook, one important ability for students to have is the ability to take good notes, process the notes, and “synthesize” the information (Pitler, Hubbel, Kuhn, & Malenoski, 2007). According to Dr. Orey, one belief of those who adhere to the cognitive learning theories, is the belief that, through synthesizing and continual processing of that information, students are more likely to add that information to their long-term memory (Laureate Education, 2010a). Cognitive learning theory says that the more a student processes information, the more likely it is to be added to their long-term memory (Laureate Education, 2010a). Thus, the more a student thinks about what to or how to add to his/her notes, the more they focus on needed information (not unnecessary or repeated information), and create ties between the new concepts (Pitler, Hubbel, Kuhn, & Malenoski, 2007). I like to think of “good” summarizing/note taking as a type of “deliberate” note taking (ie. Not just writing down everything they see on the white board, or a PowerPoint slide, but processing what they see and taking down only the needed things)

In reference to the use of virtual field trips, and graphic organizers, through using virtual trips, I will be helping my students tie new concepts to things that they already know. Also, I will be sparking their interest, and in most cases, helping them make connections between their real-world and the math concepts I teach. According to Dr. Orey, there are three types of memories stored in the long-term memory: 1) Declarative, 2) Procedural, and 3) Episodic (Laureate Education, 2010a). Of the three types of memories, episodic is usually the most “rich” memory; thus, it is the memory that is most relevant to students (Laureate Education, 2010b). Virtual field trips allow students to “witness” things they would not normally be able to, and through witnessing the things they are more likely to tie the lesson concepts to their long-term memory. Also, graphic organizers can be used with the virtual field trip to ensure that “focus questions” are answered and students understand exactly what they are supposed to be looking for during the virtual field trip journey (Novak & Cañas, 2008). To be able to complete the graphic organizer, students must think critically and process the information they view during the virtual field trip; and, as I mentioned earlier, that processing of the information, and the critical thinking, helps concepts be stored to the long-term memory.

By teaching our students how to take good notes through cuing them, and by providing them with graphic organizers,we can help them be successful; and, we will be applying cognitive learning theories. Virtual field trips are also great ways to help students learn about new concepts; and, because they are “episodic” in nature, they help learned information be processed to the long-term memory (Laureate Education, 2010b). We should however, use graphic organizers to accompany our virtual field trips to ensure that our students stay focused on the concept we want them to learn. I hope to use the strategies learned this week in my classroom.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Cognitive Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010). Program Number Two: Spotlight on Technology: Virtual Field Trips [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.