Cognitivism in Practice

      This week we have shifted our focus from Behaviorism to Cognitive Learning Theories.  The Cognitive Learning theory focuses on the information processing model.  In the information processing model the first step is input of information, then it moves to short-term memory, and with rehearsal information moves to long-term memory (Laureate Education, Inc., 2011a).  We focused on different strategies that can be used with Cognitive Learning Theories in mind.  There are many cognitive tools and strategies that can be used such as information seeking, information presentation, knowledge organization, knowledge integration, and knowledge generation tools (Orey, 2001).  Each of these tools allows for different learning to take place.

Cues, Questions, and Advance Organizers

      The first strategies I will touch on are giving cues, asking questions, and using advance organizers.  Cues give students hints about what the lesson may be on, and when given explicitly can be very useful to students (Pitler, Hubbell, Kuhn, 2012).  Asking questions can do two things; one, it will allow students to access prior knowledge, and two, it will allow teachers to assess students current knowledge (Pitler et al., 2012).  An advance organizer can be used before you begin a lesson to show students the important pieces of the lesson and activate their prior knowledge (Pitler et al., 2012).  There are three different types of organizers that can be used, expository, narrative, and graphic, depending on the topic and what you are trying to accomplish.  Using each of these strategies will activate a student’s prior knowledge which can allow for elaboration.  Elaboration helps information to be stored in the long-term memory (Laureate Education, Inc., 2011a).  Using different advance organizers can also allow for the teacher to reach multiple senses which improves learning (Pitler et al., 2012). 

Summarizing and Note Taking

      Summarizing may seem simple, but there are a few important factors to remember when using these strategies.  Summarizing allows students to put their new learning into their own words, which will in turn help it become part of their long-term memory.  The three rules as stated by Pitler, Hubbell, and Kuhn (2012) for summarizing are to teach students the rule-based summarizing strategy, use summary frames, and engage students in reciprocal teaching.  When students summarize text, they are taking out information that is not needed and keep the information that is important to remember.  This allows for students to internalize what is important.  Students can also use visuals when summarizing.  Using text and images is important according to Paivio’s dual coding theory (Laureate Education, Inc., 2011a). 

      Note taking can also seem very simple, but how often do we teach our students how to take notes?  Pitler et al. (2012) recommend that you give teacher-prepared notes, teach students a variety of note-taking formats, and provide opportunities for students to revise their notes and use them for review. Note taking can also use images and text. 

Virtual Field Trips

      Virtual field trips can be an exciting addition to a lesson or unit.  According to Dr. Orey virtual field trips create an episodic event which helps information to be stored in long-term memory (Laureate Education, Inc., 2011b).  An episodic event is something that happens in your life and you can connect to (Laureate Education, Inc., 2011a).  These field trips can allow for students and classrooms to go places where they may not be able to travel.  Dr. Orey (Laureate Education, Inc., 2011b) also mentioned that virtual field trips can engage students in critical thinking. 

Concept Maps

      Concept maps can be another very important cognitive learning tool.  A concept map contains text and images which allows for dual coding as suggested by Pavio (Laureate Education, Inc., 2011a).  These maps allow students to visualize ideas and make connections between ideas (Laureate Education, Inc., 2011a).  Concept maps can be used in many different ways such as notes, assignments, or even assessments.

      There are many more cognitive learning tools out there and these are just a few that we focused on this week.  I feel these tools can be very powerful and essential for instruction.  These tools can help strengthen my teaching and the learning that takes place in my classroom.  I hope to continue to learn more about each one and incorporate them more and more into my teaching.

 

Here some excellent resources for you to look into. 

This is a great article about the use on concept maps in elementary education and early childhood education.

http://ecrp.uiuc.edu/v8n2/birbili.html

This site lists some of the best virtual field trips!  There are also descriptions of other education websites, along with tips and tricks.

http://ilearntechnology.com/?tag=virtual-field-trips

 

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.