After watching the DVD on Cognitive Learning Theories, I learned that cognitive learning is broken up into three stages. First is the sensory stage which information is received by the brain. Second, if the information is attended to it will make its way to short term memory. Finally, if the information is rehearsed enough it will make it the entire way to long-term memory (Laureate, 2009). When students are given new information their brains can only process seven +/- 2 pieces of information at once (Laureate, 2009). This week in our textbook we looked at two instructional strategies that will help educators stay aligned with the process of learning new concepts.
The first strategy we read about was “cues, questions, and advance organizers.” This particular strategy focuses on enhancing students’ ability to retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73). The concept map is a very powerful tool for this particular strategy as it help students organize and make connections from their previous knowledge to what they are about to learn. Technology too can be another tool used with this strategy which takes this to a whole new level as students and teachers can use Microsoft Word, Excel, PowerPoint, etc. to create well-organized, visually appealing organizers (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 74). The concept map and technology tools assist teachers in quickly capturing student responses and organizing the responses into useful information (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 75) that will be processed and moved into long-term memory.
The second strategy we read about was “summarizing and note taking.” This strategy focuses on enhancing students’ ability to synthesize information and distill it into a concise new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 119). Teachers’ help students take information and state it in their own words in order for it to make sense to them. From here it will be easier for students to process the information and put into their long-term memory. Technology can also be of assistance to students with the strategy. Microsoft Word is an excellent source in which it can help students with summarizing a passage from a book or even their notes they take during class. It will pick out the key concepts for them and even pull out redundant sentences only keeping the important information the students need to know. Concept maps are another great tool for this strategy in which again, it will make connections for the students to their prior knowledge.
Both of these strategies can also be an asset to one’s cognitive learning by allowing the students to physically see the connections to the information they are learning or talking about in their classroom. As Dr. Orey says “images are powerful tools” (Laureate, 2009).
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Emily
ReplyDeleteYour key point is that students need to rehearse information in order to learn and recall it. That means we need to use the many tools available to review or practice new concepts before they become permanent. The tools you mentioned--Word, Excel, PowerPoint,and concept maps help to add another version or help our students view the concept from another angle. For me, hearing, seeing, and doing is certainy a more effective way to learn that just by hearing.
Emily,
ReplyDeleteI am going to second Wanda's statement and then add a little more to it. We are all in an agreement that the rehersal stage is the crucial stage when we are talking about the cognitive theory. The disagreements come when we have to decide what type of rehersal should be done. There is really no right or wrong answer to what rehersal you should do. But one thing is for sure we have to recall some advice given to us by Dr. Wolfe when she said, "we need to exercise the frontal lobe of our students brains"(Laureate Education, 2009). Sometimes in a short period we can have the students use their occipital lobes and temporal lobes, but it is having the students use critical thinking skills. I think we have to keep that in mind we think about the strategis of using cues, questions, advance organizers, summarizing, and note taking. Need to make sure that when we tell the students to do these activities that they are designed to have our students use their frontal lobes or critical thinking skills at some point.
Bryan
Laureat Education Inc, (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
I agree that students need to rehearse and practice what they are learning in order to fully understand the concepts and ideas behind the thought process. Presenting information in different ways helps to get students thinking in other ways than normal. This opens the mind up and makes the brain work a little bit more. Using Excel or other programs helps students to understand the concept of the lesson while practicing the process of doing. Like Wanda said, if a student hears, sees and practices, they will have more under their belt for when they need to use this info again.
ReplyDeleteIn addition to what Phil said is the fact by observing the several differing ways that they are demonstrating their proficiency with knowledge you can guage and assess more effectively as to what is actually being learned by the different students. In essence students will be unable to "fake" knowing as we all know there is a big differnce between being able to get the correct answer and truly understanding information.
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