Cognitive Learning and Technology
Cues, questions, advance organizers, summarizing, and note taking are examples of cognitive learning theories that are used in 21st century classrooms. “Asking students to use background knowledge to answer essential questions aligns with research showing that higher order questioning produces deeper learning.” (Pitler, 2007) Using a KWL chart would be a good technique to use in order to illicit inferences from students. Using cues in the classroom may be introduced in various forms such as, movies, multimedia presentation, books or web sites. “When a teacher provides cues and questions, students will have a clearer understanding of what they are going to learn.” (Pitler, 2007) Implementing Virtual Field Trips is an excellent way to introduce a new concept to your class. You can incorporate sight and sound into your lesson. Auditory learners have the opportunity to pause and rewind over and over in order to gain a better understands of the material presented. Cue’s and questioning are essential pieces of cognitive learning process. It helps students to focus on the material and helps them to probe for a deeper understanding of the information at hand.
Advanced Organizers
Concept maps are an excellent tool to aide students in organizing their thoughts and ideas. These are particularly useful when introducing a new concept. Concept maps are an excellent medium for visual learners by providing them with graphical representations of the content, therefore allowing the learners to make better connections. “In the process of cognitive learning, it is understood that organizing and providing visual representations of information helps learners make connections between ideas.” (Laureate, 2008) Using rubrics as a graphic organizer will prepare your students for what they are about to learn. It will help them to focus them on the critical aspects of the lesson. “Rubrics are excellent organizers because they prepare students to apply their abilities, knowledge and critical thinking skills.” (Pitler, 2007)
Multimedia
Using multimedia tools as an advanced organizer for many students is very effective because it helps them to activate prior knowledge and develop mental model to help them understand new information. “Studies have shown that students who were given a PowerPoint advanced organizer to help articulate a lesson retained more information than those who did not receive this type of multimedia experience.” (Pitler, 2007) Using multi-sensory aides, enables learners activate their prior knowledge about a concept.
Summary
Cues, questions, advanced organizers and multimedia are all key elements in the learning process. They all tap into the sensory registers by using auditory, visual and tactile senses. “By integrating multiple senses in presentation improves learning.” (Orey, 2002)
By integrating these tools into our lessons promotes elaboration, or making as many connections as possible for a greater understanding. “Elaboration is the primary mechanism for storing information into long term memory.” (Orey, 2008)
References
Laureate Education, Inc. (Producer). (2008). Program five: Cognitive learning theories. [DVD]. In Walden University: 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.
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 10, 2010 from http://projects.coe.uga.edu/epltt/
I agree that integrating a Virtual Field Trip is an excellent way to introduce a new unit or concept. Students are then thrown right into the concept and get to interpret the information they come across. Advance organizers can easily be created to assist students with taking notes while they proceed through the Virtual Field Trip. Students will then a visual representation of their notes. Advance organizers can easily be created on a computer or using a specific software program. By allowing students to complete their advance organizers on the computer you are allowing them to practice their 21st century skills. Orey (2001) explains concept mapping tools, “as tools that replicate the network model of memory” (Laureate Education, Inc,). By creating a concept map students will be incorporating Palvio’s dual coding hypothesis. Students will have the information stored as an image and the text that goes along with the image. Students have a higher chance of retaining that information and storing it in their long term memory because they have an image and text to recall. Students will remember the information or concept when it comes time for them to take the test. Orey (2001) determined that, “When students are allowed to play the role of developer/designer, students tend to perform at a higher level that even their teacher felt possible” (p. 6). Rubrics are a great way to quickly and accurately assess student work. My students are given the rubric when the activity or project is introduced. This way they know actually what is expected and what they have to do to earn their desired grade. Rubrics stop students from arguing about their grades. The rubric says exactly what they have to do to earn that number of points, so they cannot say they did not know they had to include that idem.
ReplyDeleteReferences:
Laureate Education, Inc. (Producer). (2010). Cogitive learning theory with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.
This is my second time writing this! I do not know what happened to my first post!
ReplyDeleteIt is true that the tools and strategies mentioned above are all useful in introducing new concepts and provide students with a visual representation of what they are learning. However, I think it is also important to realize that these same tools can be a great asset to students when it comes time to study or review for a test, project or homework assignment. For example, if a student is give a website to a VFT, he/she could access it from home to review it. They may even revise or add to their notes or concept map if they find they have left something out or written something incorrectly.
It has also occurred to me that a VFT may be helpful to parents as well. I remember when I was in high school my parents would often have trouble helping me with an assignment and they would say to me "Well, what did you learn in class?" Unfortunately, it was hard for me to remember however if I would have had a tool like a VFT I could have showed it to my parents and they would have been able to help me if I still needed it. This tool could be a way for parents to be more involved in their child's education.
In addition, I like how you mention the effect these tools could have on visual and auditory learners. We often forget that our students do no learn in the same manner. I think it is safe to say however that these tools and strategies can be of use to all learners. For example, an analytical learner is very good at working independently and does well with problem-solving, reading and research. These tools are an excellent way to enhance these skills while providing him/her ways to organize and synthesize the information.
Tania Rodriguez