After reading chapters four and six in the book, Using Technology with Classroom Instruction that Works, I found some strategies that support the cognitive learning theory. Chapter six focuses on summarizing and note taking. Summarizing allows students to delete, substitute and keep information throughout the process. Note taking is effective in many forms, but it is always better when there is graphic representation, which also supports the cognitive learning theory. By summarizing and note taking the students must elaborate and have the opportunity to add pictographs or other forms of visual representation. Chapter four focuses on advanced organizers. This can correlate with the cognitive learning theory's principles by elaborating on a certain topic (2007). The cognitive learning theory believes elaboration is important due to the connections it can make with other pieces of information, which makes a person more likely to store the new information in their long-term memory.
When students use summarizing, note taking or advanced organizing skills and teacher presentations the information in appropriate amounts, the cognitive learning theory would suggest the students have a good chance of making connections, understanding the information on a deeper level and are more likely to store it in their long-term memory. The teacher can even further support this theory by presenting the information in creative ways that create episodic experiences. Letting the students experience their learning through new methods of teaching will allow the students to hold on to memories and connect the information to a particular situation, moment or episode in their life.
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
How do you see how you are teaching changing from what you have read? Do you teach your students how to take notes and how will that instruction change?
ReplyDeleteI agree with in that we need to not overload our students with too much information at once. It is important to develop lessons that have a strong focus and develop long term memory connections in their network.
ReplyDeleteResponse to Cheri
ReplyDeleteBeing that I teach physical education, I do not allow my students very much stationary time. It is sometimes difficult to modify the lessons we are learning in our courses to fit my students’ needs and my curriculum; however, when I can make it work I see the benefits. An example is this week’s project, I never used concept maps in class because we rarely take notes and things of that nature, but taking the time to create one allowed my students the opportunity to make strong connections with the nutritional topics we had been discussing in class.