Cognitivism in Practice
For this week’s blog posting, four principles of cognitive learning theory will be correlated with two instructional strategies from Using Technology with Classroom Instruction that Works (2007). Cues, questions, and advanced organizers, as well as summarizing and note taking will be examined for their cognitive advantages and the ways in which they can help teach for better understanding. As an added notation, the concept of integrating technologies, such as concept mapping and virtual field trips, into cognitive activities will also be addressed.
Cues, questions, and advanced organizers are great ways to enhance a student’s ability to retrieve, use, and organize the information being presented (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In correlating these strategies with the four principals of cognitive learning theory, we find a good match. As short-term memory can only process about seven items at a time, providing cues and the advanced organizers helps keep the student focused on the important information. Questioning used with students can be useful in drawing out prior knowledge or triggering previous memories about related events. All too often students know more than they think about a topic - they just need a little prompting to locate the information. As in the example of the young student who said, they did not know anything about ratios or proportion until asked, how many cans of water to add to the frozen orange juice.
Summarizing and note taking is a second instructional strategy that works will within the cognitive learning theory. As an elementary teacher this strategy is often overlooked; however because it focuses on enhancing a student’s ability to synthesize information (Pitler et al., 2007) it would be fitting for me to take a closer look. Note taking, like cognitive theory, should employ a variety of formats such as outlining, pictographs, and webbing in addition to the text. The effective utilization of visuals as a means of strengthening the knowledge creates a situation whereas learners can make better connections through the elaboration process (Laureate Education, Inc., 2010). The episodic experience is another powerful cognitive tool for student retention and summarizing knowledge is an excellent way for students to understand the most critical parts of the learning. For younger students, the rule based summarizing (Pitler et al., 2007) strategy will provide the structure and guidance needed while still developing their abilities. As an added advantage, using technology can enhance the student’s ability to turn their notes and summaries into outlines for tests, essays, or reciprocal teaching.
Concept mapping and virtual field trips are both excellent opportunities to combine cognitive learning with the use of technology. Concept mapping provides learners with dual coding opportunities helping students to visualize ideas and the connections between them (Laureate Education, Inc., 2010). Utilizing standalone or web based mapping software; concept mapping is a fun and visual way for learners to organize and process information. Using web-based applications such as Webspiration or bubbl.us, the concept maps become shared documents that peers or groups may edit as part of the learning process. Virtual field trips help provide a more complete episodic event for the learner by allowing them to virtually experience places and things they may never actually get to actually see or touch. Adding the extra layers of visuals, audio, movement, and text allows for greater retention and understanding of the material presented.
References
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.
It would be great to start students at a younger age to take notes and how to use them to study. In high school, students still struggle with this strategy. Technology is a great way to make outlines for reviewing and reciprocal teaching. Also, concept mapping would be beneficial for students to understand how concepts relate to each other. Also, most concept mapping applications can convert maps into an outline. These outlines can help students complete their notes or understand their notes.
ReplyDeleteDo you think that the need to visuals is greater now, that it was say when the baby-boomer generation was in grade school? Is it off topic or out of the question to consider the fact that our students now are so used to visual stimulation via television and video games, that they simply aren't engaged without it?
ReplyDeleteDo you use concept maps with your elementary students? I'm not sure what grade you teach, but would they be capable of putting together a concept map using webspiration? I would think that teacher prepared notes at the elementary level would be more appropriate. Then student could summarize their information and explain what they know in their own words.
I believe that note taking skills are overlooked at all grade levels, not just in elementary school. I teach high school math, and I have come to realize that this skill that I assumed all students had does not exist for many of them. As teachers we think that by this point in their educational careers someone else must have taught them how to effectively take notes, or that they figured it out on their own. Unfortunately this is not true, and we owe it to our students to focus on this topic early in the year so they can get the most out of their educational experience.
ReplyDeleteStacey, I do believe that today’s digital learners need more visual stimulation. As we tie all our learning to previous experiences and the younger generation has experienced high levels of visual input, it only makes sense to present the information in a format that allows for stronger cognitive connections. Furthermore, in order to reach the greatest number of students, the use of visuals should be tempered with a variety of other formats when delivering content.
ReplyDeleteAs to you second inquiry about using concept maps at the elementary level: yes, we use concept maps and graphic organizers when teaching difficult concepts. In my own experience, third grade is a good level for starting to use the interactive maps and organizers. By this time, students have developed moderate keyboarding skills and are able to navigate websites such as Kidspiration and Webspiration. Student in the fourth and fifth grade find the use of mapping to be helpful in the writing process. It keeps them focused on the topic and helps them provide richer details and better organization in their writing.
Unfortunately, I got sick this week and was not able to complete the virtual field trip and concept mapping activity with my students. Instead I did it with my two children. My son is one year younger than my students and my daughter is three years younger than my students. With that said, I was amazed with how well my kids were able to absorb and summarize information that until three days ago, they had not been learning. The concept map gave them the ability to take important information and organize it in a way that they could read and see (Paivio's dual coding hypothesis) how each piece of information connected with the rest. I believe it was this ability to see the connections that gave them the ability to summarize what they had learned so well. When we were all done I asked them to tell their mother what they had learned. They had a printed copy of the concept map, but they barely had to look at it as the accurately related all the important information to my wife. Is this an exception because I was only dealing with two children? How did other people's experiences go? I can't wait to get back to class next week so I can finish this up with my students.
ReplyDeleteDan, my own experience was also very successful and eye opening. The utilization of the concept map in conjunction with the virtual field trip kept the students organized and focused on the learning. I was impressed with the student’s work and depth of learning. In the past, I would typically use the virtual field trip as an introduction to new subject matter allowing the students to get a good overview of where the learning is about to go. Adding the concept map to the virtual field trip made the it more meaningful to the students and the learning. The students had fun finding the facts and filling in the map as they progressed through the field trip. After the lesson, students were able to recall facts and details about the trip in relation to the learning. I will definitely consider adding more concept maps and graphic organizers to future lessons.
ReplyDelete"Summarizing and note taking is a second instructional strategy that works will within the cognitive learning theory." I agree that this type of strategy being effective. One thing that I have noticed about it is that students are not able to take notes properly. Many of them have never been taught how to use this skill and it affects their thought process and processing abilities later. I have moved towards group notes and then taking other notes from simplified notes helps them build the skill until eventually they can do it automatically without group help.
ReplyDelete