The instructional strategies we learned about this week correlate and integrate well with the Cognitive Learning Theory. Each of these strategies assist in making learning easier and more connected to previous knowledge.
Cues have a strong relationship to what we learned this week about cognitive learning theories. They set the stage for students to be open to new learning and may help students begin to think about the topic and what they are going to learn (Pitler, et al, 2007). Cues can be in the form of video clips or concept maps. They can be both visual and auditory in nature. They are previews or hints about what they are going to learn. In cognitive learning theory this may be a sensory input of information to move the learning to the short-term memory (Laureate Education, 2009a).
Questions are either auditory or visual. They encourage students to access previous knowledge and begin to think about how the new knowledge is connected (Pitler, et al, 2007). They may spur thinking to further encourage network connections of information as described in the Information Processing Model (Laureate Education, 2009a).
Advanced organizers are visual tools that help create sequential networks to organize learning so it makes sense to the brain. This facilitates greater understanding of content and how topics are interrelated. It is an excellent example of the Information Processing Model where connections between subtopics are made (Laureate Education, 2009a). Paivio’s Dual Coding Hypothesis indicates that people remember visual images more easily than written text (Laureate Education, 2009a). The visual layouts of the organizers, such as concept maps, create a more lasting impression on the learner. Advanced organizers also serve as an elaboration tool. In concept mapping, for example, the nodes may be interconnected. This helps the learner make associations between concepts (Laureate Education, 2009a).
Two of the strategies we explored this week reach higher level thinking skills. When students are summarizing or using note-taking skills they are analyzing what they are learning to determine what should be included. Summarizing can take the form of a blog or may be done through a tool in Word. Students must sort through what they have learned to find the most important details. This review of the information is a type of rehearsal to bridge learning from short-term memory to long-term memory. Students use a variety of formats for note-taking to organize information to make it easier for the brain to learn. When students are taking notes they are making connections between concepts. Note-taking may be a form of elaboration where associations are made and combined in a visual format (Laureate Education, 2009a).
Virtual field trips are an experiential or episodic learning experience (Laureate Education, 2009a). They build background knowledge and share visual images that are easier to retrieve in memory (Laureate Education, 2009a). Virtual field trips provide the next best thing to being there experiences. Learning can be tied to these shared experiences as students analyze and compare what they already know to their new information (Laureate Education, 2009b).
Concept mapping is an organizational tool to introduce, conclude, analyze or assess new information. They can also be used to present learning in an organized format (Novak & Canas, 2008). It follows the Information Processing Model where memory consists of a network of information that relates to other bits of information (Laureate Education, 2009a). The maps show how concepts are interconnected through nodes and connecting lines. It is a visual example of Paivio’s Dual Coding Hypothesis (Laureate Education, 2009a). Also, concepts maps are an indicator of whether or not a student has any misconceptions or gaps in learning about the topic (Novak & Canas, 2008). Since concept maps are never finished, the learner must assess and reassess new learning to see it if still fits in on the concept map (Novak & Canas, 2008). Concept maps are an excellent way to visually chunk learning so it is not too much for the short-term memory (Laureate Education, 2009a).
The strategies we learned this week enhance learning and should definitely be incorporated into the classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009a). Cognitive learning theories. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b). Spotlight on technology: virtual field trips. Baltimore: Author.
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Instituted for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf on January 15, 2010.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Posts
Hi Lynne,
ReplyDeleteYou have done a great job of discussing how the cognitive learning theory relates to this week’s learning resources. I am interested to know how you use these cognitive tools in the classroom. Are you going to change your methods of instruction based on this week’s learning?
In the past I have created PowerPoint presentations that had lots of pictures and information. My students copied the notes from the PowerPoint and were supposed to use those to study for quizzes and tests. Most of my students were not learning the material by simply copying the notes. This year I have switched over to using more of the cognitive theory by requiring my students to draw pictures along with their note taking. I also have started using a method one of my college professors used every day. My students are not allowed to leave the room at the end of class until they have given me a half page summary of the day’s lesson. They also have to write one new thing they learned and one thing they are still unsure or unclear about. It takes some time on my part to read their responses but I have discovered major gaps in their learning and re-designed the next class period’s lesson to cover those gaps.
Hi Max,
ReplyDeleteThank you for responding to my post! I already use a lot of cues and questioning when I teach. In my job I push into classrooms during their math classes to model a lesson, co-teach a lesson or work with a small group of students. I also pull students out to work with math skills that need a little bit of extra practice. I am truly having a hard time relating some of the cognitive tools to my math groups. I sometimes use exit slips with my groups, which I suppose can be categorized as summarizing the day's lesson. One idea I can apply to my small groups is the use of the graphic organizer from our text. I believe adding images during note taking would be very beneficial to my students. One of my favorite problem solving strategies is to draw a picture to help solve the problem. This type of note taking would feed into the familiarity of drawing pictures when solving problems. I may also use advanced organizers or concept maps when using either project based or problem based learning. This would help focus students' thinking. Since these are student centered strategies, though, students would have to make their own organizers or maps. I would need to instruct students about these methods prior to assigning problem or project based learning so students are able to creating their own. I know, with practice and more experience with these strategies, that I will be able to apply them into my teaching in more ways than I know.
I really like the cognitive strategies you are already utilizing in your classroom. I am sure this makes learning more meaningful to your students. Do you see strategies such as these improving student learning and retention of information? I think it is great that you are able to use student data to analyze their learning needs and to design instruction. Part of my job is to encourage teachers to think that way.
Lynne,
ReplyDeleteI agree with Max, you did a great job explaining the information from this week. Last year, I encountered the same note-taking problem as Max. It sounds like you have a really solid system established within you classroom that the students learn from. However, if you even run into a problem or want to try something new, I have found that 2 column notes or the "Cornell" note taking system is great. Students fold their paper into two columns, the left being about a 1/4 of the page, the right 3/4. On the left hand side, students put a main idea and then any information about the main idea in the right hand column. This keeps the students' notes very organized and easy to read. The method also seems to really facilitate learning from notes within my classroom and the students responded to it very positively.
Hi Ray,
ReplyDeleteThank you for responding to my post. Also, thanks for sharing a great strategy with me. The "Cornell" system sounds very useful. My school only goes up to 4th grade, however I think this type of note taking would be helpful. I also believe that would be a great way to solve open ended math problems. It leaves a specific 1/4 of the page for the final solution. I will have to let teachers in my building know about that. Thanks! Our students do not do a lot of note taking yet, but it would help middle school teachers if the students knew how to do it before they get to middle school. Do your students come to you knowing what not taking is all about? They really do need to be taught how or their notes are a mess!
Lynne,
ReplyDeleteGreat summary of all of the info from this week. I think completing that task was pretty cognitive in and of itself. Whether it be in the form of a concept map or outline, I have always found it very helpful to go back through my notes and reorganize them. I can read them til the cows come home and it will not be half as helpful as rewriting them in another format. I used to always try to put all of the pertinent information on one piece of paper. That forced me to make decisions about what was important and what was not. Additionally it forced me to paraphrase important concepts in a few words. It mattered little to me what the end result looked like but the process helped me to retain the information so much more!
Lynne,
ReplyDeleteI agree with what everyone else has said - you did a great job discussing the information from this week! I have taken what we learned in the last few weeks and applied it to my science classroom. Tomorrow I introduce concept mapping as a note-taking strategy and I found one other one that I am going to be teaching my students called the Cornell note-taking strategy. I came up with a template in Word and plan on uploading it to my website for the students to be able to access. This utilizes main ideas and details as well as a summary of the section at the bottom. I hope it works out and promotes some of this higher level thinking!