Cognitivism in
Practice
Through this week’s learning
resources I gained a better understanding of the Cognitive learning theory and
identified a variety of ways to effectively incorporate cognitive learning into
my lesson by incorporating a wide variety of cognitive tools while integrating
technology. These tools provide a
variety of ways to differentiate instruction and develop lasting meaningful
knowledge while engaging students in the lesson.
The cognitive learning theory is
based on the way information is processed and retained. According to Dr. Orey (2011a) the cognitive
learning theory consists of a three-stage model for processing information. One
stage is the sensory input stage, which is enhanced by the integration of multiple
senses to improve learning. The second is the short-term memory stage, which
can be enhanced by the chunking of information since the brain can only process
a limited amount of information at a given time. Lastly, is the long-term
working memory, which consists of information that is stored for longer periods
of time. These memories are stored in networks and each piece of information is
connected to another memory (Laureate education, Inc. 2011a). Using cognitive
tools in the learning process, especially technology based cognitive tools are
a great way to make lessons more interactive and engaging to the learner. “Many
cognitive tools have multiple roles. Their roles allow students to interact
with information in order to acquire, synthesize, create, and share new knowledge
(Robertson, Elliot, & Robinson, p.4, 2007) Examining these roles provides
educators with a variety of tools and resources to consider regarding the
implementation and impact on how students learn.
Two tools that is highly effective
in developing long-term memory are virtual field trips and concept mapping.
Virtual field trips enhance cognitive learning through the use of dual-coding
which consists of the incorporation of image and text to make connections and
associations to prior knowledge. This immersion method of learning reaches a
variety of senses which provides more avenues for learners to retrieve
information from stored memory. By allowing students to virtually go places
that they are physically unable to go to they are developing episodic experiences
that they can tie information to, compare and contrast information too, and
engage in critical thinking (Laureate education, Inc., 2011b). Another Highly effective tool in enhancing
cognitive learning is concept mapping. Concept maps also support the
dual-coding of information and are highly in helping the learner to organize
their thoughts, clarify any misconceptions, visualize their ideas, and make
necessary corrections or changes as needed (Laureate education, Inc.,
2011).
The
book using Technology with Classroom Instruction that works provides two
strategies that are highly effective in the cognitive learning theory and very
helpful to the processing of information through the mapping of information.
One is Cues, Questions, and Advance Organizers. This strategy is found in
chapter four of the text. Cues and questions provide explicit reminders that
help student trigger prior knowledge by making connections to it and advance
organizers provide students with a variety of methods to organize their
thoughts to identify what they know, what they need to now, and make
connections to new knowledge through research. Technologies provide the
opportunity to efficiently and neatly organize information through the use of
spreadsheets, rubrics, and brainstorming software. A great too for webbing
thoughts and organizing information is the Kidspiration organizer. This tool
allows students and teachers to identify the central topic then make
connections to that topic using text and picture while mapping out their
thoughts. Using multimedia tools such as
power point and video software to as questions and organize thoughts is also a
great way to enhance learning through
the use by activating prior knowledge and higher order thinking skills (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).
The second strategy researched is
Summarizing and Note Taking. This strategy can be found in chapter six of the
text. This strategy helps students to synthesize information in order to
identify which pieces of information are most important in achieving the goals
of the lesson. As mentioned earlier the
brain can only process a limited amount of information at a time. This process
is very important to the cognitive learning theory because it allows students
which aspects of information are most valuable to achieving the goal of the
lesson and makes the most memorable connection to their learning experience.
Many students have a great deal of difficulty with the note taking and
summarizing process therefore it is very important for teachers to teach these
skills by demonstrating this process to the students first. This process can
also be highly effective when conducted through peer collaboration. The use of
wikis and blogs are a great way to share notes on a specific topic and identify
the most valuable pieces of information that provide the most memorable
connections to prior knowledge (Pitler, H., Hubbell, E., Kuhn,
M., & Malenoski, K., 2007).
Through my research of the cognitive
learning theory I have identified that there are many ways to enhance students
ability to process information, build new knowledge, and retain that knowledge
for long periods of time. Through the use of technology I am able to enhance
the students learning experiences and highly engage students in the cognitive
learning process. “Cognitive tools impact student learning by causing them to
think about information instead of reproducing and/or recalling information”
(Robertson, Elliot, & Robinson, p. 9, 2007). Through the use of virtual
field trips, graphing and organizing software, concept mapping, multimedia
tools, and various other forms of cognitive technology tools I am able to
create lasting learning experiences that allow students to develop connections
to prior knowledge through a variety of modes. I am a firm believer in the
cognitive learning theory. Until now I had not realized how many ways that I
already used cognitive learning tools, as well as, the variety of tools
available to me to enhance the learning process, thereby enhancing each
students opportunity to succeed and thrive in the future by building enduring
knowledge and skills through engaging experiences. How do you incorporate the
cognitive learning tools into your lessons? Through your experiences, are there
any cognitive technology tools that you and your students prefer?
Some of my
favorite sites that incorporate cognitive tools are:
Google Docs and
Spreadsheets – http://docs.google.com
Prezi – www.prezi.com
Glogster- www.glogster.com
Kidspiration/Inspiration
- www.inspiration.com/Kidspiration
Brain
POP – www.brainpop.com
This is a great
site for virtual field trips-
Any comments and
suggestions are greatly appreciated. Thank you for stopping by! J
References:
Laureate
Education Inc. (Producer). (2010a). Program one: Understanding the brain.
[DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD:
Patricia Wolfe, Ed.D.
Laureate
Education Inc. (Producer). (2011b). Program two: Brain research and learning.
[DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD:
Patricia Wolfe, Ed.D.
Laureate
Education, Inc. (Producer). (2011c). Program three: Instructional theory vs.
learning theory [Video webcast]. Bridging learning theory, instruction and
technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using
technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B.,
Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.)
Emerging
perspectives on learning, teaching, and technology. Retrieved May 14,
2012,
from http://projects.coe.uga.edu/epltt/
Daniela
Petruzzella
Daniela,
ReplyDeleteI am a big fan of Google Docs, personally. I can see the benefits that Google Docs provides for high school and possibly middle school students--but find it difficult to think about implementing at the elementary level due to the fact that an e-mail address is required.
Being a third grade teacher, I think that I still realize the importance of cognitive learning and visuals being implemented in the classroom. I can not expect my students to retain the information solely by hearing it come out of my mouth--even an auditory learner needs visuals once in awhile--or more often than not.
I taught the concept mapping lesson the other day on my Promethean board. The topic, or essential question, was, "What are the stages to the water cycle?". My students seemed extremely engaged to see the concept map come alive and also know that information could be added to it as we discussed it. I love how web-based technology can be constantly edited--this shows students that there is not always one concrete answer and allows them to open up and create their own new questions to topics.
Thank you for your post--it was full of a plethora information. I think that you're doing a great job! (Not that my opinion is one of significance!) :)
Have a great weekend,
Stacy Martinez
Stacy,
DeleteI taught the lesson on the promethean board, as well. When First mentioned that we were create a concept map the students automatically conected it to their language art class which requires them to create them all the time but does not use the technology tools that we learned about. When I showed them the the website to create the map and all that they could incorporate into the map they were so excited and engaged in the activity. The virtual tour that I found was also a really great resource that touched on a variety of topics helping to connect the information. I completely agree, having the opportunity to visualize the concepts being taught and develop their own connections and assimilation's then organizing their thoughts onto a concept map is a fantastic and highly effective cognitive tool. I look forward to practicing with the concept maps and virtual tours more. I hope to one day use the concept maps created to have the students create their own virtual field trip.
Thank you for your comment.
Daniela
Daniela,
ReplyDeleteYour blog post is very well written! I appreciated the tools at the end. I have used Google/Docs with colleagues, but not with my students yet. It is one of those tools that I just never think about being used in the classroom, and I should. I could see how many students would find it engaging. I have used Prezi before, but not Glogster. Glogster looks very interesting! What have you used it for with your students in previous lessons? I like how it seems to be an interactive poster. Some students might find it more engaging to use than creating a traditional poster, and without having to purchase materials to create such a poster!
I am realizing that I have used some virtual field trips in my classroom without really calling them a virtual field trip. However, I did not provide my students with an interactive tool, such as a concept map to use while we are conducting the virtual field trip until this week. I think combining tools can have a huge impact on a lesson, as long as we do not overwhelm the students. I once had a teacher that was so excited about sharing new tools and ideas with us that we were overwhelmed with where to begin! I plan to take one step at a time to incorporate some of the wonderful cognitive tech tools we have learned about this week.
Thanks,
Whitney
Whitney,
ReplyDeleteI a fairly new to google docs and glogster as well. I have toyed with it here and there but have not used it much with the students. I do like Prezi very much though.
I have to agree with you about the virtual tour. I have not used it often because I have difficulty finding virtual field trips that connect to my subject area of Italian. However, the concept mapping tools is definitely a highly effective tool especially when used in conjunction with something as interactive as a virtual field trip. If these tools can't create episodic long-term memory, I don't know what will.
You make a very good point in stating that we need to be sure not to incorporate too new technology at once to avoid overwhelming the students and yourself. This can easily be done. Baby steps is key!
Thank you for your comments!
Daniela
Daniela,
ReplyDeleteThank you for your well-written post and the websites you shared. As a reading specialist and FACS teacher my biggest concern for my students is that they develop good study skills that enhance their reading and comprehension.
Note-taking and summarizing are difficult for most students, but especially for struggling readers. I think all teachers should include some instruction on how to take notes. Pitler,Hubbell, Kuhn, & Malenoski (2007)recommend using a variety of formats and have found that combination notes that contain different graphic representations have the biggest impact (p. 124). I don't know about the elementary level, but at the secondary level teachers assume that students already know how to take notes and summarize information. They often give a lecture, instruct students to read a chapter and answer the questions at the back of the chapter. Then the students are tested on their knowledge.
Cognitive learning theory tells us differently, but we need to get the word out to our teachers and provide staff development to instruct our teachers and give them practical strategies to take back to their classrooms. Strategies that include technology, that provide a variety of modalities, and offer choice.
To answer your question, the cognitive tools we use to increase comprehension, which includes retrieving and recalling important information, is to use reciprocal teaching. This is done in a variety of ways, sometimes in small group discussion and sometimes in online discussion. After taking my first technology class at Walden, however, I became acutely aware of how important 21st Century skills are and that it is vital to teach students how to use these same skills with the Internet. Since I can't attach an article to this post, I will include a link to a great article on Internet Reciprocal Teaching. I hope you find it helpful.
Lauri
http://www.newliteracies.uconn.edu/carnegie/documents/IRT.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.