Teaching using the cognitive learning
theory is centered on making as many connections about a given topic and having
in depth knowledge about it (Orey, 2001).
In other words, we can teach a mile’s worth of information, barely
breaking the surface, or we can cover less territory and really dig deep into
the understanding and breadth of knowledge on a subject.
There are a variety of technology tools
that can be implemented within the classroom that meet the criteria for the
cognitive learning theory. Advanced
graphic organizers allow students to breakdown the information they are working
on (Pitler,
Hubbell, Kuhn, & Malenoski, 2007). In addition, students are drawing connections
to various components of the organizer.
Being able to elaborate on a topic provides some deeper meaning and
understanding to students because they are drawing from the information in
multiple formats rather than memorizing a few facts and moving on to something
new. I am very impressed with the online
graphic organizer program Spiderscribe.
This program is so simple to use, that I am able to utilize it with my
first graders!
Another strategy that involves the
cognitive learning process is summarizing and note taking (Pitler,
Hubbell, Kuhn, & Malenoski, 2007). These strategies allow a student to add
detail and dimension to their learning in a variety of ways. Whether in a simple “T” chart or creating
rules to summarize, students can break down the information, replace more
difficult vocabulary with easier words, and eliminate unnecessary portions with
Microsoft Word. Often there is so much
information available to students that it can seem overwhelming and difficult
for them to distinguish what they truly need to know about the topic. By learning how to summarize, students will
realize what information is significant.
A particularly creative way for
students to take notes in a group is to add their individual notes to a group’s
wiki (Pitler,
Hubbell, Kuhn, & Malenoski, 2007). Each student is able to contribute to the
group, and it also enables them to build off the ideas of other students,
thereby, elaborating upon the information.
While collaborating on the information, all students are still
accountable for their own effort, and no one is left doing all of the
work.
Through the inclusion of technology,
teaching with the cognitive learning process can be very effective for
students. The more connections to the
information learned in a lesson, the greater chance that information will be
stored in students’ long-term memory.
After all, why bother to learn the information in the first place if
students never plan on recalling and using it later on in their lives?
References
Orey, M. (Ed.). (2001). Emerging perspectives on
learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler H., Hubbell, E.,
Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Matt-
ReplyDeleteI really like your idea of usign a wiki as a note taking tool. It would be great to have studetns adding notes to a central location only to come up with a complete set of notes after covering one topic. I believe this would also make students more careful in their note taking because they would be responsible to others in the class. Of course the use of technology would likely add to the excitement as well as the chances of them storing the information in their long-term memory.
I, too, liked the idea of using a wiki as a collaborative note taking tool. I do have one question for you, however. Is every child responsible for taking notes on all segments of the activity or lesson, or do you assign, or let students choose, a specific section to focus on? Obviously every student should be responsible for listening to, and participating in, the initial lesson, but I wonder if students would focus more intently if they knew that they were one of very few students actually taking notes on a particular section, thereby helping 'teach' their fellow classmates. Any thoughts?
ReplyDeleteMatt,
ReplyDeleteA wiki is also a great way for teachers to monitor learning. About a month ago I had students take notes in social studies. When they were done I asked them to write down one sentence that they thought was the most important. They then had to put their sentences together on a wiki without changing any one else’s information. It is amazing how many students put down the same things. It really gives you perspective on what they are catching and what needs to be retaught.
~Kristy Baker
Teachers set the stage for learning by finding out what students already know, then connect new ideas to students' existing knowledge base. Using a variety of instructional strategies, teachers guide students from the known to the unknown, from familiar territory to new concepts. Cues, questions, and advance organizers are among the tools and strategies that teachers use to set the stage for learning. These tools create a framework that helps students focus on what they are about to learn.
ReplyDeleteAsking questions and prompting students' replies with cues are strategies that come naturally to most teachers. In fact, some 80 percent of student-teacher interactions involve cues and questions (Marzano, Pickering, & Pollock, 2001). By fine-tuning questioning strategies with insights from research, teachers can become even more effective at guiding students' learning.
Like questions, advance organizers are also commonly used to help set the stage for instruction. Since David Ausubel (1960) first described advance organizers as a cognitive strategy to help students learn and retain information, teachers have developed a variety of forms for effectively organizing learning. The K-W-L chart, for example, lists what students know, what they want to find out, and what they have learned (Ogle, 1986). Graphic organizers show how new ideas or concepts relate, providing students with a visual framework for acquiring and organizing new information.
I really enjoyed your post!!