Cognitive Learning in the Classroom

This week I read about two instructional strategies in the book Using Technology with Classroom Instruction That Works.  One strategy related to Summarizing and Note Taking and the other was about Cues, Questions, and Advance Organizers.  Both of these strategies correlate with the cognitive learning theory and should be used in the classroom.  In addition, I learned about Virtual Field Trips and how beneficial these can be for students.

The first strategy discussed in this book was Summarizing and Note Taking.  Cognitivists support the idea that information enters the brain, enters working memory, and if properly stored can be used later on (Lever-Duffy & McDonald, 2008).  Students should take notes in an organized manner, focusing on just the main ideas helping them to better process information to create a summary (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  One way to summarize is through the use of a cognitive tool known as concept mapping.  Pitler, et al. (2007) tells us that graphic representation for note taking has shown to increase student achievement.  Concept mapping aligns with cognitive learning as it replicates our network model of memory and it supports dual-coding where information is stored as text and images (Laureate Education, Inc., 2009a).  In addition, concept mapping embeds technology as students can use programs such as the software IHMC CampTools or online sites like www.spiderscribe.net to create their concept maps.  These maps require the learner to show they understand the relationship between topics in the map, how these topics connect to the focus question, and it helps identify the knowledge a learner has gained after instruction (Novak & Cañas, 2008).  The book discussed additional cognitive tools students could use to take notes and summarize, but teachers have to use resources available to them and remember that “the tools should help manage the work, not increase it” (Robertson, Elliot, & Robertson, 2008, p. 9).

The other instructional strategy discussed in Using Technology with Classroom Instruction That Works was Cues, Questions, and Advance Organizers.  Cues are a reminder about what students are about to learn and questioning helps activate a student’s prior knowledge (Pitler et al., 2007).  Both of these devices are trying to help students make connections between what they already know and see how this new knowledge will fit in.  This is where advance organizers become an effective cognitive tool in the classroom.  Advance organizers assist students in classifying this new information with the old and to focus their learning on what is important (Pitler et al., 2007).  This tool is only beneficial if teachers plan their instruction around what students already know, so they can help students see the relationship between old concepts and begin linking them together with new ones (Smith, 1999).  The book also mentioned using multimedia resources as advanced organizers because they can provide students with a mental mode for understanding new information (Pitler et al., 2007).  In the classroom, I often use www.unitedstreaming.com to show various videos on a wide-range of topics.  My students are more engaged and make better connections with the material.  Cues, questions, and advance organizers are essential in today’s classroom.

This week I also learned about Virtual Field Trips.  These are a great way to take students places where they cannot physically go (Laureate Education, Inc., 2009b).  Dr. Michael Orey stated that integrating multiple senses improve learning (Laureate Education, Inc., 2009a).  Virtual field trips let students, see, hear, and read about another place, getting to experience it almost first-hand.  I have never used these before, but I hope to include virtual field trips in the classroom in the future.  What a great way to integrate technology and support the cognitive learning theory.

As seen from the information provided above, both instructional strategies discussed support the cognitive view of learning.  Summarizing and note taking, especially with concept mapping, help students organize information better so they work it into long-term memory.  Cues, questions, and advance organizers help to activate students’ prior knowledge so they can make better connections with new material.  Finally, virtual field trips integrate multiple senses as students get to see and hear about a place without ever leaving the classroom.  Cognitive learning definitely has a place in our school system today.

References

Laureate Education, Inc. (Producer). (2009). Program number 5: Cognitive learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2009). Program number 6: Spotlight on technology: Virtual field trips [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Novak, J. D., & Cañas, 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: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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 from http://projects.coe.uga.edu/epltt/

Smith, M.K. (1999). The cognitive orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-cognitive.htm