Cognitivism...

Like many teachers, my goal is to teach my students and make sure they learn in my classroom. “The development of cognitive learning theories marked a change in how educators thought about learning” (Laureate Education, Inc., 2011). Now days, the assistance of technology is available to not only help teach the students, but to support the students in understanding and retaining information. Cognitive learning theories are based off of information processing. In order for a student to really, and I mean really, learn something he or she must go through the three steps of the information processing model. First the individual must receive the information. Next, that information travels into the short-term memory and if the information is processes deeply enough (or really learned) it will end up in the long-term memory (Laureate Education, Inc., 2011). Basically, whatever I teach students I want it to end up in their long-term memory. Luckily for me and many other teachers out there, there are different instructional strategies available to help whatever is being taught end up in the long-term memory of students.

            The first strategy is using cues, questions, and advance organizers. Both cues and questions are beneficial. Cues are reminders or hints about what the students are about to learn and questions can trigger the students’ memories and help access prior knowledge (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.13). However, I think advance organizers work the best when teaching for understanding. Advance organizers are like concept maps, a graphical tool for organizer and representing knowledge (Novak & Canas, 2008, p.1). Concept maps makes it possible for students to make cross-links, showing how two things are related. They also allow the students to give specific examples/events of pictures that trigger a memory or personal experience for the student, creating an episodic experience.

            The second is summarizing and note taking. Personally, I think summarizing and note taking are part of every class (depending on the grade level) but do not necessarily always enhance learning. It does however enhance the students’ abilities to organize information in a way that captures the main ideas and supporting details (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.120).

            The final strategy is virtual field trips. Virtual field trips are “web based tools that can expand learning opportunities by allowing students to visit places they otherwise might not be able to” (Laureate Education, Inc., 2011). This is by far my favorite instructional strategy. I truly believe this would help students learn and understand the material they are being presented with. I think students are much more likely to be engaged and have a powerful learning experience. Any educational experience that is powerful uses all learning theories.

References:

Laureate Education, Inc.(Producer). (2011) Cognitive Learning Theories.

Laureate Education, Inc.(Producer). (2011) Spotlight on Technology: Virtual Field Trips.

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 the Institute for Human and Machine Cognition Web site: 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.