Cognitive Learning Theories are learning theories that
really focus on the organization of information and how we learn and build
memories. “Cognitive Learning Theories
really revolve around primarily, information processing” (Laureate Education,
Inc., 2011). There are many
instructional strategies that help facilitate this idea. This week, our resources really helped to
identify how we could use technology within these instructional strategies to
help increase the connections and retention of information.
There are many cognitive tools that are available for
teacher use. “Many cognitive tools have
multiple roles. Their roles allow
students to interact with information in order to acquire, synthesize, create,
and share new knowledge” (Orey, 2001, para 16).
The tools have an impact on student learning in different ways. The different types of cognitive tools are
information seeking, information presentation, knowledge organization,
knowledge integration, and knowledge generation. Within each of these areas, there are many
technology tools that can help teachers increase the student achievement. Presentation tools, for example, like Prezi, MeoGraph, Nanoogo, and Little Bird Tales, allow students
“establish relationships among information” (Orey, 2001). Students have to organize the information
that they have gathered or want to share.
As this organization is happening students can begin making connections
through something such as pictures in order to create a long-term memory.
Another instructional strategy is using cues, questions, and
note taking. All of these “focus on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, E. & Kuhn, 2012, p. 91). It
is a good idea to begin lessons or projects with these implemented as it helps
to focus learning and give students an idea of what is to come. Even by using cues, students’ curiosity can
begin to peak, which makes them more interested in the learning that will take
place. They become more engaged and want
to know more. With this engagement, I
can watch as the students begin to take more ownership over their learning
process. Essential questions are an
important part of cues and questioning.
“Asking students to use background knowledge to answer essential questions aligns with the research showing that higher-order questions produce deeper learning than lower-order questions do” (Pitler, 2012, p. 95). In my years of teaching, I have found that
the use of essential questions really helps to drive students. I have also found it beneficial for students
to begin creating their won questions when it comes to their research.
The last instructional strategy I will focus on is that of
summarizing and note taking. These focus on “enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, 2012, p. 147).
There are many technology tools and apps that can make it easy for
students to take notes. Some are as
basic as Notes on an iPad to
applications like Evernote or Dragon Dictation to web tools such as Videonot.es. Each of these help to make it easier and
more accessible for students to take notes on information they receive. Another added benefit is that quite a few of
these note-taking tools allow for you to embed or link websites, pictures, and
video. While students take notes, they
have to choose what they believe is the most important information and write it
down into their own words. It is almost
as if the summarization is taking place while note taking is happening. I can personally say that when I take notes,
my retention of information is better as not only did I need to synthesize the
information, but also I can also visually see it written or typed on my notes.
I think it is important to really take into account these different
instructional strategies when designing lessons or projects. If our focus is for students to retain the information
that is presented to them, then why not focus on the instructional strategies
that come from a learning theory that focuses on processing information and
creating long-term memories? It is
important that we give thought the tools that can help build more meaningful learning
opportunities for our students.
References:
Laureate Education, Inc.
(Producer). (2011). Program five: Cognitive 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
Orey, M. (Ed.). (2001).
Emerging perspectives on learning, teaching, and technology. Cognitive
tools and experiential learning. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction
that works (2nd ed.). Alexandria, VA: ASCD.
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