The theory of cognitive learning is based on short term memory transferred to long term memory. Processing information is the main concept. Does the strategy of cues, questions, advance organizers, summarizing and note taking, correlate to the cognitive learning theory? To see if they do, I would have to examine the purpose of them. What are their goals of each?
Pitler, Hubbell, Kuhn, and Malenoski explain that cognitive learning theory process information you receive through a sensory input. You quickly attend to it as a short-term memory. You later, must go through a rehearsal stage, practice or studying method to enter into a long term memory. This is then divided into different types of memory. They are declarative which are facts, procedural which explain how things are done, and eposodic which is a powerful event that happens. These types of memories form a network connecting to meaningful information or images which are very beneficial to the long term memory. So this cognitive learning theory primary mechanism is to link as many concepts or images to a particular subject or new piece of information in order for long term memory to take place.
When I ask questions, I believe that I am trying to help students begin to think about a particular subject. I am just trying to get them thinking about the subject matter and examine what they already know about the subject matter. The advance organizers would help my students to process their thoughts and put down information for later use. No heavy analyzing would be going on yet. They are just focusing on what is important. Students start to get into deep synthesizing and understanding if they can express and summarize what they learned.
An example of this whole process and how it connects to cognitive learning theory would be if students answering quick questions about what he already know about the Civil War such as what century did the war take place. What states were involved? He then write down important facts about the war on an organizer such as the dates it took place, major participants involved, why it started, how it ended, and why it was so important in our history. Students begin to draft their presentation using technology by research information looking for visual images from the internet of the actual leaders involve like Robert E. Lee, Ulysses S. Grant and Jefferson Davis . Students might add photos of the Battle of Gettysburg to a poster. Collecting auditorial sound effect to side shows such as cannons blasting might cause an episodic experience during the summary of a presentation.
Therefore, I believe there is a lot of correlation between cognitive learning theory and the instructional strategies expressed here. Students summarizing through just a simple explanation of the civil war or completing an extensive presentation will develop long term member because they are apply the information they have learned. This is in the purpose and goal of the cognitive learning theory.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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The examples of cognitive tools you could possibly use in a Civil War unit seem to be effective mainly because of their capability to capture the sensory stimulation of learners. Visuals and sounds of the war would be appropriate for students to become more curious about the events that occurred during this time. A few years ago, I had the opportunity to create a unit based on the impacts of the Civil War.
ReplyDeleteIn this unit, I focused primarily on sharing new information with the students through the use of visuals. I selected 6 major battles that occurred and influenced the direction of the war and had my students complete battefield map activities which indicated how each battle was won and why it was important. I also used the movie, Gettysburg, as an auditory learning experience. The main reason why these worked so well was because after the students finished exploring the sights and sounds of a specific battle, they became very excited to investigate what would happen next in the war.
As the unit progressed, I had the students create graphic organizers and concept maps based on main figures of the war, important events, and memorable places where these events took place. By categorizing the war into many significant components, students were to able to more easily identify the purpose of the war as a whole. After the unit came to an end, the students were actually sad. I was too! However, the information they had gained helped them consider new creative ways of trying comprehend content matter.
Categorizing the war into many significant components using graphic organizers and concept maps is a great idea. I will also try to add a virtual field trip in my lesson this up coming year.
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