Cognitive learning is an information processing model that allows students to use multiple senses during presentations or activities to help enhance their learning (Laureate Education, Inc., 2010). The goal of cognitive learning theories is to help a student commit information to their long-term memory through the process of rehearsal, or practice. There are many different strategies that can be incorporated to assist with this skill, including cues, questions, and graphic organizers, summarizing and note taking, concept mapping, and virtual field trips.
Cues, questions, and graphic organizers help students focus in on improving their ability to retrieve, use, and organize any information that is needed for a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Cues, which I use extensively within my classroom in order to get my students attention when we are covering a particular area that they need to know and understand, are hints or specific reminders about what students need to learn (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Questions, which I also utilize quite frequently to review concepts learned on the previous day, also have a tendency to trigger certain aspects of students' memories. Graphic organizers help students by allowing them to organize their thoughts or ideas related to a specific subject so that they will be able to better break the material down or to help them understand the material better prior to covering the topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Summarizing and note taking are two skills that allow students to take large quantities of information and then break it down into smaller more manageable chunks while not omitting any of the important pieces (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Note taking is a skill that I rarely use with my fifth grade students. I have learned that my students have a tendency to learn more not by writing things down, but by seeing pictures and videos of the content instead. My students tend to score better when they have an actual mental image to relate to when trying to recall needed information. Summarizing is a skill that we work on in fifth grade. Not in the sense of note-taking, but more so in a sense of reading a passage and then being able to summarize the information that is in the passage or other required reading.
Concept mapping and virtual field trips are two other effective instructional strategies when it comes to allowing your students to visually remember or recall necessary information. Concept mapping is just what it sounds like, a map. This style of map, however, allows students the opportunity to see the break-down and relations between subgroups of information. Virtual field trips, on the other, hand are basically a 'field trip' to a far away place or maybe even a trip into the past. When using virtual field trips, students are able to see pictures or, in some cases, have a guide lead them around a historic site, go on safari in Africa, or even go back in time to experience an event that has already occurred. Personally, I feel that virtual field trips are an outstanding way of allowing students to 'experience' different places for themselves.
Teachers have many different instructional strategies at their disposal to help enhance the learning environment of their students. Just which instructional strategies a teacher plans to implement is up to them. However, I have discovered, at least in my classroom, that the more visual the instructional strategy is, the more information my students will retain. Knowing this, I try to include as many 'visuals' as possible into my lessons so my students have a specific image that they can recall when they are trying to remember specific facts about information that we have covered.
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Michelle,
ReplyDeleteStrategies that you mentioned in your post are great cognitive tools that can ease the information processing and help students to transfer information from short term memory to long term memory.
I remember that rehearsal and practice are listed in behaviorist theory learning tools, and you list them in cognitive learning theory. Do these strategies belong to both behaviorist and cognitive theories, and are there any application differences while practicing them?
Zulfi Erken
While note-taking is an important strategy to teach, I agree that it has more of a place in the higher grades than in elementary school. I could imagine students focusing so much on what was being said and trying to uncover what was important and write it all down, while meanwhile they are not soaking in all that they can from the lesson. Pictures, video, and hands on experiences are far more effective, in my opinion, at captivating students' attention, creating episodic experiences, and thus securing the information as long term memory.
ReplyDeleteHaving access to these superior learning tools provides teachers with a variety of avenues to reach students with a multitude of intelligences, learning styles and preferences. Learning tools such as the virtual field trip, the concept map, note taking and summarizing software and multimedia are so diversified that the visual, auditory, and kinesthetic learner will all benefit from these experiences. While visual images are at the forefront of helping students internalize information; technology provides opportunities all learners to utilize their strengths and compensate for their weakness while actively engaging in the learning process.
ReplyDeleteI think cognitive tools such as concept maps and virtual field trips help students to grasp the content. I also find cognitive theories more deep because of its focus on emotions and the process of learning. I think behaviorist theories cannot reach the level of cognitive theories when the high level thinking skills are concerned.
ReplyDeleteMustafa
In all honesty Zulfi, I don't keep track of which tools match up with which theories when I'm teaching my lessons. What I look for is which tool will offer me the most effective way for my students to learn the material in such a way that it will remain with them over the long-term.
ReplyDeleteYou're right Nicole. I've found that any visual stimulus that I can provide my students with is what they have a tendency to recall when it comes to remembering content in the long-term.
I also agree with you too Vicki on what you're saying about technology. The downside of it, at least at the fifth grade level, is the time needed to teach it to the students since it is the first time many of them are exposed to it. There are many things I would like to try with them, but due to all of the content we're required to go over with them prior to testing, I don't have time to implement technology with them until after testing has been completed and I am able to slow down.
Mustafa, I agree with you that virtual field trips do help students grasp content. I look at them as just another extension of the visual stimulus that I try to provide my students with.
Michelle