Cognitive learning theory is the process whereby the learner is able to gain knowledge through the processing of information (Laureate Education, Inc., 2011a). In this theory, it is believed that the brain plays a vital role in the process of organizing new knowledge from former information, being able to make the necessary connections for maximum understanding and long term memory. This following site provides links to the different theorists of cognitive learning http://www.learningandteaching.info/learning/cognitive.htm.
There are two learner-centered instructional strategies that teachers can use to help students interact with information to develop a combination of different ideas, and make such ideas available for others (Robertson, Elliot, & Washington, 2007). The first one, cues, questions and advance organizers is an instructional strategy that enhances learners’ ability to remember, make use of; and rearrange information in a logical way, so as to have the full intellectual grasp of the topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The other instructional strategy of summarizing and note taking, will give support to the learners to be able to critically examine, break down and organize information into a short and clearly stated way (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These strategies can help students to synthesize all information presented when the instruction is well organized, clearly structured with connection to previous learning, and bearing in mind the learners differences in their ability to gain understanding (Smith, 1999).
In using cues, questions and advance organizer, I will be able to provide a clearer picture of what the topic is all about as I will ask leading as well as actual questions that will gender deep reflection and focused thinking. The learner will be able to remember past information that can be connected with the present one and make an intelligent application of the information. When technology like spreadsheet software and organizing and brainstorming software are used, students will be able to focus on the essentials as they have been made to understand. They are also able to know exactly what they are to learn. For more information on technology resources for Marzano's instructional strategies, take a look at http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#cues. Using Kidspiration for example provides visual aids and multimedia resources that help the learner to understand the presented content, because different aspects of the brain are utilized; since whatever the brain is exposed to doing, it gets accustomed to and developed in that area (Laureate Education, Inc., 2011c). The use of virtual field trips in this instructional strategy will give learners the opportunity to go where they physically cannot, and to engage in critical thinking activities (Laureate Education, Inc., 2011b).
When the strategy of summarizing and note taking is utilized with technology tools like word processing, the learners will be enabled to; not only edit the content of their notes, but also gain the skill of using the technology application. They can also make use of Inspiration to create a template that will give them the key points of an instruction (Pitler, Hubbell, Kuhn, & Malenoski, 2007), that they will use to summarize, thereby gaining knowledge of the content .
The variations of these instructional strategies and the integration of technology will help my students to improve their thinking skills by augmenting their cognitive process in order to facilitate learning.
References
Robertson, B., Elliot, L., & Washington, D. (2007) Cognitive tools. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Cognitive_Tools
Laureate Education, Inc. (Producer). (2011a). 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
Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [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
Laureate Education, Inc. (Producer). (2011c). Program two: Brain research and learning [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
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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
Damilola
Damilola,
ReplyDeleteCognitive learning is a great way to get the students to remember everything that is happening in class. These days it seems to be like we are pounding information down their throats without giving them the tools to be able to really remember it all. Using a word processor is a great way to get them using technology as well as processing the new information more. I also like that you mentioned getting the students organized. This is a huge task for some and it is a wonderful trait when it is learned. The students who can organize their thoughts and ideas will surely remember them the best.
Rachel
Hi Rachel,
ReplyDeleteYou mentioned pounding information down the learners throats; you couldn't have said it better. Actually by so doing not only are we compounding their ability to retain such information but we are also wasting precious time because as we have being learning in this course, most of the information is sifted off and only a little bit is retained. Even in a rote learning, the learners may remember the information but they will not be able to make connections with it (Novak & Cañas, 2008); and so such information becomes useless.
Damilola
Reference
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
Damilola:
ReplyDeleteI agree specifically with what you mentioned about Kidspiration. This goes along with the dual coding theory, in which I believe so much. My experience in Preschool allowed me to understand this concept perfectly well, and I am aware that it can be used with older students. We learn the same way, even being adults. When we see a picture linked with the context of what we need to learn, it is easier for us to remember and make the connections. At least for myself, this is what happens, especially when learning something new about technology. For example, if I am learning something new about Microsoft Excel, I would learn it more when I am seeing the whole process than with just a written explanation. It is the same with children. They need a concrete or semi-concrete object that is related to the context they are learning.
I believe this can be applied as well when summarizing skills are being developed. A great way for children to start using this skill is through short stories. Using pictures from the story, they could choose the more relevant scenes and rewrite the original story.
Hi Naida,
ReplyDeleteYou are so right about the fact that even as adults, we prefer to see the images as well as the text; this seems to drive home the point better. In the video Cognitive Learning theories, Dr. Orey talked about the Paivio’s dual coding hypothesis: that information is stored as images and text (Laureate Education, Inc., 2011). It is important to give our students the opportunity to use different parts of their brains to process the information we give them, as we make available to them relevant images and text.
Damilola
Reference
Laureate Education, Inc. (Producer). (2011). Program six: Cognitive learning theories [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