One essential question all educators must have a grasp on is, “How do students learn?” To answer this question, it is important to understand what the Cognitive Learning Theory is. Click here to go to a webquest discussing the Cognitive Learning Theory. It is also essential for educators to understand the four main components of the Cognitive Learning Theory as discussed by Dr. Michael Orey. (Laureate, 2011) These components include:
*Short –term memory (working memory)
*Elaboration (making connections)
*Effective use of images (visual images used to help make connections)
*Episodic experiences (experiences that tie the learning together)
When working with a variety of instructional strategies, it is important to keep in mind these different components of how people learn. Some important strategies that take these concepts into account are cues, questions, and advanced organizers. All three of these strategies specifically try to explicitly provide connections through experiences and images to help students transfer information from their short-term memory to long-term memory (Laureate, 2011). One way to do this is through concept maps. Concept maps are a way to organize information in a very visual way (Novak & Canas, 2008). Programs such as Inspiration and SpiderScribe are excellent ways to create a visual connection to promote student learning. Advance organizers that can also been made through these programs, can help students focus on their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Another instructional strategy that helps promote the cognitive learning process is summarizing and note taking. In these skills, students have to synthesize information in their own words (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When synthesizing information, students have to use HOTS and develop an understanding on the information they are learning. When note taking and summaries are combined with visuals and specific summary frames, students are even more likely to develop connections. For example, while going on a Virtual Field Trip online, it is important for students to take notes on their experiences and learning. By using concept mapping software, the class can take notes and make connections about the field trip. The teacher can then print up the class concept map for the students to use as a guide to summarize what they learned from their VFT experience. The class can add pictures and other details to this concept map to help make even more of those essential connections that promote learning. In using a program like Inspiration, students can even convert the map to an outline for the students who are more linear learners and need their information more organized.
All of these instructional strategies, as well as many more, exemplify the cognitive learning theory process and help promote student learning. By using these strategies, students are more able to make the essential connections that help them truly understand and grasp concepts presented to them.
-Jill Morris
Resources-
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
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.
I like what you said about notetaking and summarizing. This is a very hard concept for my students in 5th grade. I am constantly telling them that this is a skill they must learn before going to middle school. Some of them are able to do it but some still write so slow and they have a hard time thinking for themselves. We are constantly working on critical thinking skills and HOTS questions to help develop this.
ReplyDeleteI love the virtual field trips and so do the students. They want to just watch them though and feel like they are not in learning mode. I always remind them to take notes so they can remember what they learned from the field trip.
We us a lot of visual images when doing vocabulary. The reading coaches have always told us to put a picture by the word and definition because students will be able to internalize it and remember it easier.
Great post!
Thanks Amy! I know that my students often struggle with note taking skills as well. I have tried to be more purposeful when doing note taking with the students. It amazes me how many struggle finding the main idea of concepts. I often use graphic organizers when taking notes on a lesson. For example, right now we are learning about the five themes of geography. My district has provided a large graphic organizer to help students learn information from a very long Power Point presentation. I also find that I need to keep note taking instructional times to a limit. I have heard the rule of thumb is students can focus about 10 minutes per grade level. So for 6th graders, they can focus about an hour and then they are done. I think that even an hour is too long. I need to break lessons up with activities. Otherwise, I start losing student interest. It is definitely a tricky balance to teach note taking skills and also expect students to become independent when taking notes as well. I think during our grades of 5th/6th, students really begin moving slowly towards being more independent. Of course, there are many that still struggle copying the teacher's notes from the board. I am not sure how to motivate those students.
ReplyDeleteHaving a visual when doing vocabulary is a great idea! I have seen some wonderful worksheets that include pictures to help with vocabulary. I really need to use this strategy more. Great ideas! Thank you for the comments!
-Jill Morris
Jill, I was wondering if you have had a chance to use either SpiderScribe or Inspiration with your students at your grade level? If you have, what program did you use and how did they take to it? The reason I am asking is because my high school students loved the ease of SpiderScribe and they also seemed to understand the importance of it to their learning. My wife is a Kindergarten teacher who has a mini computer lab in her classroom. Do you think using these types of programs are age appropriate for Kindergarten?
ReplyDeleteNice Post!
Fred Aspan-Martin
Thanks Fred! For this week's activity I used SpiderScribe since it was a free, easy share concept mapping tool. I liked how easy this tool was to use and think it would be a great collaborative tool for my 6th graders. It did help them focus their learning when we were on our virtual field trip. The one thing I did not like about SpiderScribe was that it lacked options to make it more visually stimulating. However, that is probably a good thing for 6th graders, because they often spend more time playing with the bells and whistles of a tool then the content.
ReplyDeleteI really like Inspiration too, but I have it as a application on my laptop and not a web based tool. Therefore, it is great for classroom lessons, but not so great with collaborative work. I like the many options on Inspiration and love the rapid fire option. This option makes taking quick notes super easy.
As for your wife, I would recommend Kidspiration. This is much like Inspiration, but it is meant for younger kids. I could see a Kindergarten teacher and students using this option. For example, the teacher could have the center bubble be a letter. Then with a lot of picture options, she could connect that letter with pictures of words that start with that letter. For example, with the letter is C she could connect pictures of a cat, castle, cow, captain, corn, etc. with that letter. This could be done as a whole class whenever a new letter is being introduced or reviewed. Then later in the year, she could have the students do the same activity in the computer lap. She may need to enlist older students as helpers initially, but soon the Ks will understand how to use concept maps and begin building more connections with the letters. This is just one idea that could be used with younger kids. The great thing with concept maps is that it can be used at every grade level and work with all students. Thank you again for the comment Fred! It is nice to be in the class with you again!
-Jill Morris
Crystal,
ReplyDeleteInspiration is SUPER easy to use. Really, after watching a short tutorial on YouTube, you would be ready to use it in a few minutes. Inspiration is part of the imagine on my school laptop. That is why I use it, though I do not use it as much as I could. I often forget about it and just take notes with the kids the old fashion paper and pencil way. :-) You can use a web version called Webspiration. I think it has a free trial. After hearing about all of the free web 2.0 programs, you might want to explore some of them. I am excited to see what else is out there! Thank you for your comments!
-Jill