This week’s focus on cognitivism has been helpful in understanding cognitive learning theories and how they relate to classroom strategies and technology tools. After reviewing two strategies from Using Technology with Classroom Instruction that Works, I was able to evaluate the correlation between the strategies and the cognitive learning theory. The two selected strategies were Cues, Questions and Advance Organizers and Summarizing and Note Taking. These strategies can be very useful in the classroom and helpful to learners. Knowing the connection to cognitivism will help educators to understand why these strategies can help students and allow the teacher to better implement the strategy.
The first strategy, Cues, Question and Advance Organizers is about using cues and questions to pull higher level thinking with students. Using high level questions within a lesson will create deeper learning and make the creation of organizers more focused. Using organizers to arrange information makes it easier for the learner and relates to the Network Model of memory as described by Dr. Orey (Laureate Education, 2010) in the components of cognitive learning theory. This will help students to make sensible connections with pieces of information, as well as the potential to have images linked to text which follows Palvlo’s Duel Coding hypothesis that students can remember information better when it is presented in a way that is more than only text (Laureate Education, 2010). My experience has shown that this strategy does connect closely with cognitivism because students are able to have a visual for the connects which helps them to think about the information and is more likely to become a part of long term memory.
The second strategy, Summarizing and Note Taking is about teaching students how to effectively look at and pull the most important information in order to summarize a group of information, as well as giving students useful ways to take notes so that the notes are beneficial to student learning and allows the student to remember what he/she has learned. Teachers should give students rules to go by when summarizing and note taking. Giving students templates to organize notes and summarize information can be a useful tool that is also visual. This can also relate to the Network Model of memory. Most importantly, this strategy will help students with information processing. Students will be more likely to remember summarized notes and information, rather than notes taken verbatim. This connects directly to cognitivism because teachers need to lead students in a way that students can move through the three stages (sensory input, short term memory, long term memory) and store information in a network in long term memory. While my kindergarten students may not need to take notes, there are many times in the classroom that I as the teacher am modeling note taking strategies within whole group lessons. This will not only help students to see correct note taking, but it will help students to remember the information and store it in long term memory if I am correctly organizing the notes and using note taking organizers so that information is visually pleasing for my students.
After making the connections to these strategies and cognitive learning theories, I will be able to brainstorm new ways to use this in my classroom so that my students are able to better understand and remember the information being taught. Using the technology tools and organizers are an effective way to implement these strategies so that my students are able to best process the information.
Laureate Education, Inc. (Executive Producer). (2010). Bridging learning theory, instruction, and technology [Webcast]. Cognitive Learning Theories. Baltimore: Executive Producer.
Pitler, H., Hubbell, E. R., Kuhn, M., Malenoski, K. (2007). Using Technology With Classroom Instruction That Works. Denver, CO: ASCD