With this week’s learning focusing on the Cognitive Theory, Dr. Orey (2008) emphasized the importance of enhancing a student’s understands of new material through the use of instructional tools which peak the different senses and activating prior knowledge or experiences in the brain. Dr. Orey (2008) also stressed the importance of the Dual-coding Hypothesis. If we can activate at least two senses in the learning process, the better the chances of that piece of information making its way to our long term memory. With this in mind and the two instructional strategies: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” we read about in our Using Technology with Classroom Instruction that Works book, definitely have an impact on the principles of cognitive learning theory.
“Cues, Questions, and Advanced Organizers” focus on increasing students’ ability to retrieve, use and organize information about a topic (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). These structures are most beneficial when used before a learning activity to help students make sense of the content. They aid in helping students hub their learning. Activities which correlate with cues, questioning and advance organizers are tasks such as concept mapping, virtual field trips, spreadsheets, rubric and multimedias. Websites associated with cues, questions and advanced organizers are: http://www.spinscape.com/features, http://www.internet4classrooms.com/vft.htm, & http://mywebspiration.com/.
“Summarizing and Note Taking” focuses on strengthening students’ ability to condense information into a summarizing new form which pin-points only the most important information (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). The most effective note-taking process should be non-redundant with more specific terms. Trivial material should not be apparent and should begin with a topic sentence. Types of media which is effective in the note-taking process are programs such as word processors, concept web websites, wikis, blogs as well as PowerPoint; many which are free to use. Web resources for your classroom note taking strategies would be: www.thinkfree.com, http://classroominstruction.edreform.net/potal/classroominstruction/summarizingandnotetaking, www.blogspot.com, www.wikipedia.com, and http://thinktank.4teachers.org.
“Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” have the capabilities to stimulate our different senses and also incorporate the Dual-coding Hypothesis which is believed imaging and verbal processes serve as memory codes for words and pictures (Laureate Education, Inc., 2008). Dr. Orey (2008) describes pictures having the capability of being more relevant and accessible in memory by allowing for improved recall and recognition than words are able to. By incorporating these activities, they are a true reflection of the cognitive theory in action.
References:
Laureate Education, Inc. (Producer). (2008). Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: M. Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Do you agree with the images help people remember information. What type of learning theory do you mainly use? Do you believe that activating prior knowledge is important to learning? I like the links to the various web sites that support the coginitive theory
ReplyDeleteCathy
I think that the idea of using “Cues, Questions, and Advanced Organizers” before a learning activity to help students make sense of the content somehow responds to one cognitive theory in specific,an that is the elaboration theory.It states that the instruction should be organized in increasing order of complexity, and that the learner needs to develop a meaningful context into which subsequent ideas and skills can be assimilated.
ReplyDeleteMichel Barrios.