Cognitive Learning Theory suggests that humans learn by sensory inputs entering the short term memory. From here the most important data is scrutinized more deeply by the working memory and rehearsed in order to pass into the long term memory. "Cognitive information processing is not the name of a single theory; it is a generic name applied to theoretical perspectives dealing with the sequence and execution of cognitive events." (Laureate Education, Inc, 2008.).
Keeping it clear
Essentially, keeping information manageable and concise adds to our ability to attend to it. Thus strategies such as advance organizers, summarizing and note taking assist us in focusing on what is important. "Note taking is similar to summarizing in that it enhances students' ability to organize information in a way that captures the main ideas and supporting details, helping students to process information." (Pitler, Hubbell, Kuhn And Malenoski, 2007.).
Connect the dots
Using spreadsheet rubrics (as an example of an advance organizer) provides a graphical representation of how knowledge is connected. Paivio's dual coding hypothesis and elaboration are instrumental in ensuring that information is not only stored but also more easily and effectively retrieved from the long term memory. Cueing and questioning are effective techniques for firing up previous learning experiences. Good questioning can trigger the recall of previously stored schema and provide opportunities for attaching the new learning to this previous understanding. "Questions perform the same function as cues by triggering students' memories and helping them access prior knowledge." (Pitler, et al, 2007.).
Tying it all together
Combining the use of advance organizers with effective, essential questioning can offer an ieven more powerful classroom instructional technique. Quality essential questions "... require the student to make a decision or create a plan" (Pitler, et al, 2007.) leading to deeper levels of critical thinking, such as problem solving.
Multimedia software, such as Powerpoint, allows students to present notes and summaries in a variety of formats: lists, tables, graphics and words. As technology advances, we begin to see an increasing number of cognitive tools which not only target the important elements of dual coding and elaboration but also extend the capacities and capabilities of the short term memory.
References:
Laureate Education, Inc. (2008). Learning Theories and Instruction. Boston: Pearson.
Pitler. H., Hubbell. E., Kuhn. M., and Malenoski. K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
Posts
Susan,
ReplyDeleteI like the way you organized your post. It made me think of the cognitive learning theory. With the clear, concise pieces of information I was able to hold more in my working memory. I think that graphic organizers are terrific tools for students to see a visual representation of their learning. With the images that they can add, this helps the students attach a meaning, or make a connection to new learning. I think the titles you have for each section of your post really synthesize this week's information well.
Well, thank you Sara.
ReplyDeleteWhen I think about it, I know that graphic organizers certainly help me when I'm planning my work.
I wasn't much of an avid reader as a child - I preferred to be out climb trees or riding my bike - so I am still daunted by huge amounts of writing. Maybe it wasn't anything to do with my reading skills but more with my retention of that information.
For this course, I have really become quite proficient at skim reading and note taking.
Susan:
ReplyDeleteI agree with you that the more technology advances the more it will help our students with their short-term memory. I find my students seem to be more engaged when the material is organizer and lay out so they can see it more clearly. Do you do a lot of note taking in your grade level? I have my third graders do some note taking in science and it has helped when it comes to taking the test. Nice Post!
Lori Backen
Lori,
ReplyDeleteThank you for your question. In Grade One we do not do very much note-taking, if at all. With certain unit in the latter part of the year I do teach the children to skim read, looking for "Fun Facts" about the topic. I do use a great deal of simple graphic organizers in a variety of formats: T-charts, Venn diagrams, brain map (to name but a few).
I think this really helps scaffold the learning and is a great way of sharing "class knowledge" quickly and concisely.
Fortunately for me, we have very limited formal testing in our curriculum.
Susan:
ReplyDeleteThanks for your feedback. I agree that graphic organizers helps scaffolding and sharing.