In the past, we have talked about the behaviorist viewpoint of learning and how all actions relates to some form of choice. Today, I want to talk about the cognitive learning theory from this week's discussion. Dr. Michael Orey says this theory involves the way we process information. First, there is reception, short term memory, and then long term memory with proper rehearsal (Laureate, 2011).
Dr. Michael Orey also states "Elaboration" is the main mechanism for locking information into your long term memory (Laureate, 2011). I have tried numerous of strategies in my classroom to get students learn and attain vital information in our lessons. Some of the activities and lessons have been through the use of technology such as webquest and PowerPoints.
Cognitively, we learn through various ways and methods therefore it is important to use as many avenues or multiple intelligence's vices to reach students. Students learn best when they are fully engaged in their learning so that means hands-on application, student led lessons, and peer assessments.
In the book, "Using Technology with Classroom Instructions that Works," there is a listing of what strategies help students practice, review, and apply learning: these are identifying similarities and differences, homework and practice, and generating and testing hypotheses (Pitler, Hubbell, Kuhn, Malenoski, 2007).
I think regardless of where you start in the process that graphic organizers can be key in your instruction. Spreadsheets, table charts, and graphs reinforces learning and provides another sensory to learning. Also, I have use concept mapping or bubble maps in my classroom instruction. It is amazing to see students make connections and build on their knowledge. Even those students who in the beginning were apprehensive starts to piece together information and adds input to the discussion. By providing the four components of long term memory: limited short term/working memory, elaboration, dual coding hypothesis, and network model or memory, we can build and develop successful students (Laureate, 2011).
References
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
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with classroom instruction that
works. Alexandria, VA: ASCD.
Curt,
ReplyDeleteWhen teachers provide numerous ways for students to process information, there would be a great success in retaining relevant facts. Sometimes students get overwhelmed with tremendous amount of formulas and processes to remember but with proper rehearsal like you mentioned, retention will be permanent. How important is note taking (check the site for note taking guide http://lsc.sas.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdf if interested) in your class? Do you grade them as part of effort?
Carmelita
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DeleteThanks for the resource Carmelita! I actually do grade my students on their note taking efforts. Sometimes, in the classroom as a whole, we go over each other's note taking and identify what information is pertinent and unimportant; this strengthens their process. And, finally, to encourage my students' note taking, I allow them to use their notes on quizzes and tests.
DeleteCurtis and Carmelita, I also grade my students note taking efforts but I do not use any assessment tool like rubrics. Are you guys have any rubrics to grade note taking efforts? How do you grade them? Curt, that is a good idea that you allow them to use their notes on quizzes and tests. In that way they will make sure that they have the correct information on their notes. Carmelita, thanks for the resource.
DeleteRuel
You are welcome Curt. I grade my students’ notes too. I check their notes every end of a unit. That is a great idea how you identify pertinent and unimportant information with your students. It gives them good reason how important note taking is.
DeleteCarmelita
You are welcome, Ruel. I do not have a rubric for note taking. I give them twenty points if it is complete. They have to write down the agenda of the day, warm-up exercises and lesson notes. The notes get twenty percent of their total grade.
DeleteYou mention the importance of utilizing multiple strategies to enhance student engagement. I am teaching world history this summer and the class is nearly five hours long, so I am continually using as many student-centered approaches as possible. It is really interesting to observe and analyze the energy level of the kids during different activities. As you suggest, the learning events that include interaction between students have created the most pop in the room. It is challenging for me to keep my cueing intervals short because of the enormous amount of content we are covering, but it is worth the struggle because a good set-up helps focus their activities on learning objectives. Right now, a balance of short movies, slideshows, and organizers seems to be working pretty well.
ReplyDeleteHi Bob, teaching over the summer? ....Hmm! This, already, tells me you are an outstanding teacher and that you truly enjoy what you are doing. Thank you for your affirmations and I love the way you have incorporated all of those interactive activities in your lessons. I agree with you that this type of instruction can be taxing but it is well worth it; like you mentioned. Keep up the great job and I look forward to future correspondence.
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