Cognitive
learning theory involves the transformation of information into knowledge
stored in the mind. Learning occurs when new knowledge is acquired or modified
by experience (Learning domain, 2014). In other words, students learn when they
can build upon prior knowledge. Rote
learning is when a student memorizes facts without understanding how the
information fits together. When meaningful learning occurs, facts are stored
together because they are related to each other (Learning domain, 2014).
Meaningful learning occurs when students are actively engaged in their
learning. A teacher becomes a guide to finding knowledge rather than the giver
of knowledge.
There are many
instructional strategies that correlate to the principles of cognitive
theory. Cues, questions, and advance
organizers focus on enhancing a student’s ability to retrieve, use, and
organize information (Pitler, Hubbell, & Kuhn, 2012). Cues are visual or
auditory hints a teacher gives a student to help them remember what they have
already learned. For example, today we were reviewing the organs for the frog
dissection tomorrow. Students were stuck on which organ was to be labeled in
the diagram. I told the students remember the organ that we colored purple and
glued on the small intestine of their paper frog. All the students then
remembered that the organ was the spleen. Asking questions allow teachers to direct
students to what they know already and find out what they do not. Advanced organizers are used to show
relationships within the material. I often use graphic organizers and Venn
diagrams in my class to show students the relationships between the material we
are covering in class. All three of
these instructional strategies allow students to build upon their prior
knowledge and modify what they know already to include the new material. These
strategies can also motivate students to learn by sparking their interest.
There are eight recommendations for classroom usage that a teacher needs to
implement these strategies. They include the use of skimming, ask inferring
questions, use explicit clues, and focus on what is important (Pitler et al,
2012). Without using these recommendations, cueing, questioning, and advanced
organizers would fail to help students learn. They would just become yet
another piece of busy work that would have no relevant meaning to the students.
Another
instructional strategy that demonstrates the principles of cognitive theory is
summarizing and note taking. Summarizing and note taking enhance a student’s
ability to combine information into a new form (Pitler et al, 2012). For
summarizing, students need to be taught how to write a summary. Many students
feel all the information is important and will write all of it down. They need
to learn how to pull out the most important details from what they are reading
to use to write the summary. In my class, we read and annotate articles on the
topic we are studying in class. I teach the students using two colors of
highlighters. The first color is used to highlight the main idea of the
paragraph. The other color is used to highlight the details describing the main
idea. Students then use the information they highlighted to write their
objective summary. For note taking, give students a copy of the teacher’s
notes, teach students different ways to take notes, and provide opportunities
to revise and review their notes (Pitler et al, 2012). I give students cloze
notes for the lectures I give. Students have to fill in the blanks with the
relevant information. Students do not have to copy everything down but since
they do have to write, they have to pay attention. I also have taught my
students how to take Cornell notes. I always give students time to edit their notes,
write their questions and summary. I also have students use their notes to
complete another assignment.
Virtual
field trips give students and teachers an opportunity to go where they would
not normally be able to go (Laureate Education Inc., 2011). Virtual field trips
are web based activities that allow students to interact with material that may
be found in another place or time. For example, students may visit a volcano,
interact with dinosaurs, or travel to ancient Egypt. This utilizes cognitive
theory because students are able to place the new information they learn and connect
it to ideas that they already know. Students are actively participating in
their trip by searching for the information they need to fins. A virtual filed trip may use a concept map to fill
in the information for the trip. Concept maps are graphical tools for
organizing and representing knowledge (Novak & Cañas, 2008). It shows the
relationship between concepts found on the map. To begin a concept map, there needs
to be a central question; the big answer that students are trying to find. A
concept map is like a food web or a flow diagram. Each part of the map fits
together in a certain way. Concept maps can also be used as a brain storming
strategy.
For more information on concept
maps:
Inspiration Software
For more information on virtual
field trips:
Tramline
References
Laureate Education, Inc. (Producer). (2011). Program six: Spotlight on
technology: Virtual field trips [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
Learning Domain. (n.d.).http://peoplelearn.homestead.com/.
Retrieved May 20, 2014, from http://peoplelearn.homestead.com/BEduc/Ch
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. R., & Kuhn, M. (2012). Using
technology with classroom instruction that works (2nd ed.). Alexandria, VA:
ASCD.
Karry,
ReplyDeleteI have mixed emotions on note taking. I understand that in “real” life, note taking is a skill in which we must know. Beyond taking notes for this class, I take notes regularly. Last night I was on the line with Southwest Airlines. I was taking notes as the women was providing me with information. Last week, I took my mother to the doctor. When the doctor was explaining the results of her test, I was taking notes. I get it. Notes are important in our lives and we must know how to take them. My issue is when I am teaching and the students are so busy taking notes on one bit of information that they don’t listen to the next bit or two of information. So in essence, they are only receiving part of the information. I do, however, like the idea of using cloze notes. It allows students to focus in on information and only fill in the key words or concepts.
Next year each ELA, English language arts, teacher will be provided 6-8 Google Chromebooks. I can’t wait. One of the things that I am really excited to do is allow groups to create their own concept maps. I also want my students to be able to brainstorm using one of the online brainstorming applications. I often give my students choices of graphic planners. Typically, 70% of them choose to use webs. This is a way that they choose to learn. We must embrace this. The Chomebooks will offer the technology piece to help foster their craving for using webs.
Thanks for the great ideas!
Tom
Hi Tom,
DeleteI can understand your mixed feeling of students taking notes which is why I do more cloze notes than ever. I also do a lot of explaining and tell stories as we are taking the notes. This allows students to just sit and listen to the stories instead of madly trying to write down every word I say. Even when we are not doing cloze notes, I tell students what is the most important information to write down in their notes. I have many ELL and RSP students so I have found the cloze notes to be very helpful for them. I will also give them a copy of the notes to take home so they can finish filling out the cloze notes at home. We are getting two class sets of chromebooks at our school next year, I look forward to utilizing them myself.
Karry
Karry,
ReplyDeleteI agree with Tom's issues with note taking. It is hard for students to write and listen at the same time. Especially when they are just learning how take notes. Using cloze notes or an advance organizer can help out a lot to get the students to concentrate more on the content being presented, yet allowing them to be responsible for listening for items that are essential.
I use more formal notes, like an outline or Cornell notes, for when we summarize a lesson in a textbook. I think I will add an advance graphic organizer, like a concept map, in addition to the notes to refine their thinking so they have better idea of how to make connections. A chapter in a text (Science, or Social Studies) consists of three to four lessons. The lessons can be the primary nodes with the the details of the lessons being secondary nodes. I think it is a great way to summarize a chapter with pages of notes.
Steve,
DeleteI agree that a concept map would work well in the situation you described. I understand that it may be difficult for students to listen as they take notes but it is a skill they need to learn. I have found that cloze notes are a great way for students to begin to learn this skill.
Karry