Cognitivism in Practice (APP3)

This week's introduction said it best: "Cognitive theory views learning as the process of organizing new information into existing understandings." We can help our students "develop an awareness of how they think in order to improve understanding. Technology provides us with new ways to incorporate cognitive strategies into instruction and learning."

This week's instructional strategies "Cues, Questions, and Advance Organizers" and "Summarizing and Note taking" work particularly well in light of the cognitive learning theory. Cues, Questions, and Advance Organizers have specific tasks when we want to "enhance students' ability" (Pitler, Hubbell, Kuhn,& Malenoski,2007).


CUES: "Reminders or hints"
This allows for students to have their network connections ready to go. Cues spark student memory. Dr. Wolfe defines memory as "the ability to reactivate a connection" (Laureate Education, Inc., 2009). Teachers can use the Internet to facilitate cues by easy access to visuals (pictures, videos, etc.).

QUESTIONS: "trigger students' memories"; "access prior knowledge"
Developing an essential question not only sparks a memory, but it also provides a focus for the learning. This focus is a way to organize student thinking.

Cues and Questions pave the way for Advance Organizers. Once you can get your students wheels turning through cues and questions, they are ready to organize their prior knowledge. This is where MOST of the technology tools come into play.


Here are just five ways you can use technology and ADVANCE ORGANIZERS.

1. POWERPOINT supports dual-coding (images AND text). Since the information is stored in at least two ways, it is more likely to make a stronger connection in the brain.

2. EXCEL spreadsheets allow for students to manage vast amounts of data/numbers easily.

3. CONCEPT MAPPING replicates the brain's network model for long-term memory. Also, it is possible to convert into an outline.

4. VIRTUAL FIELD TRIPS gives students the "opportunity to compare information with other primary sources" (Laureate Education, Inc. 2009b). It also allows the brain to create an episodic memory. As you "go" on these trips, use a concept map to guide your students' thinking.

5. MULTIMEDIA has a two-fold purpose for students: "activate prior knowledge and develop a mental model to help them understand new knowledge" (Pitler, et al., 2007, p. 82).

With so many ways to reactivate, build, bridge, and implant connections of learning in our students' brains, teachers should have no trouble "teaching MORE in LESS time because we are teaching it better!" (Laureate Education, Inc., 2009a).



REFERENCES:

Laureate Education, Inc. (Executive Producer). (2009a). Program One. Understanding the Brain [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Program Six. Spotlight on Technology: Virtual Field Trips [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.