Some of the instructional strategies discussed in this week’s resources are perfect examples of how to accommodate the cognitive learning theory. A couple of examples that truly correlate to the cognitive learning theory are the concept mapping and the virtual field trip.
I cannot believe that I hadn’t thought of this sooner although I have a feeling the lack of technology in my school plays a significant part. Concept mapping as a form of note taking is the most ingenuous and efficient use of note taking and class time I have ever heard of! Based on the dual coding hypothesis the brain can function more effectively when given an image and words to help remember and learn the incoming information. They are creating a physical image that they can use to remember their notes they take on any given topic.
Another use for this concept mapping is in the form of advanced organizers to trigger prior knowledge. The best way for students to learn new pieces of information is to connect the new content to something they already know and can relate to. Using the network model of cognitive learning theory, teachers can create paths to new learned information by giving students concepts they already learned and creating that connection to new information. Using concepts maps allows students to brainstorm about information they already know, activating that prior knowledge, so they will be ready to take on new information at that time. It is then the instructor’s job to make the connection between the two topics to allow students to truly understand the information. For instance, Mr. Corum’s class uses Inspiration as a way to brainstorm a concept map of beliefs about the causes of the Civil War. Not only are the students able to activate prior knowledge—anything they previously knew about the war—but they also can see a visual representation of the class’ ideas, doubling up on cognitive theory and representing the dual coding hyposthesis.
The virtual field trip is also an excellent example of using cognitive learning theory. It is always easier to reflect on memories connected to important and exciting events in our lives. So based on the human tendency to remember these types events more clearly, the virtual field trip allows teachers to “create” an event in the students’ memory to help them learn the information. This episode in their brains allows students to recall information because it’s connected to some exciting event that a teacher created as a pathway to learn new content. Learning is turned into an experience rather than a simple lesson.
All of these instructional techniques represent the use of the cognitive learning theory. However, when the theories are combined the results are greater for the students. Many different avenues can be created to help students learn!
Check out the following website for a cool virtual tour of Auschwitz for a Holocaust experience.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author
I agree with the idea that one of the best ways to learn a new idea is to relate it to something we already know.
ReplyDeleteI tend to hit the floor running. As soon as the bell rings I am off teaching about what ever. It would benefit the students, and quite frankly me too in the long run, if I took a few minutes and talked about what we are going to learn. I could even ask a few prompt questions just to get the kids thinking. Talking about how today’s material links to previous material could be just that extra little connection they need.
You know, I usually forget to tell the students what we're going to learn in class, so I usually back up my forgetfulness with an agenda written on the board before they even arrive. Saves me from answering all those, "What are we going to do today?" questions.
ReplyDeleteNext year, I plan on journaling, which should be a good way to activate prior knowledge. Blogging would be even better if I had access to more computers in my classroom, which isn't always easy.
I also post my daily agenda on the board and the objectives that will be met during the lesson. My students really like this because they are able to see what we will be doing in class. Sometimes, before I start my lesson, I will have a student read aloud the agenda and objective. I then usually end my lesson with an exit ticket. I want to try and wrap up their thinking and to see if the student objective was met.
ReplyDeleteCaryn Letts
I like how you discussed that virtual field trips are turned into an experience for the students. After watching the video on Lincoln, I really wish I would've had the kids to on a virtual field trip of the Ford Theater before actually taking them there. I think they would've had a little better understanding since they would've had more prior knowledge through graphical representation. They would've been able to see actual artifacts and say "I remember learning about this on the virtual field trip." I think these trips can be most beneficial for science and social studies teachers, just to give the kids a more visual experience.
ReplyDelete