Cognitivism in Practice

Classroom instruction bears a great deal of success for our students. Teachers should always endeavor to improve learning outcomes using varying instructional strategies. Cognitive Learning Theory is a complex collection of theories and information is stored as images and text (Laureate Education, Inc., 2008). It was Orey (Laureate Education, Inc., 2008), who mentioned the components of cognitive learning theories to be short-term, elaboration, dual coding and network model of memory. With this in mind, instructions and technology-based tools should be geared towards helping students acquire long-term memory.

Two instructional strategies that I have explored that embed technology are “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”. These strategies will not only deepen understanding, but also will increase students’ engagement, and enhance students’ ability to recall and apply information. “Cues, Questions and Advance Organizers focus on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn & Malenoski, 2007). My six year old would bombard me with questions every minute of the day. This is because she needs answers. The teacher has to know when to ask questions and when to solicit answers. In addition, time must be allotted for students to ask questions. Cues, Questions and Advance Organizers are effective tools when used properly.

Technology embedded in Cues, Questions and Advance Organizers supports cognitive learning theory. Technologies are used to help students make sense of the content, and focus their learning. In addition, Cues, Questions and Advance Organizers allow teachers and students to create well-organized, visually appealing organizers (Pitler, et al, 2007). Likewise, cognitive learning is focused on visual and text. The main aim of the technologies supporting this strategy is to capture student responses and organize the responses in useful information. Word Processing is an excellent tool for creating advance organizers. Orey (Laureate Education, Inc., 2008), substantiated this argument, as he also stated that cognitive learning theory revolves around Information Processing. Teachers should use a variety of graphic organizers in order to generate different results. Charts, pictures and tables are also used so that students can make a connection with the content. Orey (Laureate Education, Inc., 2008) said, “People can remember images much better than text”. Other forms of technology-based tools used in Cues, Questions and Advance Organizers are Spreadsheet, Organizing and Brainstorming and Multimedia. These tools can be engaging organizers, and a tool for practice.

“Summarizing and Note Taking” has always been practiced in my classroom. This strategy focuses on enhancing students’ ability to analyze information and condense it into a new form (Pitler, et al, 2007). Students’ focus is on decomposing information into what is important and what is not, and be able to summarize the important information in their words. Note taking is not easy, and must be used in creative ways to avoid boredom. Students have to be taught how to take comprehensive notes using note-taking formats. Technology has been implemented to assist with summarizing and note taking. Technologies used to enhance this strategy are word processing, organizing and brainstorming, multimedia, web resources, and communication software. A very popular tool that is used in my classroom is AutoSummarize. This is an excellent way of having students practice summarizing information. I believe students do not know how to take good notes, unless they are taught. They usually write everything the teacher says. The technology used in Summarizing and Note Taking supports the cognitive learning theory, as students have to employ critical thinking, while integrating multiple senses in presentations, to improve learning. The senses play a vital role when information is stored for long-term. Apart from identifying pictures and text, senses are also combined with text, to move away from short-term memory to a more permanent memory. This memory encourages the students to process information through a network.

Concept Mapping and Virtual Field Trip tools are excellent ways of incorporating long-term memory into learning. The tools help students create cemented concepts that they can pull from in the future. In addition, they are able to make numerous connections to stored information. The effectiveness of the cognitive learning theory is the use of images. Therefore, students who are able to view concepts through a Virtual Field Trip or make connections through a network of information by using Concept Mapping, are better able to deepen understanding, and enhance their ability to recall and apply information. Cognitive learning theory, when implemented with other theories, can be effective tools for learning.

References:

Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theory. Baltimore: Author.

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