Cognitivism in Practice

Cognitivism in Practice

In the course text Using Technology with Classroom Instruction that Works, we explored two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking.” We also learned about the Cognitive Learning theories and ways we as educators can make the best use of our students working memory.

Chapter 4, Cues, Questions, and Advance Organizers, “focuses on enhancing the students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.73). Cues provide hints about what students are going to learn, while questions “perform the same function as cues by triggering students’ memories and helping them to access prior knowledge” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.73). Advanced Organizers provide a structured way to organize information about a new concept or a new topic. I use all three strategies when introducing a new story, poem, novel, or concept in my English class.

Chapter 6, Summarizing and Note Taking, focuses on “helping students separate important information from [the] extraneous and state the information in their own words” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.119). We learn that “verbatim note taking is perhaps the least effective way to take notes, notes should be considered a work in progress [and] be used a s study guides for tests, [and] the more notes that are taken, the better” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.120).

In Dr. Michael Orey’s video presentation this week, we learn that there is a need to “present things both visually and auditorily [and that by] integrating multiple senses in presentations, [it] improves learning” (Laureate, 2009). By using images as well as text, we increase the probability that our students will remember what they are “learning.” Elaboration is the primary mechanism for storing information into our long-term memory. By using technology such as PowerPoint presentations and Concept Mapping Tools, students can “build” memory and more meaningful learning experiences, and therefore be able to access this information from a variety of “folders” in the brain. Because Concept Mapping Tools help learners visualize ideas and connections between ideas, these ideas are more likely retrieved from their storage in the brain because as Dr. Orey said, ”Images are really powerful tools to use in the classroom” (Laureate, 2009).

References

Laureate Education, Inc. (Executive Producer). (2009). 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.