The cognitive learning theory is an effort to explain human behavior by understanding the thought process of individuals (Smith, 1999). In the cognitive learning theory, learning occurs when information is transformed from the world around us to knowledge that is put into long-term memory.
In our studies this week, we explored two instructional strategies that embed technology: “Cues, Questions, and Advance organizers” and “Summarizing and Note Taking.” Both of these strategies lend themselves to integrating technology with the cognitive learning theory.
“The instructional strategy cues, questions, and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Cues and questions are used to jog students’ memories. They can also help with accessing prior knowledge (Pitler, et. al., 2007). Advance organizers “…are structures that teachers provide to students before a learning activity to help them classify and make sense of the content they’ll encounter, particularly new content that is not well organized in its original format” (Pitler, et. al., 2007). Technology makes these strategies easily accessible with the large amount and variety of graphic organizers. The availability of word processors, spreadsheets, and multimedia applications such as PowerPoint and Prezi helps students to be organized and offer templates for creating advance organizers (Pitler, et. al., 2007).
“The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, et. al., 2007). Summarizing and note taking both are useful for organizing information. Technology is an important aspect of these strategies. I learned that there is even an AutoSummarize tool in Microsoft Word that will provide a summary for you! This way of using technology can be helpful in teaching students how to summarize.
Another way to summarize or take notes is with concept mapping software. There are several different concept mapping resources on the Internet which guide students to possible solutions, or allow them to organize their work in a way that is easier to understand. And, of course, all of these strategies can be shared on a blog or wiki, so that students can work together in groups even when they are not at school.
These instructional strategies will help me teach for understanding by offering creative ways to reach students. We learned two weeks ago that people need hooks, or ways to make connections, in order to process new knowledge (Laureate Education, Inc., 2008). Technology, combined with these learning strategies, provides multiple hooks and connections for students. I am excited to work with my students to create a concept map in math!
References:
Laureate Education, Inc. (Executive Producer). (2008). Brain research and learning. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, M. K. (1999). The cognitive orientation to learning. The encyclopedia of informal education, www.infed.org/biblio/learning-cognitive. Last update: December 01, 2011.
Deborah,
ReplyDeleteI had did not know about the auto summarize tool on Word either! I know I have seen the tool listed but truthfully have never have experience with using it.
Concept maps do help students organize the information. The program Inspiration has been used here by a few teachers quite effectively especially since after creating the concept map the creator can press a button and the map becomes an outline. Some teachers require an outline and this is a simple way for some students to get the outline form correct.
I'm very curious to see your math mind maps! Please share them with us! I would love to be able to show them to my math department - as I've been thinking about who to share the mind mapping tools with, humanities, science and language arts seemed a natural fit but I was wondering how it would work with a math class!
ReplyDelete@Rhonda, in Word you can also use headers to construct a word document in outline form. I wonder if that way would work with teachers who require outlines? I suppose it might cause problems because headers are in different fonts, where auto-summarize just pulls information.
Hello Deborah,
ReplyDeleteI agree with Sarah. I would like to see a concept map of math. We all share the dream or soon-to-be reality, of utilizing our technological tools with our students. Let us not think for one minute that, we will be working less as teachers. The onus is on us even more, to provide efficient planning and utilizing of the resources available to us and that will facilitate learning for our students.
If we are not competent as teachers we will have difficulty teaching our students the learning material and additionally, the tools for learning the material. How do you think we could address the two factors: teaching our students from the curriculum and teaching them to utilize the tools?
Rhonda, I am not familiar with Inspiration. I will have to look into that one. I like the idea of turning a map into an outline. I am sure the language arts teachers at my school would love hearing about these programs, too!
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ReplyDeleteMichelle, this week is the first time that I have done a concept map for math. You can see my first attempt here: http://www.spiderscribe.net/app/?dbd0f6bc0e7ed96cb678c95d8b94e507
ReplyDeleteIt is not finished yet, but my students are really enjoying working on it.
I agree that we will be working more, not less as we move to a more technology-based teaching style. In addition to the extra planning, for some of us, the learning curve is great. We need to factor that into the equation, too!
To answer your question, I think that the more we use technology, the more adept and comfortable we will be. In the meantime, the students can effectively provide scaffolding for us! Most of the time, they already know the technology side, or can quickly figure it out. We will need to partner with our students and learn from each other.