Cognitivism in Practice

In this weeks resources we looked at Cognitive Learning Theory and instructional strategies that supported that theory. The cognitive learning theory is basically information processing, sensory input of information, it being stored in short term memory, after enough rehearsal, it becomes stored in long term memory (Laureate Education, Inc., 2011a).  While I did agree that the strategies would support the learning theory, and that I could see ways to integrate all of the strategies into my classroom, I am only going to focus on the three that I think are the most beneficial and closely compliment the cognitive learning theory.

            The first instructional strategy is virtual field trips. A virtual field trip is a web based tool that can expand learning opportunities by allowing students to visit places that they might not be able to visit in real life (Laureate Education, Inc., 2011b).  This is a very attractive tool for educators.  I only get to take my students on 1 field trip a year, and it has to been within a certain mile radius. This web tool provides me with the opportunity to taken my students places that we would never be able to see in person. This correlates perfectly with the cognitive learning theory because it is creating an event in their life that will be stored in their brain, otherwise known as an episodic memory. This will be another way that students can make connections to their learning, and then be able to access that information later.

            The second instructional strategy is summarizing and note taking. This strategy focuses on enhancing students’ ability to synthesize information and distill it into a concise new form (Pitler, Hubbell, & Kuhn, 2012, p.147).  This strategy can be connected to cognitive learning theory because students have to take what they know, and learned and then retell that information in their own words. This is helping the brain store that information for a later date. My favorite note-taking template, for lack of a better term, is the two-sided note. It is, a paper with two columns and the left side I fill with important information from that lesson. The students then use the right side to take their own notes, note any questions, or even draw pictures for examples. This has always worked well in my classroom, and I plan on continuing to use it and maybe even adding some more ideas from the text regarding note taking.

            The third instructional strategy that I am focusing on is concept mapping tools. My school has purchased the Inspiration software for student laptops, so my classroom uses this quite frequently.  I use a concept map to introduce a new topic. The students use what they already know to fill in what they can to the concept map. This helps students link their prior knowledge to their new knowledge. It also helps them to keep track of their new learning. As we discuss a lesson or do an experiment the students will go back to their map and fill in what they have learned, this is a great way for students to organize the new information they are learning. It is also beneficial because it helps learners visualize ideas and connections between ideas (Laureate Education, 2011a).

            The last strategy is Cues, Questioning, and Advanced Organizers. I felt like these strategies are something that most teachers just automatically and probably do not consider it a strategy. According to our text, these relate to cognitive learning theories in that they are all focusing on enhancing studnets learning and ability to retrieve that new learned information (Pitler, Hubbell, & Kuhn, 2012, p.91). 

            Overall, understanding cognitive learning theory as an educator is very important. We need to make sure that after information is going into their short term memory, that they have plenty of opportunities to practice that new information so it can be stored in long term memory, all while making connections to this new learning. Once an educator understands the cognitive learning theory and the strategies to use to support this theory, they will see success among their students.

                                                References

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory      

             [Video webcast]. Bridging learning theory, instruction and technology. Retrieved  from                    http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips          [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works

            (2^nd ed.). Alexandria, VA: ASCD.