Dr. Orey says that cognitive learning theories "revolve around information processing" (Laureate Education, 2008). In my own words, cognitive learning theories focus on understanding and processing the material given to you. Have you ever read a page in a book and then had to read it over because you found you did not absorb any of the information? Obviously, the way you were reading was not working well cognitively. Learning and maintaining the information you learn needs to be done through a process. Orey says that only about seven pieces of information can be stored in your short term memory at one time. This is why we often forget phone numbers or addresses. I even forget names when I meet a lot of people. Cognitive learning theories work to move the information from short term to the long term memory bank. In order to do this, we need to make connections. Connections allow branches to form and create easier paths to locate the memories. If I wanted to remember that Jon Smith was from El Salvador, in my mind I would say "Sal next door has a friend name Jon Smith". This would help me recall the information later. Connecting the information to real life events allows students to store it in a way that will be easily recalled later when needed.
The technology aspect of cognitive learning is important. Today's kids work so much with technology. Whether it be watching TV, playing video games or playing on the computer, technology plays an important part in these kids lives. The one resource that I already use, but have never thought of in terms of technology, is concept maps. Normally we do this with paper and pencil. The idea of doing the research online, taking a "virtual field trip" is so much better then just having them read out of the book and take paper and pencil notes. The students can use the concept map as a guide through the field trip. This concept map will allow the students to take what they know, and have learned, and "build a network" with it (Laureate Education, 2008). This network, or map, will allow the students to see how the material all connects with each other. As we all know, creating links allows for easier recall of the information later. In a concept map, in order to help even more with recall, students can include pictures. The program Inspiration allows students to substitute the bubbles with actual pictures. This could allow the students to customize the information to what helps them remember. It also allows for creativity that is sometimes stifled when working with computer programs.
I think there is so much we can do to address cognitive learning theories through technology. I look forward to learning more about this through this class!
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
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Hello Arielle,
ReplyDeleteI liked the way this weeks helped me change how I interact to my students (in the few days I had left before summer break). I use to get frustrated with them when I would go over a lesson and then ask for responses and I would get the blank looks. I now realize that I need to make better connections and have my students make connections before I move on.
I also have done concept maps with my studnets via paper/pencil. I'm excited to incorporate concept mapping using technology instead. Not only can I pre-plan the mapping out it can be saved for a later date. Have you used Inspiration with your students? I like the dual-coding of pictures insteads of text.
Keep up the good work.
Dawn
I actually just used a concept map as a test, Friday...and well let's just say it didn't go as well as planned. I thought that putting the information (that we have been studying for two weeks) into a concept map would be a little easier than having a multiple choice or fill in-the-blank test. Thursday, I used the outline from spinscape as a study guide for the text. Grading the concept maps last night were heartbreaking. They did not do well at all. I am feeling like I should have started with the concept map a the beginning of the unit and perhaps the outline for the test. I suppose we live and learn!
ReplyDeleteArielle,
ReplyDeleteI have not have much luck using concept maps in my classroom. Only a few students are able to successfully do one. I think part of the problem is I have not been able to wrap my mind around the concept. I also believe students need much practice with concept maps.
Students are used to tests being at the lowest level of Blooms. Concept MApping, Note Taking and Summarizing forces our students to use higher level of thinking skills.
Hi Joy, Dawn and Melissa,
ReplyDeleteI see from your comments that right now concept maps in your classroom are not working very well. All concept maps I have done are with my students as opposed to my students doing them alone. I am thinking about introducing these at the beginning of the new school year next year and getting the kids used to them. If we use them all year, they should be pros by the time they are ready to move to 8th grade!!!
Arielle,
ReplyDeleteI have used Kidspiration with my students a little, and it takes a while for them to get the hang of what to do. So, as I've said so many times before, model, model, model. I teach 5th grade special education so I know how hard it is to keep their attention. Keep trying and they will learn to use them. I'm still working on it too, and now that I know more about them I plan to encorporate them even more next school year.