According to Orey (Laureate Education, Inc., 2009), cognitive learning theories include the idea that short term memory is limited to processing seven (plus or minus two) pieces of information at a time, information is encoded in the memory through the mechanism of elaboration, images are encoded into the memory much more effectively than text, and episodic experiences provide a basis for creating a network of new ideas. Cues, questions, and advance organizers relate to cognitive theory in that they help to make new informational manageable for the learner. Because the short term memory is limited in the amount of information that it can process at one time, it is important for students to prepare to organize the information that they encounter. Teachers can facilitate this preparation by providing cues, questions, and advance organizers. An example of an advance organizer is a two-column notes template. As students encounter new information, they can record and organize it into their template (Pitler, Hubbell, Kuhn, and Malenoski, 2007).
The strategy of summarizing, specifically reciprocal teaching, helps students to remember information through the process of elaboration. As described by Pitler, Hubbell, Kuhn, and Malenoski, reciprocal teaching involves one student who acts as the leader. The leader summarizes information, asks questions, asks for clarification, and asks for predictions from the class. This process of elaboration helps students to make additional cognitive connections and increase their likelihood of recalling the information later.
Additional cognitive connections can be made by creating meaningful images and episodic experiences. When students create concept maps, they make a visual representation of the concepts they are learning. While concept maps contain text, the text is arranged graphically to organize connections between words and concepts (Novak and Canas). Episodic experiences can be created through the use of virtual field trips. The virtual trips take students to places where they could not travel to during the school day and allow them to experience the information that they are learning first hand.
The strategies outlined above align with cognitive learning theories. Cognitive learning theory takes into consideration the manner in which information is encoded in the brain. The strategies above address several components of cognitive learning theory, including the limitations of short term memory, the effectiveness of images, the importance of elaboration, and the network model of acquiring new information.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/Research Papers/TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Corinne, I love having the students take on the role of "teacher" to cement their learning. They say that you remember about 98% of what you teach others. I try to get my students into small groups and have them "help" each other using the vocabulary and processes that I teach, in order to see if they truly understand it themselves. Often it is nice for the others to hear someone else speak for a while other than me, as well!
ReplyDeleteCorinne:
ReplyDeleteAs we study cognitive learning theory I wonder how much variation there is between students regarding how they store and recall information? Specifically, when taking notes and building graphic organizers, I wonder if students would use different methods depending on their learning styles. For example, I am a sequential thinker and like to use an outline format for organizing information. But, visual thinkers might want to create a web or concept map. When we have students create concept maps should we make sure that they all look similar or do you think we should allow them to create and connect concepts in a way that makes sense to them?
I also like to use outline format for organizing information, and I do notice that sometimes my organization does not make sense to some of my students. I think you are correct in thinking that students would have individual preferences when it comes to organizing information. If we can teach them the skills and rationale behind several methods of organization, like outlines and concept maps, then we can give them the freedom to use whatever method works best for them. If all students are required to make a concept map, I think it is natural that not all students would create exactly the same map. As long as the connections they make are correct, I don't see a problem with creating different map layouts.
ReplyDeleteCorinne and Christopher,
ReplyDeleteWhen I had my students use concept mapping for the first time in my class, I made the mistake of having them all start with the same central node. As I sit back and think about it, I should have questioned the students more about why they wanted to chose another word for their central node. I would have led to some wonderful discussion. I can still do this on Monday, but I think that allowing them to lay out the mapping differently allows for great discussion and opens up different ways of thinking.