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Cognitive learning theory is an information-processing model in which sensory input is processed in short-term memory. With enough practice, the information may be stored as declarative, procedural or episodic information in long-term memory (Laureate Education Inc., 2009). However, educators need to remember that students can process about 7 pieces of information at a time. I have made the mistake of forgetting this. I have found myself presenting too much information too fast. The result was learners who could not keep the information organized; and therefore learned very little.
As an educator, I can take steps to help facilitate information processing in learners and enhance learning outcomes. For example, I can give cues or ask relevant questions that get students thinking about what learning will take place. In addition, educators can utilize advance organizers to help students classify and understand the content they are about to learn (Pitler, Hubbel, Kuhn and Malenoski, 2007). Advance organizers come in many forms including expository, narrative and graphic organizers in print, electronic and multimedia formats.
Old-fashioned note taking is still a skill that facilitates student success. I remember going to history class in high school and writing down every word the instructor said. I wish I would have known that summarizing is more effective. Twenty-six years later, I still have the callous on my finger from the pencil. With modern technology, students can create organized notes resulting in better understanding of content. For example, students can use office software to write down key points, insert a visual representation and summarize key information. Web technology also allows students to assemble notes collaboratively through blogs or wikis.
Educators are better equipped than ever to engage students, present cues, ask relevant questions, and provide advance organizers to help students manage information. Modern technology also facilitates high quality note taking, enhanced with photographs, music or video. When educatores provide memorable experiences in the classroom and give students the tools to be successful, real learning occurs.
References
Laureate Education Inc. (Producer). (2009).Cognitive learning theory [Motion Picture]. 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.
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Hello Ken,
ReplyDeleteI am in agreement with this week’s cognitive learning theory and, after sixteen years in the elementary classroom, have perhaps instinctively applied strategies of using clues, questioning, summarizing and note taking to help students to move new knowledge from short term to long term memory by making connections to prior knowledge. I was intrigued with your statement that, “Modern technology also facilitates high quality note taking, enhanced with photographs, music or video. When educators provide memorable experiences in the classroom and give students the tools to be successful, real learning occurs.” I have been enjoying exploring virtual field trip sites and look forward to presenting my students with these multimedia experiences which allow incorporation of new knowledge in a variety of multimedia contexts. Being a visual learner myself, I so appreciate the ability to allow my student to see images of the field trip location. The audio connections will certainly help auditory learners to learn in their favored modality. By using context mapping strategies for note taking and connection making teachers can help their students to move new knowledge from short term to long term memory.
Hi Ken,
ReplyDeleteIn response to your comment on my blog, yes, I have use simple content mapping strategies with my third grade learners. Rock and mineral study is part of our third grade science curriulum. This year, the powers that be decided that the entire third grade would send home four published writing pieces for parents to view, comment on and sign off on their child's current writing skill level. One was a research based five paragraph essay. (Yes, at third grade) The hands-on, classroom learning on rock and mineral classification, formation,and how rocks change worked well with the concept map stategy. Students researched information, using a simple accompanying text, to complete fill in the blanks - almost like a reference scavenger hunt. An opening and concluding paragraph rounded out the five paragraph requirement. Honestly, since I personally believe the assignment was well about most student's proximal zone of development, I was glad to have the concept map organizer to guide my students note taking.
Ken, Sometimes I think we forget about the basics when we educate our students. I also wish I had had a better graps on note taking while in college. I took me a few months of borrowing notes from more organized students to figure out that there was an actual process to it. Also, one thing I have taking away from my remedial classes is that we need to spend more time on certain areas and slow down. I agree when you write about taking it slower.
ReplyDeleteThis year my district has made a push to state our learning objective before each lesson. At first I did not feel that this strategy was very plausible, but I quickly discovered how powerful it is. Giving students a focus and making material relevant has greatly increased their comprehension of the material. I believe this can be tied in to the cognitive learning theory. Giving students a focus helps them to make more connections in their brain which in turns helps them to retain and recall information better.
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