Cognitive Learning Theory

Application Week 3 ~ Cognitive Learning Theory in Practice
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology


This week’s resource on instructional strategy discussed cues, questions, and advanced organizers. The other strategy that was discussed was summarizing and note taking. Both of these strategies utilize the cognitive learning theory.

I start each of my lessons with an objective. I want my students to understand what they are going to learn (Pitler, Hubbel, Kuhn, Malenoski 2007). By providing advanced organization as tools my students are able to formulate connections from past learning.

I also think it is important to ask ‘Higher-level” questions to help students synthesis what they have learned and elicit inference type answers. I thought the website that the text provided for Bloom’s Taxonomy (www.teachers.ask.org.au/researchskills/dalton.htm) gave a lot of excellent examples of good questions to ask at each level of learning (Pitler, Hubbel, Kuhn, Malenoski 2007). This site also provided useful verbs to include with the questions. Asking open ending questions will allow my students to extend what they have learned.

I believe that providing visual cues during lessons will help students activate prior knowledge (Laureate education Inc., 2008). Using concept mapping tools like Inspiration will help students organize the information and it can be used later for an outline (Laureate education Inc., 2008). The concept map can also prepare students for going on virtual field trips. Both of these applications will provide students with a connection that will help them retrieve information.

I was very impressed with the project on women’s rights in China titled: grass born to be stepped on (Pitler, Hubbel, Kuhn, Malenoski 2007). I think the students demonstrated an advanced grasp on the organizational requirements of a multimedia project.

For my third graders, summarizing and note taking are very challenging strategies to teach. They are concepts I demonstrate and model throughout the year. The "rule-based summarizing step for younger students" is a guide I will utilize in my classroom (Pitler, Hubbel, Kuhn, Malenoski 2007). It helps to simplify a difficult task. When we are learning about an in-depth topic I will have my students use the jigsaw strategy so they are not bogged down with a lot of information. The jigsaw strategy is when I break up a passage or section of a book and have groups of students summarize their section for the class.

I do not require my students take notes. If there is important information they need I typically pre-organize it and have my students highlight the important concepts. I’m really excited about incorporating the Smartboard into my class and I envision my students using it to organize and summarize information. I think this technology will integrate multiple senses in to their learning environment (Laureate education Inc., 2008).

Cognitive theory refers to how an individual thinks and processes information (Laureate education Inc., 2008). Through practice the cognitive process takes information from the short-term memory to the long-term memory. It is important for educators to understand that students can only retain about 7 pieces of information plus or minus two, at a time (Laureate education Inc., 2008). By knowing this information the teacher is cognitive to the amount of information given at one time.

This theory is supported by a number of different components: elaboration, use of images, dual coding, and episodic experiences (Laureate education Inc., 2008). After reading the chapters on cues, questions and advance organizers along with summarizing and note taking I find they are directly linked to the cognitive learning theory. These strategies allow the teacher to elaborate on a concept and use effective images to help store the information (Laureate education Inc., 2008). By using different forms of software applications teachers can help build a bond between the different components of the cognitive learning theory.

References:

Laureate Education, Inc. (Producer). (2008). Program five. 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.