Cognitivism in Practice

Cues, questions, advance organizers, summarizing, and note taking are all great examples of cognitive learning theories. Orey (2010) describes cognitive learning theory, “as an information processing theory which involves sensory input, short term memory, rehearsal, and long term memory” (Laureate Education, Inc.). Technology is incorporated into cognitive learning theory to enhance student learning. 

Cues, Questions, and Advance Organizers

The instructional strategy of cues, questions, and advance organizers, “focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Cues are hints teachers use to help students reach the correct answer or desired response to a situation. Teachers use questioning as a way to assure that students are learning the concept they are currently studying. Questions trigger the student’s short term or long term memory in order to search for the correct answer. If a student answers the question wrong or has no idea about the correct answer the teacher knows that the student has not fully mastered the concept yet and can provide that student with some extra practice or re-teaching if necessary. Advance organizers or concept mappings are a great way for students to organize their thoughts. Students can organize their thoughts and research into subcategories that tie into the overall main learning goal. Technology can be easily integrated to enhance any students advance organizer. Students can use a word processing program to add tables and charts to their concept maps. “Technology in turn provides you with visual aids and multimedia resources that appeal to a number of students learning styles” (Pitler, Hubbell, Kuhn & Malenoski, 2007). As students progress throughout the unit they are able to add or change their ideas on their concept map. Students can then use their concepts maps as a study guide for the upcoming assessment.

Summarizing and Note Taking

“The instructional strategies of summarizing and note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form. Teachers work on helping students separate important information from extraneous information and state the information in their own words”(Pitler, Hubbell, Kuhn & Malenoski, 2007). In order for summarizing to enhance student understanding they must be taught the rules on how to summarize information. “Technology can scaffold, or provide support, while students are learning the summarizing process” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Teachers can teach their students to use the Track Changes feature in Microsoft Word to summarize readings from the textbook. Once the teacher explains to students on how to set up the formatting students can easily on their own type in the sections they are reading in the textbook. This feature summarizes the section of the textbook that students type in, so they are left with the main points and can then take their own notes based on the summarized results. By having students type in sections of the textbook into a word processing document you are giving them an opportunity to practice their 21^st century skills. I had never heard of this feature before and I am going to try it out next time I have students take their own notes on a concept from the textbook.  

Teachers need to make sure they vary the formats students are using to take notes. Within my own classroom students take notes in several different formats. They use note-taking guides where they fill in the missing information, create their own foldables, create outlines and then fill in the important details, or take notes on their own. Graphic organizers or advance organizers are a visual representation of student’s notes. Teachers can incorporate different multimedia programs that enable students to summarize and take notes on their own. Students become fully engaged when they use multimedia programs to summarize and take notes on their assigned concept. Wiki’s give students the opportunity to communicate on an assignment online. Students can summarize their thoughts and ideas on the concept and post them so the other group members can read them and make the necessary comments. Blogs provide students with an outlet to summarize and post their thought about a concept online. Students can read each other’s ideas and provide comments to each other. Blogs allow students to learn from each other while practicing their writing and communication skills.

References

Laureate Education, Inc. (Producer). (2010). Cogitive learning theory with Michael Orey. [DVD]. In Walden University: 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.