Orey states that cognitive learning theories revolve around the following components: limited short-term memory, the network model of memory, elaboration, the dual-coding hypothesis, and episodic experiences (Laureate Education, Inc., 2010). That being said, the instructional strategies of cues, questions, advanced organizers, and summarizing and note taking embrace many features of the cognitive learning theories.
The idea of elaboration is the entire premise for cues, questions and advanced organizers. Orey mentions that elaboration is the process of forming multiple connections to information and is essential to storing content into long-term memory effectively (Laureate Education, Inc., 2010). Pitler, Hubbell, Kuhn, & Malenoski (2007) argue that the use of cues, questions, and organizers help students to reach higher level, deep thinking that can be clearly organized for students by cognitive tools like Microsoft Word and Inspiration. If students are given the tools to organize information in a way that is helpful and visually appealing, more connections will be made. Integrating virtual field trips found at sites like http://www.thinkport.org/Classroom/trips.tp and http://www.vickiblackwell.com/vft.html, is also a way to answer some of the deeper level questions teachers may ask, provide information for filling out advanced organizers, and present students with images and audio that supports the dual coding hypothesis Orey discusses (Laureate Education, Inc., 2010).
Summarizing and note taking are effective ways to eliminate unnecessary information from students’ memories. Orey asserts that people can only process up to nine items at any given time to store into short-term memory, which is the only way information will get to long-term memory (Laureate Education, Inc., 2010). Pitler, Hubbell, Kuhn, & Malenoski (2007) give suggestions for summary or note taking templates found on cognitive tools such as Microsoft Word, Power Point, and Inspiration, that students may utilize to effectively sort through important information and organize it in a meaningful way. The more variety in note taking templates or strategies, specifically graphic representations, the better chance the student has at retaining information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This correlates with the cognitive learning theory of dual- coding as well, in that students tend to remember images over text (Laureate Education, Inc., 2010).
Overall, both instructional strategies help teach for understanding as they use dual coding, elaboration, and episodic experiences to create deep connections amongst students.
References
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Lisa,
ReplyDeleteI was also taken off guard that we can only remember approximately seven things at a time if we want them to have a chance of making it into our long-term memory. I think this is crucial to consider when students are taking anywhere from four or more classes besides yours a day. As a teacher, we must find many different strategies to help students process, organize, and to connect to our class' material in order for the student to actually learn the material. Thank you for sharing a lot of great ideas concerning virtual field trips and note taking!
Colleen Davis
Before you made the 'four or more classes' comment, I really had not thought about the various workloads from different classes, rather I had been thinking about the elementary level where students are in one class with one teacher (usually). Your statement makes it seem more critical than ever at the upper levels to present other templates for taking notes as different teachers will have other assignments and projects students have to worry about. Sadly, looking back at my high school education, there seemed to be less creativity in note taking ideas, teachers just wanting to get the information out to students. If they do not have the guidance, however, how can educators expect them to do well with regurgitating information on a test or essay? Thanks for the insight.
ReplyDeleteLisa, note taking is an issue at the high school level. You are right, in your comment to Colleen, when you said teachers just want to get information out to students. This old traditional method must become a thing of the past. I believe incorporating the note taking strategies suggested will eliminate unnecessary information and allow students to process and retain only what is needed.
ReplyDeleteNote taking strategies are crucial to my class content. I teach anatomy and physiology and there is a lot of front loading of content before we can go on to a lab or other assignment. When delivering this information I am always looking for ways to increase the variety of the content, as you mention in your post. This variety will allow their minds to see this as a new topic and not something that they already have seen. The mind is really good at only taking in what it thinks is important and if it is very similar in the delivery the brain can often confuse it for material it already has stored and the student would not retain.
ReplyDelete