Cognitive learning theory revolves around primarily information. It works in three-stage model, sensory input of information, short term memory, and long-term memory which is stored in networks of information (Laureate, 2008) Cognitive learning theory uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes (Learning Theories Knowledgebase, 2009).
Word processing program is a very effective tool in one way by creating an advance organizer for note taking. This tool correlates with the principles of the cognitive learning theory, because it helps students to organize their thoughts around the essential information. Creating a KWL chart can get students to think about what they already know about the topic and start to make the connections needed to store the new information in the long-term memory through the “Elaboration” process.
Inspiration is another wonderful too in note-taking process. Teachers also can use Inspiration to put together some notes; it also can be transferred to an outline version of the notes. “Some students are more comfortable dealing with text than with graphics” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 128). Inspiration tool in note-taking correlates with the principles of the cognitive learning theory for the organized format it provides which helps an individual to easily store the information.
According to Dr. Orey, a Virtual Field Trip is “one of the powerful things we can do from a cognitive theory prospective.” We can create a rich experience which can be the foundational experience in the network of ideas that students may have when they are learning in a content domain (Laureate, 2008). Finally, one of the guidelines that should be considered when constructing a learning activity in which cognitive tools are utilized is to evaluate the learning outcomes. Checklists and rubrics can serve as assessments in evaluating students’ effective use of them (Robertson, Elliot, & Robinson, 2007).
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Learning Theories Knowledgebase (2009, May). Cognitivism at Learning-Theories.com. Retrieved May 21st, 2009 from http://www.learning-theories.com/cognitivism.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 21st, 2009 from http://projects.coe.uga.edu/epltt/index.php?title=cognitive_tools
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Joseph, One aspect of the cognitive learning theory relates to storing information. This is a concept that I have trouble understanding. I have a student that has processing problems. She has an extremely low cognitive ability level according to multi-factored evaluations and observation in the classroom. I will show her how to solve a math problem on a calculator and the next day she has not retained this information. I can show her again and again and she is just not able to integrate this into her learning. She is a senior and graduating in June. These are the kids that I have real concerns about. I realize that there are so many strategies that have introduced to us and I have attempted to use them. I just cannot seem to find the one that is the most effective for this young lady. I am at a loss. Kristin
ReplyDeleteJoe,
ReplyDeleteI like your ideas here, especially with the KWL charts. I take these charts and get a little deeper with them when dealing with text. In order to get my students more involved with a text I use the text-to-self, text-to-text, and text-to-world model that allows the students to relate to a text in several different ways. This model can also be effective with fiction, nonfiction, and informational texts.
I also like how word processing programs have made students' essays so much better. The editing and revision ability makes it so easy to mold an essay into a polished piece of writing.
Thanks for your ideas here.
Joseph,
ReplyDeleteNot only do word processing applications help students organize their thoughts, but the ease of editing and "reworking" those thoughts is very helpful. When I look at some of my students' notebooks, I'm mortified by the sloppy mess I see. Notes crammed in every which way, whole lines scrached out, etc. I often end up giving those students teacher-created notes so they have something coherent from which to study! Having their notes on a computer can eliminate that step and ensure the thoughts and notes are from the student - what THEY have thought about. :)
Kristin,
ReplyDeleteSadly, sometimes it is too late or the time frame does not allow us to stress on one learning activity to do over and over until a student retains the information. But we can make the long story short if we created a connection between what we need the student to learn and the student’s life. If we got the student to feel the need to learn this concept or this piece, then the next steps are fairly guaranteed.
Paul,
Thank you for your comment. Certainly, Microsoft Word is a great tool and we can have an endless talk about the fantastic options it provides for us and for our students.
BulldogPride,
I agree that it is better for students to have their own notes. Although having their notes on a computer is wonderful use of technology, but I think that teaching them how to take notes on their young age is more valuable. I have seen many of the sloppy mess notes you mentioned with my students, but when I see neat organized notes with someone, I admire their work and encourage other students to do the same.
Joe,
ReplyDeleteWith today's world as technologically advanced as it is, why is taking notes by writing them in a notebook MORE valueable than taking notes on a computer? The idea behind taking notes at all is to get your ideas down and keep them organized. Using technology not only leads to neater, more "understandable," and potentially more comprehensive notes, but it saves a TON of time. (Have you ever sat and watched a clock as a group of 7th-graders tries to write their ideas down?! It's an ETERNITY!)
More and more, people are walking around with laptops, netbooks, I-Phones, I-Pods, etc... notebooks, stenopads, etc., are rarely seen anymore and will be less so in our students' futures. My students are in 7th-grade; by the time they get to college, a "notebook" will probably have only one meaning, and it won't be the spiral kind! :)Personally, I see greater learning potential and practicality in taking notes using technological means - after all, it's the way of the future! :)
Deana