Cognitivism in Practice:

           This week, through my Walden University resources, I explored several instructional strategies that correlate with the principles of cognitive learning theory.  Cognitive learning theory focuses on “learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored and is finally used” (Lever-Duffy & McDonald, 2008, p.16).  Unlike principles of behaviorist learning theory, which focuses on measurable external behaviors, cognitive learning theory highlights mental activity (Lever-Duffy & McDonald, 2008).  Located at the heart of cognitive learning theory is the information processing model.  As described by Dr. Michael Orey, the most important pieces of the information processing model, for learning, instruction, and technology, is short and long-term memory (Laureate Education, Inc., 2011). 

            In the course text, Understanding Technology with Classroom Instruction that Works, I studied a variety of instructional strategies that help store information in the short-term memory as well as transfer that knowledge into the long-term memory.  To start, cues, questions and advanced organizers are key instructional strategies used to help students “retrieve, use and organize information about a topic” (Pitler et al., 2007, p.73).  Often times, teachers use cues and questions to guide students through a lesson, while assisting them in “accessing prior knowledge” (Pitler et al., 2007, p.73).  In my own classroom, I often pose questions and cue students by performing a Think Aloud.  By doing so, students are better able to connect new content to preexisting knowledge stored in their long-term memory.  Often times, I am able to access students’ prior knowledge by working with them to create a KWL.  The KWL draws upon what the students know, what they what to know, and later what they have learned.  Though cueing and questioning, I am able to effectively facilitate and complete the KWL with my students. 

            In addition to cues and questions, advanced organizers help students to hone in on essential information.  Advanced organizers are “structures that teachers provide to students before a learning activity to help them classify and make sense of content” (Pitler et al., 2007, p.73).  With the use of technology, advanced organizers are easy to create, organize, and manipulate.  Software such as Excel, Kidspiration, Word, PowerPoint and Inspiration allow advanced organizers to be more interactive and visually appealing (Pitler et al., 2007).  As stated by Dr. Orey, in the media segment Cognitive Learning Theories, Paivio’s dual coding hypothesis indicates that individuals store things as images and text (Laureate Education, Inc., 2011).  Utilizing advanced organizers also helps students to elaborate or make connections.  Research shows that elaboration is a primary mechanism for storing information in one’s long-term memory (Laureate Education, Inc., 2011).

            Advanced organizers are frequently utilized in my classroom.  During Word Study, for example, students are required to complete an advanced organizer for each new word list.  Within the advanced organizer, students must write the word, its definition, and draw an illustration.  While illustrating, the students are free to draw their own representation of the word.  Thus, the illustrations are individual to each student.  For instance, if the word was “awesome”, I might decide to draw fireworks, while someone else might choose to draw a huge ice cream Sunday, it is based purely on the experiences of that individual. 

            Advanced organizers can also be used when summarizing and note taking.  “The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form” Pitler et al., 2007, p.119). While summarizing and note taking, students must be able to decide and analyze what information to delete, substitute and keep (Pitler et al., 2007).  For many students, summarizing and note taking can be a challenge.  Fortunately, technologies such as word processing applications, organizing and brainstorming software, and a multitude of web resources are now available to aid students in this process (Pitler et. al., 2007).  With the use of technology, students are more easily able to manipulate, add and delete information.

          One organizer that can help students while summarizing and note taking, is the concept map.  Concept maps are graphical tools used to organize and link knowledge (Novak & Canas, 2008).  “They included concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line” (Novak & Canas, 2008, p.1).  According to Dr. Orey, concept maps replicate the network model of memory (Laureate Education, Inc., 2011).  By creating a concept map, students are better able to connect and visualize information, placing it in their long-term memory. 

            This week I created a concept map, centered on a virtual field trip to Ellis Island.  Virtual field trips, allow students and teachers to travel to desired destination within the confines of the classroom.  While constructing the concept map I first established an essential question, pertaining to the subject matter, and then determined a central node.  A node, as defined by Dr. Orey, is a box that represents one idea (Laureate Education, Inc., 2011).  To complete the concept map, I implemented the virtual field trip with a small group of students.  Students enjoyed the virtual field trip as well as the concept map activity.  With the use of the virtual field trip and concept map, students were able to learn and experience the concept, Ellis Island, while creating an episodic memory.  

            The instructional strategies presented in this week’s learning, correlate with the key principles of cognitive learning theory.  Each strategy is able to assist students in shifting information from their short-term to long-term memory, create relevant connections, and deepen understanding.  Listed, below the references, are some additional resources that I encourage you to check out, including the virtual field trip to Ellis Island!

References:

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Additional Resources to Explore!

(Please click on the italicized links in blue)

• Virtual Field Trip to: Ellis Island! – If you would like to venture to Ellis Island please click on the term “Ellis Island” which has been linked to the scholastic virtual field trip)

• Holt Interactive Graphic Organizers – This page includes TONS of advanced graphic organizers, including a KWL (scroll to the very bottom).  You can type directly into the graphic organizers, and display them using an interactive whiteboard or projector.  You can also print the organizers out for student use.  Click “Hold Interactive Graphic Organizers” above to check it out!