After reading in Using Technology with Classroom Instruction that Works about two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking,” I have taken the time to reflect on how they relate to the cognitive learning theories that I have also been studying this week.
In the chapter called "Cues, Questions, and Advance Organizers," I found that many of the recommendations that were made in the chapter are all great tools to use that relate back to the cognitive learning theories. For example, in the text, the authors talk about "teach[ing] students how to use graphic advance organizers" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 74). Advance graphic organizers are a great way to use the cognitive learning theories in the classroom. They help students to make connections through dual coding and elaboration, two of the theories that Dr. Orey discussed in his video on Cognitive Learning Theory (Laureate Education, Inc., 2008).
In the chapter called "Summarizing and Note Taking," I also found that the recommendations made by the authors were very much strategies that can be used in the classroom to align with the cognitive learning theories. I particularly like how the authors state that "the classroom recommendations for note taking include using a variety of note-taking formats and giving students teacher-prepared notes" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 128). I agree that students need variety in they types of instructions that they receive to help them stay interested and excited about learning. I feel that this definitely falls into the category of cognitive learning theories since it has students making connections in ways that they might not make them otherwise. In the cognitive learning theory, the connections made in the brain are the primary way that learning takes place, so making those connections in many different ways is vital to the learning process.
Sally Moore
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.
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I agree about the need to use different types of notetaking to keep students interested. I found that, especially in middle school, it's very important to keep them interested in what I'm teaching them. When they take notes in class they don't know how to take notes, so they need the instruction in different types of note taking to find out what works for them. Really, what works for us as teachers, does not always work for the students, and it is our responsibility to find the most appropriate and easiest way for them to learn new information.
ReplyDeleteIn my class, like I'm sure many other teachers do, I always like to focus on the different learning styles of my students. Accommodating their need for different types of note taking techniques just seems to fit!
The variety is also good in that it helps the students to apply their knowledge in different ways. When the students are exposed to this variety, they are able to assimilate.Cognitivists place greater importance on strategies that help students to actively assimilate and accomodate new materials.Summaring and note- taking are very good exercises that require students to assimilate.
ReplyDeleteThe instructional strategies are really vital to the learnig process.
Cassandra Munnings
Piaget, J. (1968). Six Psychological Studies.Anita Tenzer (trans), New York: Vintage Books.
Bethanne and Cassandra,
ReplyDeleteThanks for the comments! They were both very insightful. I enjoyed hearing how you also use variety in your instruction to keep your students engaged and to cater to all of the learning styles in your classrooms!
Sally