A human brain is amazing. When the brain is triggered through high interest activities, the brain is able to identify information and categorize it based upon previous learning experiences. The cognitive learning theory states that in order to retain new information into long term memory, the learner needs to be provided with instructional strategies that help engage the learner. A way to do this is through cues, questions, and advance organizers that correlate to cognitive learning theories. In order to develop a long term memory, the learner needs to not only gain new information, but also organize it (Pitler, Hunnell, Kuhn, & Malenoski, 2007). By providing cues and questioning strategies to learning, students are primed for the information that is of importance. It cues the brain into what is important and how to store it in long term memory. The more connections that are made to information, such as through question and then advance organizers, the more likely the information will be retained in long term memory (Orey, 2007). Not only is the information organized, it is also a visual reminder of important information.
Along with cues, questions, and advanced organizers, the use of summarizing and note taking is beneficial. Through this process, “students separate important information from extraneous information and state the information in their own words” (Pitler, et all, 2007, pg. 119). As a learner, the long term memory is activated by repeated emphasis on specific information. As a teacher, using this strategy helps to gauge student understanding and effectiveness of instructional practices. As technology becomes more readily available in various formats, teachers are able to use software to develop graphic organizers and other tools to develop long-term memory of important information.
Resources
Pitler, H., Hubbel, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that workds. Alexandria, VA: ASCD.
Roberston, B., Elliot, L., & Robinsons, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 1/16/2012, from http://projects.coe.uga.edu/epltt/
Roberston, B., Elliot, L., & Robinsons, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 1/16/2012, from http://projects.coe.uga.edu/epltt/
Also, remember images play a big part in the classroom because hey help students with associative connections and they remember images quicker and better than they remember text. the cognitive tools help them to process information and the computer allows students to do things they would not ordinarily be able to do if they had to do it with pencil and paper. It is important to be able to organize and use what you need and discard what do not need.
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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
I readily agree that images play a very large part in making associative connections. Since I teach in the primary grade level, we are consistently using images to teach many concepts, from reading to math to science. It is important to create a lasting image for quicker recall!
DeleteI use graphic organizers every day in my history courses. These maps help my students understand battles, significant people, and key events in history. They are able to draw pictures or use clip art if they are using the computer to help them have an image of the event as well. My students see to like using graphic organizers more than any other tool I use. Most of them prefer to draw their graphic organizers while some of them like to use computer software. I think that these tools are key to helping my students learn the material.
ReplyDeleteAmanda,
DeleteThanks for the comment. I, too, use graphic organizers quite a bit in my 2nd grade classroom. My students tend to draw their understanding, but it is fun to see this skill develop over the course of the school year. Over this past week, I have been taking advantage of computer software more and the student interaction and interest has been amazing!!