Cognitive Theory in Today's Classroom

Cognitive Theory in Today’s Classroom

            The information provided in the chapters “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” in the book Using Technology with Classroom Instruction that Works, clearly illustrate how to integrate principles of the cognitive learning theory into the classroom environment. (Pitler, Hubbell, Kuhn, Malenoski, 2007)  Each strategy mentioned in these two chapters is focused around how to teach students to organize new information in a way that can be readily recalled when needed. 

            One of the components of the cognitive theory is that students need to create networks of information in order to retain new knowledge in their long term memories.  To aid in this process teachers can use cues, questions, and advanced organizers.  To ensure students understand critical content,  it is important that teachers clearly define objectives by presenting students with essential and guiding questions to facilitate new learning.   Once students have a clear vision of what is expected of them, Pitler, Hubbell, Kuhn, and Malenoski suggest that teachers create cues and advanced organizers to help students make connections to previous knowledge in order to create a foundation in which students can build new understandings. (Pitler et al., 2007)

            Before each unit I present my students with a graphic organizer (created in Power Point) that communicates the essential question(s) that will lead us through the unit and previews what we will be learning.  Throughout the course of the unit the class uses this advanced organizer to take notes on critical concepts.  It is through this organizer that students can visualize how the information we are learning is connected.  By helping students organize new information and creating connections with new and previous knowledge, these advanced organizers promote retention and recall of new knowledge. 

            Another component of the cognitive theory is Allan Paivio’s Dual Coding Hypothesis.  According to Dr. Orey in the video Cognitive learning theory, students’ ability to retain new knowledge increases significantly when students are presented with information using multiple modalities. (Laureate Education, Inc., 2011) Technology can aid in this process by allowing students to see, hear, and interact with content.  Pitler, Hubbell, Kuhn, and Malenoski suggest using concept mapping software to show how ideas are connected, but to also incorporate pictures, maps, and sounds.   By encouraging students to work with new information in a variety of ways,  it will strengthen connections within the brain and enhance the transfer of the information to the long term memory. (Pitler et al., 2007)

            The authors of Using Technology with Classroom Instruction That Works, also suggest using concept maps for note taking and summarizing in the classroom.  Chapter 6 of this text provides six summary frames, each designed to be used by the classroom teacher as well as the students.  Each frame is “designed to highlight the critical elements of specific kind of information and texts.”  (Pitler et al., 2007, p.  125)  Using a concept mapping program along with these summary frames allows students to identity critical information, organize that information, and visually see how the information is connected.  These strategies would be extremely helpful in the classroom as a means of providing instruction using multiple modalities, as well as building strong connections with new information.  These frames also help teachers and students elaborate on new information by drawing lines between concepts/ideas and incorporating visuals to represent critical concepts. 

            I have used Inspiration to produce various concept maps with my students.  This program has a variety of predesigned templates for teachers and students to use when learning new content.  While I have had students use this program individually, I primarily use this tool to facilitate class discussions, review information, and create note taking sheets.  Student enjoy using this program to see how their shared comments/ideas are related to new content as well as each other’s ideas.  When I ask students to reflect on that day/week’s lesson, I will often export our class brainstorming into a word document that students can use as an outline for their writing. 

            The Cognitive Theory also supports the use of various multimedia tools in the classroom.  Power Point, video software, and Web 2.0 tools can all be utilized to enhance connections to new content, and to also provide an avenue for students to demonstrate their new understandings in a variety of ways.  As a culminating project in my social studies class, I have students create a 1 minute public service announcement using iMovie, Animoto (www.animoto.com), or x-tranormal (www.xtranormal.com).  When students create their public service announcements they have to decide upon a theme, write a script, and find visuals to include within their presentation.  This project requires that students understand major themes and concepts, identify critical content, and communicate their ideas in a clear and effective way.  I have been impressed with the quality of learning that takes place during these lessons, as well as the motivation and engagement of the students.  I believe that students’ success on this project comes from being fully involved with content and having opportunities to inactive with new information in a variety of ways.   

           

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

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