Cognitive Learning Theory pertains to the way information is processed and stored in the brain (Laureate Education, 2009). In the video Cognitive Learn Theory Dr. Orey discusses how information that is kept in short/long term memory is stored in networks and all information is connected in some way (Laureate Education, 2009).
Chapters 4 and 6 in the book Using Technology with Classroom Instruction that Works, talk about techniques that enable individuals to organize and retrieve information from the long term memory when necessary. Chapter 4, Cues, Questions, and Advance Organizers describes strategies that will either “trigger students’ memories to help them access prior knowledge,” or “help students focus their learning” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). All strategies mentioned in this chapter, such as the word processing applications or multimedia tools can pair visual supports with a written text. “When text and visuals are combined individuals have an easier time recalling information” (Laureate Education, 2009).
Chapter 6 also ties into the cognitive learning theory. For example the section on organizing and brainstorming software provides ideas on how to organize information into categories in order to effectively summarize a text. This way of grouping one’s thoughts is very similar to the networks that the brain creates in order to store information. Concept maps/webs and Power Point slides allow the learner to classify the information in a variety of different ways. All tools, techniques, and strategies presented in both chapter 4 and 6 help make the process of storing and retrieving significant information much easier for a learner.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, Michael (Ed.). (2009) Cognitive learning theory. Los Angeles: Laureate Education
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I agree that text and visuals combined help students recall information better. Whenever I teach a lesson that includes important facts or vocabulary, I always have the students include a picture with a definition. I think that if the students draw their own illustrations for the words it helps them remember the information even more.
ReplyDeleteLindsay I was just thinking that if students do not like to draw we could us pictures from clip art or the internet that they could use in flip books to help them represent the information. Many of my students hate drawing and some can not even determine what they drew. Therefore, these pictures would make it a little easier for them.
ReplyDeleteI agree with you on the multi-media and Power Point incorporation being good tools for cognitive learning. They both can incorporate text and graphics/video and sound which makes for dual coding as described by Dr. Orey. Power Point is a great tool to use especially when working in pairs, as it then becomes an "event" and can be retained in episodic memory as discussed by Dr. Orey.
ReplyDeleteJulie,
ReplyDeleteI like the idea of using clipart to find pictures. I too run into the problem of students not wanting to draw because they feel they are not good at it. This would solve that problem altogether and they would love searching for the pictures.
Julie and Lindsay,
ReplyDeleteAnother idea that you could try, if the students do not like to draw, is to have them cut real pictures out of a magazine or a newspaper. Maybe you could assign this as a homework or incorporate it into group work. I am sure the colors and real life pictures would help the students make a personal connection the material they are learning.