Dr. Michael Orey would state that cognitive learning theory is a process that revolves around the model of information processing, which is done in three distinct steps (Laureate Education, Inc., 2011). First, the information goes through sensory registers. What this means is simply that we receive the information. The second step would be short term memory. Short term memory, as the name suggests, only allows for information to be held for a short period of time. Studies have shown that the human brain can hold about seven, plus or minus 2, pieces of information at a time in our short term memory (Laureate Education, Inc., 2011). This is why many of us are not able to remember lists that are extremely long. In order to remember things in more detail, we need to make connections between our short term memory, and the third step which is to make a piece of information a long term memory. Rehearsal will help to make those connections, and help to make sure that information is retained.
Cognitive learning theory may indeed be a bit difficult to follow, but knowing that there are three distinct ways to create long term memories will certainly help to guide teachers to designing lessons that best suit the needs of all their students. The first 'network' of information where memories are stored is declarative information. Declarative information is where facts and other bits of information are stored (Laureate Education, Inc., 2011). As Malenoski et. al. discussed in our readings this week, cues and advanced organizers can help students have a clearer sense of what they are going to learn (Pitler, H., Hubbell, E. Kuhn, M., & Malenoski, K., 2007). Giving students an idea of what they are going to be doing during a lesson will also help them to make connections to prior knowledge, which in turn allows for declarative information to be stored. Even if the content is new, teachers can give advanced organizers to help sutdents understand new content (Pitler, H., Hubbell, E. Kuhn, M., & Malenoski, K., 2007). Whether the information is old or new, students can retain information given to them through technological tools as simple as a PowerPoint presentation. Information and facts are then stored, and students will be able to access those ideas for future use.
The second 'network' is procedural information. In this network, we remember how to do things. Procedures, such as tying your shoe, your drive to work, or the process on how to solve specific equations. In many ways, the technology that we have used not only for our classroom applications and instructions, but also for our blog posts constitutes procedural information. We have to know where to go, how to log on, and how to access our grades. Think about how hard it was for all of us when our school site changed to the new Blackboard model. The procedure that we used to not only access our information, but also the way we posted that information changed drastically. We needed to relearn that information. For me, making the connection between our previous classroom model and the current one was indeed difficult, and certainly tough to master because it deviated from the procedure that we were used to. In our classrooms themselves, giving the students ideas on how to properly take notes, and gather information can lead to this as well (Pitler, H., Hubbell, E. Kuhn, M., & Malenoski, K., 2007). Teaching students through reciprocal methods also shows students a variety of different approaches to gather the information necessary for each lesson. In order to get that information, students also need to follow procedures, and a good teacher will be able to model that for their students.
The third 'network' involves episodic information and memories. The events of each and every person fit into this network. We adapt to life through our experiences, and this is true both in school and out of it. The idea of concept mapping is a wonderful way to bring in ideas from the lives of each of the students in the classroom. Students will be able to share together, brainstorm, and create connections between difficult topics. Concept mapping can also be used in all other networks, but I believe it certainly fits into this network extremely well.
Finally, the idea of using blogs and wikis can certainly expand on cognitive learning theory. Students are exposed to a vast array of resources and activities well before they have to turn in their finished product, and have ample opportunity to make connections. These connections are further amplified by the genuine learning experiences that they are having in creating these blogs and/or wikis. Powerful tools such as a blog are simple to set up, simple to maintain, and can produce significant learning for students.
The more that students are exposed to a variety of teaching approaches, the better chance they have to making connections to prior knowledge. Technology can certainly expedite the process, or at the very least provide an aid to helping students make those connections.
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
I enjoyed reading your blog and agree with everything said here. How often do you use concept maps? I did like you examples of tying our shoes, driving to work and the old way we had our Walden courses set-up versus now. Now, we are learning a new way. You might have mastered this new way, but I'm still a bit perplexed with it all.
ReplyDeleteAside from that, I feel the more opportunities our students have with a particular concept and the variety of resources ( Power Point, concept map, virtual field trips, collaboration, blogging,etc), the greater likelihood those students can make a stronger connection with concepts, prior knowledge and linking those with new knowledge.
If we only have the students doing handouts and homework, we are not teaching to all learning styles and not providing them with meaningful, relavent learning
To be completely honest Lori, I need a lot of work integrating concept maps into my classroom. If I made it seem as though this was a skill I've 'mastered', I certainly did not mean to do so. I strongly agree with what you said in your reply, in that students who are given more opportunities with a variety of resources are more likely to link that knowledge to what they have already learned. Creating connections is indeed the core of learning, and the wider range of possible experiences gives students a much larger base for making connections.
ReplyDeleteI also do agree that we need to give our students a reason for them to make these connections. Simply giving them a worksheet or a reading assignment does not make learning relevant to them. However, taking time to make sure that the learning styles of each student are addressed in lesson planning may just do that.
Scott,
ReplyDeleteGreat post. I agree with you that although the cognitive learning theories can be a bit overwhelming, we as teachers still need to grasp the ways that we can help our students make critical connections to content. If we don't, what is the purpose of our teaching it? Even I have fallen into the trap at times of breezing through material without really knowing if my students truly comprehend what is being taught. Sometimes if the what we are teaching is not especially interesting to us, we can lose the drive to make sure our students are caring about what they are learning. We just get them to pass the test and don't worry about much more than that. And even though I'm sure this happens to even the most excellent of teachers, all it takes it that one cue/photo/video etc., to help students make that lasting connection. Simply passing a test/quiz or completing a worksheet doesn't mean that the information has been stored in a student's long-term memory. It's important that we all take the time to give our students as many chances to make the most connections as possible.
I enjoyed the comparison you made to our cohort learning how to use Blackboard with the concept of procedural learning. Your connection to an event that is happening in my life (still trying to figure out how to use Blackboard... it's been a little stressful for me!) allowed me to recall how I had used procedural memory to access information in our old online classroom. When I thought about how I had to process a lot of new info. in order to get used to using a new format, I though of our students. If we are always using the same methods for instruction and learning, our students will begin to plateau and make fewer connections each lesson. Your mention of reciprocal learning is key to keeping our instruction motivating and exciting for students. We can compare reciprocal learning to concept-mapping. Just like a concept map, the more nodes of information that branch out from our essential question, the more information our students will gain.
When looking at many of the sites for virtual field trips, I saw so many great tours for museums, national monuments, etc. How often do you utilize these "field trips" in your high school social studies classes? Have they been beneficial?
I also liked your comparison to our change to blackboard. This made me reflect on how our students must feel when going from classroom to classroom with so many different expectations. There are teachers who require assignments to be turned in at the beginning of class, others have students line up and turn them in in alphabetical order. As teachers I feel it is a good idea to communicate and share what works to establish some norms. Now not all things will work for each teacher, and they definitely may change for subject areas, but norms will make things easier for our students and they will be able to focus more on what is being taught in the class instead of just the every day procedures. As teachers it is easy to get frustrated that students, even after 170 days do not know the procedures, but we also need to remember, we deal with the same procedures all day long in our own class, the students are faced with up to seven different sets of procedures on a daily basis. Thinking about it that way makes it clear why our unorganized students have such difficulty.
ReplyDeleteWhen I searched for virtual field trips I stumbled upon simulations and museums, making me wish I taught social studies once again. I wish these would have been around when I was in school. Sure, we had the old film projectors that malfunctioned more often than they worked correctly but I feel today's technology would have had a better chance at grabbing my attention and submersing me in history.
Thank you for such a well-written post!