The cognitive learning theory, also known as the
information processing theory, focuses on ways in which information is
connected and stored in the brain (Laureate Education Inc., 2011). When someone obtains new information, it
reaches short term memory in the brain.
With rehearsal and connections made, the information will then be
converted to long term memory. When I
think about this theory, I always revert back to my test-taking abilities and
the times when I would be unable to make the connection to what a question was
asking until right after the test was over!
Had I known the importance of making connections and using informational
images I would have had been better prepared for all of my exams throughout my
schooling years.
When thinking about this complex
process, one must understand how information is stored in the brain. The
Dual Coding Hypothesis refers to information being stored as images and text (Laureate
Education Inc., 2011). This means that
informational images must be used in order for students to acquire the
information long term. Also, elaboration or building connections to store in information
is also vital. For example, Orey discussed
the connection students can make when they visually see General Lee and Lee
Jeans on the same slide (Laureate Education Inc., 2011). This
personal connection will stick with students forever.
Pitler, Hubbell, & Kuhn (2012) discuss
cues, questions, and advanced organizers and how they correlate with the
cognitive learning theory. By incorporating
images and text and allowing students to make connections to the material that is
being taught, students are processing information that is long term. Teachers will use these strategies to help
students retrieve, use, and organize information and to figure out the
background information individual students have on any given topic. By knowing this, teachers can then
differentiate instruction for students who have no background, some background,
or a lot of valuable outside information.
Summarizing and note taking allows
students to breakdown information into a concise form (Pitler, et al., 2012). These are two skills that will last a
lifetime for students. As a student, I
found this to be my weakness when I first entered college. I felt as though my ability to synthesis information
was lacking and this was an area in which I needed specific strategies to
enhance my abilities. Technology plays a
key role in offering creative ways to help students get rid of the material
that is not important and decipher what is the most significant. Technologies such as Tracked Changes and
Combination Notes in Microsoft Word provide options and templates to allow
students to organize information (Pitler, et al., 2012).
Concept mapping allows
students to make connections and see the relationships that exist between different
words, ideas, questions, images, etc… The
best thing about this strategy is that it can be utilized in all grade levels and
all subject areas for students to make deep connections and to be creative. This fits directly with the cognitive
learning theory as students will develop long term memory simply because they
are connecting to what is being taught.
Virtual Field Trips create learning
environments as close to a real-world experiences as possible! Students are submersed in a rich and
practical environment that makes them feel a part of the process. By experiencing this, students will build
connections and place themselves within the technology that is being used. These types of experiences stick with
students and allow them to obtain information that will have a lasting effect.
Useful
Links
1. Take
a virtual field trip to The Great Wall of China: http://www.thechinaguide.com/index.php?action=activity/greatWallOfChina!
2. Great
article on the importance of teaching students how and why to take notes: http://www.lifehack.org/articles/productivity/advice-for-students-taking-notes-that-work.html
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. R., & Kuhn, M. (2012). Using technology with
classroom instruction that works (2nd ed.). Alexandria,
VA: ASCD.
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