This week I explored two instructional strategies. Those were cues, questions, and advance organizers and summarizing and note taking. Both of these strategies put an importance on the student’s ability to sift through information and do something with it that will make it meaningful to them. This idea ties in with cognitive learning theory. According to Dr. Orey, (Laureate Education, 2010a) one of the main thrusts of cognitive learning is that the learner constructs knowledge in a series of networks. These networks can be strengthened by making connections with previous knowledge.
Using cues, questions, and advance organizers is one method to help build these connections that the brain needs to learn. By using this method, the brain is able to better sort, recall, and use the information that has been processed (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Organizers give the student a way to scrutinize all of the material that they encounter and pare it down to the information which they need. This could be accomplished by using a simple flow chart drawn by hand. However, there a number of useful softwares and applications which help to bring technology into the process. Concept mapping software allows students to do this process of sorting through the information using a computer. The structure of the concept map puts the main concept at the top and then the sub-points are branches off of the main concept (Novak & Cañas, 2008). This structure helps the student to understand the relationship between the different points and to create connections in learning.
The other strategy from this week also incorporates cognitive learning theory. Summarizing and note taking puts an emphasis on getting rid of the nonessential information and focusing on the necessary points (Pitler, et al., 2007). This strategy is certainly one that has been implemented in classrooms for many decades. However, technology can now aide the process. One strategy that would help the student hone the skills of summarizing and note taking is the virtual field trip. Certainly the virtual field trip has other benefits such as helping the mind to create episodic memory (Laureate Education, 2010b) and bringing the student into an active role in learning. But, it is certainly an opportunity for summarizing and not taking. For example, a classroom participates in a virtual field trip to the running of the bulls in Pamplona, Spain. Before participating, the teacher poses this question to the class: “What are the traditions in which the running of the bulls is based?” As the students then participate, they must take notes and sift through the information presented. Of course they will encounter much more information, but will need to in the end get rid of the extraneous information and summarize the field trip to answer the question that was given to them.
Both of the strategies - cues, questions, and advance organizers and summarizing and note taking – provide for development of essential cognitive skills that will result in learning. They also provide for a chance to integrate technology into the classroom to make learning more fun, effective, and meaningful.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to
construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-
2008. Retrieved from the Institute for Human and Machine Cognition Web site:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2010a). Program five. Cognitive Learning Theories. [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program six. Spotlight on
Technology: Virtual Field Trips. [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
One thing I think has not been emphasized enough is that students need to continually review what they have learned to keep it fresh so they do not forget. What do you think?
ReplyDelete@Missy This is something I consistently struggle with in my Spanish class. In language, each new concept builds on and integrates with previous knowledge. I used to haate having to go back to review material that I thought my students should have mastered but I now see that is essential. I have found that spending 5-10 minutes reviewing a concept goes a long way in helping students to truly understand that concept. I think that the reason is that students now have more connections that are being made so they can make more sense of it. So, I agree with you that review is essential in helping students to be successful.
ReplyDeleteBryan, when you go through your virtual field trip, do you allow your students to review afterwards in small groups what they experienced? Maybe have them report back to the class in groups, the information that they learned and then all groups could compare notes and then have one master concept map to review from before their next assessment? I do a lot of group work, and have found that some groups go above and beyond my expectations while others only seek the bare minimum.
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