Cognitivism in Practice

On our quest to discover the tools that help our students store and apply the information that we teach, it is critical to first look at the theories of cognitive learning.  These theories make it easier to understand the physiological mechanisms that are responsible for learning and storing information (Laureate Education Inc., 2011a). Technology plays a huge role in executing the principles of cognitive learning theory.  Technology-based cognitive tools allow students to interact with information in order to acquire, synthesize, create, and share new knowledge (Orey, 2001).

In order to teach for understanding (while embedding technology), there are certain steps we need to take.  The first step is finding out what our students already know - i.e. what they have stored in their long- and short-term memory.  We need to activate their background knowledge and facilitate the process of connecting new information to what they already know so that they begin to see patterns and understand processes (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Their long-term memory can contain connections that include facts and information (declarative memory), how to do certain things (procedural), or events that have taken place in their lives (episodic) (Laureate Education Inc., 2011).  A great instructional strategy for activating this knowledge is a KWL chart.  We can find out what students already know about a topic, while checking for their understanding throughout the lesson.  KWL charts also utilize cuing and questioning strategies – both of which can trigger students’ memories to access prior knowledge (Laureate Education Inc., 2011a).  In my own classroom, KWL charts are an extremely motivating tool for my students.  When a KWL template is displayed on the SMART Board, students love to share their knowledge on topic at hand  (this week it was the properties of matter!).  The questioning strategies that I use while we complete the KWL chart can be modified to elicit responses from students that have even the most significant learning needs.  I can also tailor questions for specific students based on my background knowledge of them (i.e. I can ask more in-depth questions during a lesson on Mexican culture to a student who visited Cancun over spring break).  Visuals (dual-coding) can also be incorporated into a KWL chart as a form of non-linguisitic representation (absolutely a must for my non-readers).  ReadWriteThink has a great tool for creating online KWL charts.

We should then look at how to enhance our instruction, while helping students make lasting connections from one concept to another.  The elaboration component of cognitive learning theory looks at connecting small concepts to larger ones, while the network model aids students in organizing these connections (Laureate Education, Inc., 2011a).  Our resources this week focused on concept-mapping as one of the best ways for students to make these connections.  With concept maps, students can use a “focus question” to specify a particular problem, then connect a multitude of concepts (from general to complex) to the focus question (Laureate Education, Inc., 2011b).  A variety of websites allow student students to create interactive webs, maps, and graphic organizers.  I love the variety of interactive organizers on the Holt website.  These tools allow students to use technology as a cognitive tool to learn “with” as opposed to “from” (Orey, 2001).  

Another critical component of finding instructional tools that correlate with cognitive learning is the creation of episodic events and the use of visuals.  We are all aware of the benefits to using pictures, video, and audio with our students.  In my own classroom, the impact is nothing short of amazing.  Sometimes all it takes is a short video clip or a photo on the SMART Board to make an idea or concept latch on to my students.  Can we blame them?  Who wouldn’t learn more about the rainforest after taking a virtual field trip to a jungle in Brazil?  Technology tools, such as virtual field trips, give us the opportunity to “go” where we physically cannot (Laureate Education Inc., 2011b).  When students are immersed in content – when they see, hear, and touch what is being taught – the connections being made are stronger and “episodes” are created in their memory.  Teacher Tap has great list of virtual and digital field trips that I found to be awesome for my middle school students with special needs.

Before utilizing any learning tool in classroom, it is important for teachers to consider a few factors.  Will the tools we use force students to activate prior knowledge, while constructing new knowledge?  Will instruction create “episodes” in our students’ brains by which information can be stored long-term?  And, as with most tools we use in the classroom, we need to be sure that we are reaching out to the variety of learning styles and preferences that exist amongst our student population.  Photos, videos, and virtual field trips are motivating and engaging tools that exemplify Palvo’s Dual-Coding Hypothesis – helping students to store information in both visuals and text (Laureate Education Inc., 2011a).  If we look at these factors as we plan each and every lesson, we will find that technology can meet each of these needs for learning.  By pairing our knowledge of the cognitive learning theories with the technology we use in the classroom (and in life!), our students will make the lasting connections that exemplify cognitivism in practice.

References

Laureate Education, Inc. (Producer). (2011a). 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

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [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

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.