Cognitivism in Practice

Instructional strategies are just that, strategies. It is how the strategies are implemented by the teacher that determines if they are successful. Throughout this week, there were many different strategies that were introduced and presented to us. Any of these strategies would support the cognitive learning theories.

To be honest, when I read the titles of the chapters for this week, I was not overly excited to read them, as I thought I already do these with my students. However, after reading the chapters, I learned that there is much more I should be doing with my students to relate these items to their cognitive learning. Cues, questions, and advanced organizers all help students to "focus their learning" (Pitler, Hubbell, Kuhn, Malenoski, pg 73). Therefore, I should be "creating events" (Laureate, 2009) and experiences for my students. Using word processing programs to create pamphlets about a concept we are discussing can help the students to focus on the essential information. Setting up tables in a document for students can help them to better organize the information that they are learning. I have used sites like BrainPop and United Streaming with my students and found that they really enjoy learning information from how they are presented. However, I never thought of them as being cues or advanced organizers. Usually, I use these sites to wrap up a concept or introduce a concept.

Virtual field trips definitely support the cognitive learning theory. Dr. Orey stated that students remember images better than they do text that they have seen or read (Laureate, 2009). In a virtual field trip, there can be text but it is the images that students are going to relate to and more quickly remember. This tool is creating more of an impression than a reading from a book would. Personally, I can only learn so much from the text of a book. I would love to take virtual field trips and feel as though I am there learning and experiencing what I am being taught. It gives a sense of a more hands on approach.

Concept maps also tap into cognitive learning. I never explored concept maps, as I have this week. Honestly, I did not realize how these maps can be manipulated. While there is a lot of text on these maps, there is also the option to integrate pictures and images into the maps. Along with or in place of these images, links can be placed, allowing the student to go right to the site and explore the information farther.

In using a variety of instructional strategies, a teacher can also incorporate the different multiple intelligences. I feel that this is when the best learning takes place. When all of this, intelligences and strategies, is integrated together, you are reaching all of your students, as well as giving them multiple experiences with the concept being taught. Cognitive learning is about creating experiences and elaborating to give students the greatest chance of having the information stored in their long term memory. Using the many strategies from the readings this week, I feel is a great way to practice cognitive learning.

References:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.