Cognitive Learning Theory in the Classroom

This week, we examined cognitive learning theory and some strategies that work well with cognitive learning theory.  In the video lectures, Dr. David Orey presents some cognitive learning theories with which all educators should be familiar (Laureate Education, Inc, 2010).  Understanding how memory works, and the processes behind how we build memory gives us insight into how to create and present meaningful lessons to students and to have them remember and make the important connections between concepts.

The strategies presented in the book, Using Technology with Classroom Instruction that Works," offered many ideas and tips for using technology to help students make the connections that would help them learn.  The first strategy we examined this week, "Cues, Questions, and Advance Organizers," suggests that we need to give students a clear understanding of what they will be learning, how they will be learning it, and giving them outlines (for example) of what they will learn to guide their learning as we progress through the lesson.  Technology that can aid in this process includes word processing software, concept mapping software, and spreadsheet software (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  All of these technologies give us tools to help students make connections and process the information presented in the lesson.  And, as Dr. Orey mentions, making many connections helps people recover information and memory (Laureate Education, Inc., 2010)

The second strategy we looked at was, "Summarizing and Note Taking."  In this strategy, some of the technologies were repeated.  Students can use word processing software to take notes or to summarize the information presented in class and teachers can create note-taking templates in "organizing and brainstorming" software (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  One of the ideas presented that was most interesting was the idea of using PowerPoint to create combination notes.

Combination notes give students the opportunity to summarize key concepts and to present visual/mulitmedia representations of the concepts on the same page.  This ties in to Dr. Orey's mention of the effective use of images as a cognitive learning theory (Laureate Education, Inc., 2010).  When there are visual representations of concepts, we tend to make better connections and establish yet another route for memory to be retrieved.

This week's learning was very interesting, and I am looking forward to using some of the strategies and technologies presented.  My students have stated an interest in using more technology in their learning, and I hope to be able to deliver for them...hopefully enriching their learning experiences and deepening their understanding.

References:

Laureate Education, Inc. (Executive Producer). (2010). Cognitive Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

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