Cognitivism in Practice

The Cognitive Learning Theory starts with sensory input of information, which goes into Short Term Memory, and if rehearsed enough goes into Long Term Memory (Laureate Education Inc., 2011).  Long Term Memories are stored in networks of information, and they are all connected.  I am a believer that children need to be taught in small chunks, and everything needs to build on their prior knowledge, thus connected.  In this week's video, Cognitive Learning Theories (Laureate Education Inc., 2011), Dr. Michael Orey discusses Long Term Memory to be either facts (declarative), how to do things (procedural), or events in your life (episodic).  The dual coding hypothesis (Laureate Education Inc., 2011) is when information is stored as images and text.  Elaboration is a crucial component to Long Term Memory.  This week's class resources taught me that elaboration is the primary mechanism for storing information into Long Term Memory (Laureate Education Inc., 2011).

Instructional strategies that correlate with the principals of Cognitive Learning Theory are demonstrated by the use of cues, questions, and advanced organizers.  In the text "Using Technology With Classroom Instruction That Works" (Pitler, 2007), there are some great points brought up about how graphic organizers can be used not only as a visual for students, but for brainstorming.  Concept Mapping Tools can start with an essential question to give students a cue about what they are going to learn.  Cues are hints about what students are about to learn or experience and can trigger a student's memories and prior knowledge (Pitler, 2007).  Concept Mapping Tools allow students to put one idea in a box, or node, and then connect nodes to other nodes.  This type of software serves as a mind tool, helps learners organize information, and supports visual coding.  In this week's class video, Cognitive Learning Theories  (Laureate Education Inc., 2011), Dr. Orey explains that integrating multiple senses during presentations will improve learning. 

Another instructional strategy that helps build connections with new information is summarizing and note taking.  Note taking is completely different today thanks to PowerPoint presentations with advanced graphic organizers.  Webbing can also be used for note taking.  The use of these tools helps students to stay focused on the essential question.  Graphic presentations help any lesson to be visual and auditory.

Virtual Field Trips are almost an immersive like experience and are very powerful for helping students learn because they create episodic memory.  Dr. Orey, in this week's video Spotlight on Technology (Laureate Education Inc., 2011), states that the Virtual Field Trips incorporate all cognitive theories and help students make connections they will remember. 

I have begun to think about how wonderful these technology tools and instructional strategies are for creating cognitive thinking, and furthering each child's understanding of what is being taught.

Thank you for reading my blog.  

Reference List

Laureate Education, Inc. (Producer). (2011). Cognitive learning theories. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Laureate Education, Inc. (Producer). (2011). Spotlight on technology. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

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