Cognitive learning theories investigate how students process information. Through research, scientists have found that once students receive new information through the sensory registers in their brain the new information is stored in the students’ working memory (Laureate Education Inc., 2010). Once there, new information is either quickly forgotten (as the brain can only process around seven pieces of new information at a given time) or strong connections are made to the new information so it can be stored as a long term memory (Laureate Education Inc., 2010). When information is stored in long term memory it can still be forgotten due to a loss of connection to the information (Laureate Education Inc., 2010). Using cues, questions, and advance organizers can be a means to finding connections to the “forgotten” information and forming new connections to previously made connections.
Elaboration is one of the most effective ways to move information from working memory into long term memory (Laureate Education Inc., 2010). Utilizing the strategies cues, questions, and advance orders can help students elaborate on new information by giving them and idea of what they will be learning about, enabling students to think critically and synthesize new information, and organize new information into a meaningful manner by making connections to prior knowledge. (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When using concept maps students will be able to visualize the vast network of connections they make for the new content. The concept map will help students display information in a meaningful manner. In addition, students could use an advance graphic organizer for note taking such as two column notes (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Two column notes would help students elaborate on the new information by using a combination of words and pictures to provide multiple ways to remember stored information. Also, taking students on virtual field trips will provide students with background on content they otherwise might not be exposed to. Students can make deeper connections to long term memory when using their episodic memory (Laureate Education, Inc., 2010). Taking students on a virtual field trip simulates a real life event of going on a field trip, so students can make deeper connections to the new material learned.
In addition, the strategies summarizing and note taking are effective ways to elaborate on new information. Through summarizing and note taking, students will gain a deeper understanding of the new information as they determine the important details and put the information in their own words. Summarizing and note taking is a very difficult skill for students to learn. To help students learn how to summarize and take notes, Pitler et al. (2007) suggests to provide students with notes, expose students to different types of note taking, and use combination notes in the classroom. Pitler et al. (2007) also suggests giving students rules for writing summaries. This will provide students with a guide to refer to when writing summaries. Having students use technology tools to summarize and take notes will give students opportunities to experiment with various note taking forms, while also allowing the teacher and classmates to expand on, condense, and combine notes and summaries on a continual basis. Visit http://holtmcdougal.hmhco.com/hm_data/pdf/states/OK/newsletter/0501/NoteTaking.pdf for a variety of note taking templates and examples to use in your classroom.
References
Laureate Education, Inc. (Producer). (2010). Program five: Cognitive learning theories. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6289937&Survey=1&47=8834938&ClientNodeID=984650&coursenav=1&bhcp=1.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction thatworks.Alexandria, VA: ASCD.
Chelsea,
ReplyDeleteUsing technology to take notes makes class more exciting for students! This helps keep them engaged in the lesson. Have you checked out Evernote.com? This is a great place to take notes and have students store their notes. My fifth graders were very excited when I allowed them to use it with their research projects.
Kate
Kate,
DeleteWhen you used Evernote did your students take note through their own accounts or did you make an account for everyone to use? Did your students find it easy to use? Thank you for sharing this resource. I am excited to explore it further.
Chelsea
Chelsea,
ReplyDeleteI really like that you talk about elaboration and making connections. I have always thought of the brain like a huge filing cabinet of information. There is so much information in our brains but we cannot use it if we do not know what file it is in. Creating connections is like giving easy access to the files and what is in each. Virtual field trips are a great idea as well!
Rachel
Rachel,
ReplyDeleteI really like your analogy of the connections in the brain as a filing cabinet. We learn new things every day that get "filed" into our brain for later use. The difficult part is making sure we can find those files later when we need them. Making stronger connections is definitely the way to help students locate their files when needed.
Chelsea
Trevor,
ReplyDeleteI read your post through my email, but it does not seem to be posting on my blog. When I went to your blog site it said your site had been deleted. I copied your post from my email below.
“Trevor says...
I enjoyed reading your posting this week as you effectively touched on Orey’s discussion of Seymour Papert’s constructionist learning theory and its 3inherent learning mechanisms: equilibration, assimilation, and accommodation (Laureate Education, Inc., 2012). There is little doubt that the use of constructionist instruction with students most definitely works to create opportunities for assimilation and accommodation through students’ active participation in meaningful learning experiences. In being given first-hand opportunities to interact with information and collaborate with peers towards the successful achievement of a learning goal, be it the completion of a project or the collaboratively developed solution to a real-world problem, students are able to generate learning connections and work towards once again achieving a state of equilibration between background knowledge and newly gained knowledge.
Now given the noted qualities of this type of instruction you make note of the effectiveness of problem-based learning in generating learning opportunities in which students are permitted to “make initial predictions, [perform] research, [and] then formulate conclusions or find solutions to the original problem” (Kalnoske, 2012). In noting these qualities I am a big fan of problem-based learning as I believe it provides an efficient instructional avenue with which to introduce real-world content and tap into students’ higher order thinking skills and natural curiosity about how things operate. Through the purposeful design of an essential question teachers are able to create learning scenarios that effectively draw on students’ wealth of background knowledge and their innate strengths as learners. Through problem-based learning and the solution finding process students effectively work on expert communication skills; develop their ability to efficiently collaborate with others; potentially utilize technology and gain increased fluency with regards to its use; and ultimately refine their skills at assimilating new research knowledge into their already existing schemas – all within the context of what is hopefully a very relevant and meaningful real-world based activity. In discussing problem-based learning do have a favorite topic from which to develop questions? My latest "class problem" was roughly science based and involved the topic of animals in zoos. Not only was it a current topic of significance, but the level of discussion and eventual projects generated as possible solutions from this problem were terrific.
Anyway, thank you for a thought provoking post.
Trevor Henderson”
References
Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved January 21, 2012 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.
Chelsea says....
Thank you for your comment on my post Trevor. As for having a favorite topic to develop questions I tend to lean to science and social studies. Most recently, I have been experimenting with my students completed condensed problem based learning in cooperative groups through our class blog. While I tend to think first to science and social studies I am trying to begin incorporating more inquiry learning in math.