The Cognitive learning theory is an information processing model that deals with memory (long and short term) and how we obtain and store information. Dr. Orey talks about the components of this theory such as how "people can only process 7 +/- pieces of info. at a time, how long-term memory is stored in networks of connected info., info. is stored as images and text, in which informational images are very powerful in learning, and experiences including the multiple senses and connected to prior knowledge are so important for learning to take place." Using cognitive technology tools in the classroom has a powerful impact, where students learn "with" as opposed to "from" computers. Cognitive technology tools have various roles, from information seeking, to information presentation, to knowledge organization, to knowledge integration (B. Robertson, L. Elliot, & D. Washington, Cognitive Tools). When students work with computer technology, the computer enhances their thinking and learning, causes them to think about info. instead of reproducing and/or recalling info., facilitates the attainment of learning goals and objectives, and what I think is the most important, motivates and engages learners through realistic, contextual, varied, and higher-thinking learning processes (B. Robertson, L. Elliot, & D. Washington, Cognitive Tools).
Reflection on Cues, Questions, & Advance Organizers:
This instructional strategy is primarily a pre-learning strategy. It helps the teacher gauge what the students already know about a concept, helps students connect to prior knowledge, and previews the learning that is to come. It may include powerpoints, educational videos, and preliminary research on a topic to motivate and engage students. Advance organizers are important technology tools to use because they connect to prior learning, help students brainstorm, often include "essential questions" which use critical and higher-order thinking to produce deeper learning, organize info., and can be used during learning to add new concepts and vocabulary as it is being introduced (H.Pitler, E. Hubbell, M. Kuhn, and K. Malenoski). In my art classes, I often use graphic organizers, similar to concept maps/advance organizers on the dry erase board to connect vocabulary and content. In the near future, I plan on incorporating more technological graphic organizers that include multimedia for pre-learning activities to engage and motivate students.
Reflection on Summarizing and Note Taking:
I never use summarizing or note taking with my elementary art classes. But, this instructional strategy works well for middle and secondary students. It focuses on "enhancing students' ability to synthesize info. and distill it into a concise new form" (H. Pitler, E. Hubbell, M. Kuhn, & K. Malenoski). It discusses different word processing applications which involves rule-based summarizing, the AutoSummarize tool, and outline/note-taking formats. It also discusses the powerful communication software of wikis and blogs.
Reflection on Concept Maps & Virtual Field Trips:
Dr. Orey explains concept maps as "replicating the network model of memory." They are graphical tools that organize and link ideas to each other. From what I have learned, I can use these maps to connect any new concepts to prior knowledge and use informational images and online multimedia links to elaborate on new concepts. A concept map is "at once simple, but also elegantly complex with profound meanings. Learners are actively engaged in the meaning building process, an essential requirement for meaningful learning to occur" (J. Novak, A. Canas, Concept Maps article).
Virtual field trips are awesome! They provide an opportunity to go where students will probably never get to visit and see physical sites and artifacts that engage learners in critical thinking. I can use virtual field trips to various art museums around the world and involve students in critical thinking through viewing many different works of art. The can compare and contrast artoworks, view and analyze the architecture of various buildings around the world, and be engaged in creating their own trips.
How these technology resources relate to the Cognitive learning theory:
All of these resources deal with connecting new concepts to prior knowledge and processing new information. We want our students to engage in concrete experiences and "emersive" learning experiences as much as possible. These technology resources do that and also build off prior knowledge, engage and motivate learners through technology use, involve the brain and memory, and involve higher order thinking.
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1. Activating prior knowledge is very important so that new information can be processed and new content can be placed into long-term memory. Using graphic organizers to relate old and new concepts is a great way to bridge the gap between prior knowledge and new content. The visual organization of webs and concept mapping offers an important visual link for students. The more media that teachers are able to utilize within their lessons the more likely students are to remember and understand the content. Video clips, sound bytes, photographs and tutorials are all great ways to engage student learning and incorporate cognitive tools within the classroom.
ReplyDeleteI like how you mentioned that computers enhance the learning experience. Dr. Orey says that "students should be actively engaged", which is something we have heard our whole careers. Using computers to open students' minds is much more motivating than using textbooks. Not only do students need to use computers because they are more fun to learn from, but they are becoming so important in today's world, that students should become familiar with them at an early age and get used to their many positive features.
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