“The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done—men who are creative, inventive and discoverers”
-Jean Piaget
Cognitivists argue that while things like the environment are important contributions to learning, learning is more than simply the collection of inputs and the production of outputs. Cognitivism refocuses research on the mind in the learning process, which the behaviorists had neglected to address. The mind has the ability to synthesize, analyze, formulate, and extract received information and stimuli in order to make a product (Orey, 2001).
Dr. Orey advises that there are limitations to how much a learner can attend to at one time. Therefore educators need to “chunk” information and keep things manageable for the learner. It is also imperative that new information connects to prior knowledge. These connections allow students to get back to the information and utilize it (Laureate Education, Inc. 2009).
Under cognitive learning theory, it is believed that learning occurs when information is processed. The input, processing, storage, and retrieval of information are the processes that are at the heart of learning (Laureate Education, Inc. 2009). The teacher remains the manager of the information-input process; but the learner is more active in planning and carrying out his/her own learning than in the behaviorist environment (Orey, 2001). The goal is for information to be accessible from long-term memory and available at any time, not just the day of an exam.
Educators can facilitate effective storage and retrieval of information by utilizing specific aspects of cognitivism. Elaboration theory is the primary mechanism for storing information in long term memory. Learning new things must be related to prior knowledge. The more connections made to a new piece of information, the easier it is to get back to it. According to Dr. Orey, forgetting is a misnomer and is actually a loss of connections to information. The Dual Coding Hypothesis supports this belief in which states of mind can recall images and scents better than text. Storage of the image and the accompanied label allows for easier retrieval.
Technology has afforded powerful new ways to represent knowledge, summarize learning, and visualize information (Pitler, Hubbell, Kuhn and Malenoski, 2007). Simple examples of information visualizations are tables, concept maps, graphs, and diagrams. The advent and accessibility of new digital technologies and media have provided effective strategies to create information connections and summaries that chunk information for easier retrieval from long term memory. These technologies have afforded dynamic and interactive ways of modeling and organizing information. O’Bannon, Puckett, and Rakes (2006) offer, “tools provide a framework for student-teacher interaction, empowering students to take responsibility for their learning as they develop a shared meaning relationship” (p.129). Pitler et al. (2007) recommend Kidspiration and Inspiration software, as well as word processing programs and spreadsheet software like Microsoft Excel to increase learning, application, and retrieval. They further advocate the use of wikis, powerpoints and blogs as avenues for students to summarize and organize their learning and further those necessary connections.
References
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
O'Bannon, B., Puckett, K. and Rakes, G. (2006). Using Technology to Support Visual Learning Strategies. Computers in Education, 23 (1/2) p. 125-137.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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The idea of chunking concerns me. Because sometimes we as teachers say that we are chunking, but I think we chunk TOO much! Simply because we are trying to get too much in at once. ;) Did you agree with the Dual Coding theory? For my personal self, I don't really remember pictures or scents associated to places that well. I tend to remember the placement of things...weird I know! If I try to recall certain things (text related) my brain tends to piece together all the things that were around the text that I was reading or viewing. I think that each learner is different and I am not so sure that any one theory is going to be the 'explain-all' on how to reach our students.
ReplyDeleteLauren,
ReplyDeleteHow can you see yourself using these technology tools in your classroom to help your students? And with the students you are currently teaching, what tool, if there is one in particular, do you think would have the greatest impact on your students, with regards to their ability to recall and understand information, take notes, and summarize what they have learned?
Hello Melissa,
ReplyDeleteI agree that not all students learn in the same way, and not every theory fits every child. That being said, I think brain-based research has its merits. As for the Dual Coding theory, I happen to think it has validity. It is the visual aspect that seems to make the most impact. Even with your way of learning, and retrieving information, it sounds like you go back to the visual aspect of the text. For me, my sense of smell is very strong. I do relate a lot of memories to scents. I can be somewhere and smell a familiar scent, and I am immediately brought back to the happy or sad memory from when I originally smelled it. It is amazing how that works.
As for chunking, I think I have learned this week that it is a skill that we as educators must work to perfect. To little may be a waste of time, and too much is overwhelming. It was very interesting and informative to learn a learner can learn 7 +/-2 things at a time (Laureate Education, Inc., 2008). I believe that is the key to chunking effectively.
Thank you for your response.
Hello Julie,
ReplyDeleteExcellent question. I found myself most drawn to the advanced organizers. My thoughts are already focused on how to utilize them effectively with my students. The idea of a brochure is the one I am most excited about implementing. Also, creating an outline for my students to focus their notetaking is a strategy that has worked for me in Walden and one that I know will be effective with my students.
Utilizing the Microsoft auto-summarizer sounds very intriguing as well; however, I had tremendous difficulty trying to figure it out. When I gain experience with it, I think that is an amazing technological tool. So many students have such a difficult time with the concept of summarizing. I believe, if it works as described, that this will be something that will be an asset to my students throughout their educational career.
Lastly, since our last course, I have been obsessed with creating a math wiki with my students. However, as you may remember, my county does not allow the creation of student wikis. This week's resources have just fueled my desire to convince them otherwise. The value it has to allow students to summarize, visualize, and thereby retain and retrieve the information is just one more piece to add to my proposal to my county.
In my post, I neglected to add the value of virtual field trips. I loved exploring them, and our DVD really showed me how valuable they are. I think I will never forget that Abe Lincoln was in box 7! This is another technological component I am surly going to infuse into my lessons.
Thank you so much for your thought provoking response, and allowing me the opportunity to add this!
Lauren
Hi Melissa,
ReplyDeleteThanks for the positive comments about advanced organizers. I plan to incorporate them into my classroom and it’s good to hear that you have used them with success. I find myself in agreement with Dual Coding as well. How do you think incorporating smells, sounds, or pictures with learning would work be most effective? If you were teaching famous artists or composers having pictures and music of them playing while they are being taught would help retention. As for smells I’ve heard that the Tampa Bay Rays baseball team sprays the scent of oranges at their home games. They are doing it to enhance the experience at the ball game and condition people to associate the smell of oranges with Rays. Anyway I definitely think there are a lot of possibilities with Dual Coding in education.
Lauren,
ReplyDeleteI love your ideas! The brochure is a great creative project that requires students to summarize what they know and what they learned!
I also think you are absolutely correct when you say that your students will need the skill of summarizing throughout their lives. I am personally drawn to the Inspiration/Kidspiration side of things, but know that the MS Word capabilities are fabulous!
When I saw the Ford's Theater portion of that video, I was in absolute awe! I too will remember certain things from just observing those students in their learning. I can't wait to use them in my classroom!
Great Job on your post! I just like to hear new ideas for using these tools... some of them I would never think of!