Cognitive Approaches in Education
The cognitive side of the learning
focuses more on how an individual process information internally (Smith, 1999). “Instead of
acquiring habits, learners acquire plans and strategies, and prior knowledge is
important” (Smith, 1999).
Basically the theory revolves around how the brain processes and stores
information. In finding the most efficient
way to process information will allow the learner to store information in a
network that will allow better memory retention. In allowing students to make multiple
connections via audio and visual students are more likely to remember
information by linking sensory inputs together.
There are several strategies that support the cognitive approach to
learning. In this week’s readings, Using technology with classroom instruction
that works covered different strategies using advanced cues, organizers,
summarizing, and note taking (Pilter, 2007).
Advanced cues can help students make
connections to material by presenting multiple forms of sensory input. Making use of cues and questioning techniques
prep students for learning and allow them to access points of their memory
where the necessary information is stored.
These cues should focus on the general information (Pilter, 2007). An example that I have used in the
past about the study of inertia is to ask students to describe the ideal
offensive line for a football team (Cooney, Escalada, and Unruh, 2005). In other words, “If you were a quarterback,
describe the physical features of the players you would choose for your
offensive line.” Having this discussion
about the way certain traits are in important leads solid connections between
our study of inertia and things they experience in real life.
Advanced organizers allow students
to link information and store it more effectively in their memory. A program that was discussed in this week’s
reading was Inspiration (Pilter, 2007). It
is an advanced organizer that allows students to quickly create web diagrams
with text and images. It allows students
to find connections in concepts and link them together in a format that will relate
to how they learn.
References:
Cooney,
T.M. Ed. D., Escalada, L.T. Ph. D., Unruh, R.D. Ed. D. (2005)
Enhanced PRISMS. Cincinnati,
OH: Centre Pointe Learning Inc.
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K.
(2007). Using technology with
classroom instruction that works.
Alexandria, VA: Association for Supervision and Curriculum Development.
Smith,
M. K. (1999). The cognitive orientation to learning. In The encyclopedia of
informal education. Retrieved from http://www.infed.org/biblio/learning-cognitive.htm
Jason,
ReplyDeleteAfter looking at this week’s resources, I understand that it’s definitely important to prep students for what they are about to learn through cues and questioning. I feel that sometimes the anticipatory set and activation of prior knowledge piece gets lost as time slips by. There are many times when a school day is interrupted and lessons need to be whittled down due to time constraints. Looking at this week’s resources has made me more conscious of the importance of a complete lesson. If a lesson needs to be shortened, it can be shortened a bit in each section instead of cutting out or hastening the opening or closing. In math, maybe the students can complete fewer problems, but still experience the activation and closure piece. Technology can also provide us with an outlet to prepare our lessons and deliver them more efficiently. I definitely found the resources this week to be very useful.
David
Jason-
ReplyDeleteI really liked your lesson example of teaching your students inertia. Concepts like that can be difficult for students to understand and by utilizing real life examples that normally would not relate to science, allows students to build more connections and process the information which the cognitive theory is all about. You also mentioned the Inspiration tool that allows students to create organizers to help them learn and recall the information. Have you had any experience using this before? I was just wondering if you had any examples of student work or pros and cons of the tool that you could share. Our school uses the Webspiration Classroom and it provides many advance organizers already created and you can also share with colleagues and students as well. I have found it to be really useful for my students and they seem to enjoy creating organizers with visuals and text. I have included the link at the bottom. I believe they offer a free trial for you to check out if you are interested!
http://www.webspirationclassroom.com/