Cognitivism in Practice

For this week’s assignment, we were asked to identify how the resources and instructional strategies directly relate to the cognitive learning theories. Let me first begin by discussing how using “cues, questions, and advance organizers” correlate with the cognitive learning theories (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pp. 73-85). The cognitive learning theories focus on “cognition-the act or process of knowing” (Smith, 1999). They place emphasis on how the brain builds connections using prior knowledge, experiencing specific events in one’s life (also known as episodic), and elaboration. By using word processing applications, such as expository, narrative, or graphic advance organizers, students can create connections between the information they learn in class and the information they implement through technology. For example, students who are learning about the United States of America can use expository advance organizers to develop brochures for a specific state they may be studying. This allows the students to research specific facts regarding their state, identify events that occurred within their state that influenced America, and develop an understanding of the culture of the people who live in their state. Creating a brochure will help the students to develop a better understanding of the state they chose to research. “Such tools allow students to connect new information to prior knowledge therefore students are building a larger array of information” (Robertson, Elliot, & Robinson, 2007). Another technological resource tool described by Pitler, Hubbell, Kuhn, & Malenoski, 2007, is using Kidspiration for cueing and questioning (pp.78-80). With the use of Kindspiration, teachers can exercise the students’ minds using cuing and questioning to promote higher-level thinking before, during, and after the lesson. Kidspiration also allows the students to visually connect the images they see to the information they learn. Many cognitive theorists believe that the connection of visual pictures is important for students, as they are more easily able to remember a picture or an event than words written in a text book.

Many students (and adults for that matter) struggle with summarizing and note taking. The ability to decipher what information is important and information that is less significant is a difficult task; although, Pitler, Hubbell, Kuhn, & Malenoski, 2007, suggest numerous resources using technology to enhance these skills. Many students are visual learners and cognitive theorists believe that connecting information with images is an effective way for the brain to process information; therefore, the use of Microsoft Word to aid in teaching summarization skills is effective. When using Microsoft Word to cross out insignificant information and highlight important facts, students can actively absorb and implement the use of summarization throughout their learning. Students can also become actively engaged in their note taking skills. Pitler, Hubbell, Kuhn, & Malenoski, 2007, indicate that the use of Inspiration is an effective tool for students to develop appropriate note taking skills (pp. 128-130). Students can create concept maps using Inspiration to identify important information and increase the connections they made throughout the lesson. This allows students to build on their connections to transfer information into their long-term memory. Dr. Orey, 2009, stated that “long-term memories are stored in networks of information.” Concept mapping is one way for students to develop this network of information, which will allow them to remember the information for a long time to come.

Virtual field trip tools are a great resource for students to develop a better understanding of the learning material. Especially with the lack of funding in many school districts, virtual tours allow all students to establish real life connections with the material they are learning in class. Cognitive theorists believe that by integrating multiple types of sensory, individuals are more likely to remember the information. Taking virtual tours allow students to incorporate multiple senses into their learning simultaneously. They are able to compare the information they view in their text books to the real event. Virtual tours, which reflect information learned in class, engage students and help them to build upon their knowledge. Through specific teacher questioning and the use of virtual tours, students can continue to make connections and build upon their higher level thinking skills.

Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Cognitive Learning Theories”. (Laureate, CD-ROM, 2009 release).

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

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/