Educators need to understand the ways in which students learn and process information. This week’s instructional strategies and learning theory focused on making connections with student’s learning and how technology can aid in those connections. Cognitive learning theory is based on how information is processed (Laureate Education, Inc., 2011). Two instructional strategies presented in this weeks learning will assist me in teaching for understanding.
The first instructional strategy presented in this week’s reading was “Cues, Questions, and Advance Organizers.” In this chapter, a connection was made with the cognitive learning theory that will help me understand how to better teach my learners. The main idea of this chapter was focused on “enhancing the way in which students retrieved, used, and organized information about a topic” (Pitler, Hubbell, Kuhn, &Malenoski, 2007, p.73). According to the authors (2007), prior to a lesson, both cues and questions are used to recall prior knowledge while advanced organizers aid in learning (p.73). By doing this, students will focus on what is most important out of a lesson. This is important because the cognitive theory states that short-term memory can only hold onto five to nine pieces of information (Laureate Education Inc, 2011).
The second instructional strategy in this week’s text was Summarizing and Note Taking. This chapter’s focused on helping me to teach the students about finding what was most important about new information (Pitler et al, 2007, p. 119). As previously stated, students can only retain five to nine new pieces of information in short-term memory (Laureate Education Inc., 2011). Notes and summaries can be enhanced by the use of technology via wikis and blogs (Pitler et al, 2007, p. 133). By use of multiple avenues in which students obtain information is part of the cognitive theory (Laureate Education, Inc., 2011). These are just a few examples of how the cognitive theory is related to our learning.
The two instructional strategies presented in this week’s resources made some connections with the cognitive learning theory. Educators must apply this information with his or her class to promote student learning. Instructors must know that this is not the only theory that will work with their learners, but another tool to utilize.
References:
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Marisa,
ReplyDeleteI really like how you focus on our short term memory only being able to hold 5-9 pieces of information at a time. When I do summaries I like to have my students take the piece of text, read all the way through it, then highlight 7 key words and using those 7 keywords they write a summary of the text. This, I have found really helps the students focus on the most important parts of the text and not write every detail. Nice post.
You bring up a good point about short term memory. I am constantly catching myself trying to cram as much information into a lesson as possible. After going through the resources this week, i am figuring out why my students are not retaining all the information that i have been presenting to them. What i need to do is break it up so that they only get 5 to 7 pieces at one time. Since short term memory is what they are using during the lesson in class, that is what i need to focus on. I think by limiting the information we give them to certain amounts, it works out better for both us and the students. We can spend a bit more time of that information and they have more time to learn it plus more time to review.
ReplyDeleteKatie,
ReplyDeleteI like how you have the students highlight seven key words to have students write summaries. Do you find that the student select the main points within the text? What grade level do you use this with? I have always struggled with teaching writing effective summaries.
Ben,
ReplyDeleteI agree with what you are saying. Would you then follow up with review the rest of the week on the five to seven pieces of new information and build on that or just focus on the five to seven concepts until they are in long term memory?
I found the idea that the short term memory can only hold 5 to 7 bits of information very helpful. But I really liked the idea that once we put the information into short term memory it is our job to move it into the long term memory. I think that in general educators need to improve in this area. Our standards are designed to build on what students learned the year before. But if they do not remember what they learned before we spend much of our time re-teaching.
ReplyDeleteLeann,
ReplyDeleteI agree that teachers need to make sure that the short term memory skills and or concepts need to be moved over into long term memory. Teacher spend a tremendous time reviewing information at the beginning of the school year and throughout the school year. The only thing that I can think of, is that the skills did not make it to long term memory because their wasn't a strong connection made to make it stick. What do you think the reason is for students not remembering?
Marisa,
ReplyDeleteIt would really depend on the topic, but i feel that it would be best to follow up with a review and then build upon those pieces of information rather than starting totally new.
Ben