Cognitivism in Practice

Cognitive learning theories revolve around information processing (Laureate, 2009). This week, in Using Technology with Classroom Instruction that Works, we explored two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking.” The first instructional strategy focuses on enhancing students’ ability to retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007 p.73). Cues are hints as to what the students will be learning while questions help to stimulate the students’ memories for information they have previously learned. The technologies that can be used for information processing with this strategy are word processing applications, spreadsheet applications, organizing and brain-storming software, and multimedia applications (Pitler, p. 74). Advanced organizers help to organize information that is being learned. Dr. Michael Orey illustrates how images are powerful tools to use in the classroom by showing an example of a teacher using a virtual field trip to Ford’s Theater in Washington, D.C. while teaching about Abraham Lincoln’s assassination. The students were active participants and completely immersed in the presentation (Laureate, 2009). Integrating multiple senses in our lessons cam improve learning and build numerous connections to stored information.

The second instructional strategy of summarizing and note taking enhances the students’ ability to synthesize information and distill it into a concise new form (Pitler, p. 119). Students take notes by taking the information they deem important and putting it in their own words. The same technologies as above can be used for this strategy, as well as, communications tools such as Wikis and blogs. Wikis provide students with opportunities to collaborate on their work together and provide immediate feedback for their projects. According to our readings, blogs can be used for reciprocal teachings, where students use summarizing, questioning, clarifying, and predicting. Another tool that can be used is Concept Mapping, in which students can make connections between the various ideas or information.

References
References

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction,and technology. Baltimore: Author.

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