Cognitive Learning and Instructional Strategies

“Take out your paper and pencil, it’s time to take notes” I start almost every reading and math lesson this way. It is sad to think I never considered other ways of taking notes. I do feel that I effectively teach the process of note taking. I encourage students not to write everything that is on the slide, I tell them that if they hear me say it over and over it is most likely important and needs to be written down. I stress the importance of taking notes to study for tests. I never thought about using technology to help with note taking. Upon reading the chapter on summarizing and note taking in the book Using Technology with Classroom Instruction the Works, I have a whole new insight. We have students use word processors in the most basic way possible, to type things. I am finding that I am just a beginner in my knowledge of word. I am finding more and more ways to use something as simple as word everyday. Going forward I believe I will take the time to make tools for my students to help them advance with their note taking and summarizing skills. I believe that using the Track Changes options, as discussed in the chapter, could be a great learning tool for students as they learn to edit their work (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This I feel does tie into the idea of cognitive learning. Students are process the information and creating their own ways of remembering the information. They are able to make connections to the material thought the elaboration we include in our lessons. Dr. Orey discusses elaboration as important strategy to help students remember information (Laureate, 2010) I know that when my students are note taking it is one step in what we are doing. I then extend to an activity to help my students make connections to the skill.

The second strategy I looked at this week was cues, questions, and advanced organizers. This I feel is something that is done without really thinking about. We as teachers do not set our students up for failure. We give them information that is important before starting any new topic. It goes back to making connections for the students. We usually start a unit with looking at prior knowledge and see what is already known before we move on. If we realize that our students have no prior knowledge what do we do? We change our plan to give them some prior knowledge. For example, this week we are working on a story titled “What Rot!” and discussing recycling. Students had some prior knowledge as most of their carved pumpkins from Halloween have recently rotted and been thrown away. To further their understanding of the concept I brought in an apple and corer. I sliced the apple and left it opened to the air. We have watched each day as our apples have changed. This is allowing my students to gain experience that they did not have before. It also connects to cognitive learning because it allows for dual coding and elaboration as Dr. Orey discussed in his lecture (Laureate, 2010). This whole activity was based around questioning on how things rot.

These two strategies will definitely allow for teachers to teach for understanding. Note Taking and Summarizing allows for the students to take in the information and study it or show they understand it. Cues, questions, and advanced organizers allow helping further students understanding by organizing thoughts and ideas in a central location. These strategies along with aspects of cognitive learning help students learn more by making elaborate and good connections.   

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.