Cognitive learning theory assumes that learning proceeds as learners transform short term knowledge to long term knowledge. Prior knowledge is a very important determinant in what students learn in this theory. Students who have more initial knowledge and more prior knowledge learn new information much better. The instructional strategies described in this week’s learning resources are perfect to satisfy this theory.
It is important that cues are used by the teacher to help the learners activate prior knowledge about the topic at hand. Cues are one of the first steps in the cognitive learning theory process. Questions work in the same way. The teacher may ask a question to activate prior knowledge before introducing new material, or they may ask questions after introducing something to try to help the student remember previous lessons that they can connect the new knowledge to. The more connections the students make, the better it will be for their learning. Advance organizers give students a visual representation of the connections they are making from prior knowledge to new knowledge to the topic at hand.
Using technology to accomplish these strategies makes the process less tedious, and more interactive for the learner. Sometimes, with the use of technology to learn new information, the learner becomes immersed in the topic. (As they would in a virtual field trip.)
Summarizing is another important means of effectively carrying out cognitive learning theory. It would be impossible for students to remember and make a connection to every thing they hear, read, and see in textbooks and in the classroom. However, summarizing is an effective means of stripping away “extra” information and really focusing on what is important. The word processing markup method is another wonderful way for students to literally see what they need and do not need when taking notes.
REFERENCES
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Marcella,
ReplyDeleteI enjoyed you posting. I agree that the students do better when they are immersed in their learning. The use of technology allows the students many opportunities for immersion. However, I think that as teachers we have to be careful that we do not allow the students to become too immersed. I found myself spending way too much time when I was looking at virtual field trips for the application. I thoroughly enjoyed them, but there was so much to see and to interact with that I almost forgot what I was looking for and doing. I am going to have a hard time keeping the students on track with the lessons. Many lessons could be prepared for a few of the tours that I viewed. One way to overcome this would be to view it as a class and not have the students work independently or in groups.