According to Dr. Michael Orey, (Laureate Education, Inc., 2011) the cognitive learning theory represents the brain’s dynamic of processing information in three different stages. In the first stage, our brain receives information (sensory input) and then the information enters our working or short-term memory. If we process that information and practice it through rehearsal, it enters the last stage, long-term memory. As educators, it is our job to transfer knowledge to our students so that information enters our learners’ long-term memory. In the book Using Technology with Classroom Instruction that Works (Pitler, Hubbell, & Kuhn, 2012) and Laureate Education, Inc.’s two video segments (2011a, 2011b), several strategies are introduced that incorporate technology as well as support the cognitive learning theory that embrace multiple senses.
In order for information to enter into long-term memory, students need to build networks in which connections are made with other information and then strengthened by elaboration and providing students with multiple learning opportunities (Laureate Education, Inc., 2011a). Additionally, connections can be strengthened by providing visuals. Dr. Orey stresses that the brain can remember and recall images and texts better than text alone. Therefore, when teachers provide students with visuals, student understanding is increased because they are more likely to remember information when it is paired with an image. Dr. Orey provides the example of a picture of a cat. The brain not only remembers the picture but the text “cat” as well.
Using a Virtual Field Trip in your classroom is a strategy that allows students to experience of traveling to destinations that they may not physically go (due to environment, finances, etc.) such as at the Smithsonian. Dr. Orey (Laureate Education, Inc., 2011b) explains that virtual field trips create episodic memories for students in which rich experiences are created. Furthermore, connections are strengthened because students are not only provided with a visual but also the verbal text associated with the image. Networks are created and strengthened when students relate the new information gathered from the field trip to prior knowledge.
In order for information to enter long-term memory rehearsal is essential. Educators should provide students with multiple ways of learning information so they are more likely to remember the connection at a later time. Technology can provide teachers and students several ways of rehearsing a topic. Hubbell et al. (2012) discussed the idea of a graphic organizer and Dr. Orey (Laureate Education, Inc., 2011a) expresses that a concept map resembles the network of the brain. Students are able to experience information such as in the form of a virtual field trip and then create a concept map based on their learning. Concept maps are created with text and illustrations could be included to incorporate visuals. Technology can also be utilized while summarizing and note taking. Hubbell et al. presents the idea of using a word processing application to complete a combination notes format. Students take notes using words and illustrate their drawing for clarification.
The cognitive learning theory involves three stages: receiving, processing, remembering information. It is an educator’s responsibility to provide learning opportunities that strengthen connections that students make with the information they receive. This allows them to process information and rehearse strategies that move the information from the working memory to the long-term memory. Consequently, students’ achievement will increase.
References:
Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.
Christine,
ReplyDeleteCognitive learning is quite simple to explain when it comes to how learning occurs, and I think you did a nice job in your post, but the problem is how to implant memories into students' so that it sticks with them forever. Every day, my colleagues and I discuss how the students today are not retaining the information they are learning. I'll agree that giving students the best opportunities to strengthen their connections to the material they are learning is important, but no matter what the learning experience is, a student cannot be made to learn and store information--I believe learning needs to involve some form of intrinsic motivation to want to learn. Without self motivation, I don't think it matters what teachers use to build their students' connections to learn information. What do you think?
Toby
Thanks, Toby. You are certainly correct. I find that students either want to learn and they try or they do not, no matter what or how they are being taught. But, as educators it becomes our job to provide students multiple ways of learning so that it not only strengthens connections but also to reach those students who may not care. Teaching only one way is not going to cut it for either those who do or do not care to learn. Perhaps this is where technology can motivate that student in their learning. Making things memorable helps create memories for students. Most of the learning experiences I remember from school are because they are exactly that, memorable. So sure, we cannot make them learn and that is true when disusing any theory, but it is our responsibility to find out what that student likes and try and incorporate that into our lessons as well.
DeleteThere is something so important that you spoke of in this post. It is the responsibility of the educator to find methods and ways to reach learners. I see it too often that the teacher presents a lesson and when the students do not understand, the teacher blames the students and does not do anything to remediate. Personally that is something that drives me nuts! It is our responsibility as eductors to do everything until each student understands. You are very insightful!
ReplyDeleteChristine, your blog was exceptional, you pointed out some things that I fail to mention, but you stated the most important part or responsibility of an educator is to create, find and imply ways to reach students from all background,
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