Cues, Questions, and Advance Organizers
As a cognitive theory, cues, questions,
and advance organizers provide an organizational framework for the information
that students are learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This
helps to encode information into a student’s long term memory by developing
connections to previous knowledge and creating a network model (Laureate Education,
Inc, 2011). The use of graphic organizers, “thinking maps”, and brainstorming
software, help make the connections between pieces of information or new and
prior knowledge to create networks in the brain to improve the memory, or
learning, of the material (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I
have used Inspiration and Thinking Maps with much success. By providing an
organizer, or a framework for the information, students are able to visualize a
location or connection for each piece of information. There are many free,
online or printable graphic organizers available from sources such as http://www.eduplace.com/graphicorganizer/
or http://www.thinkport.org/technology/template.tp.
After extensive use of these frameworks, I have seen students internalize the
framework, identify the one that works for them, and identify the
organizational structure of text based on knowledge of these frameworks.
Internalizing is the ultimate example and goal of the cognitive learning theory
– the learning and model become engrained in the student’s mind.
Cueing and questioning can be difficult
to implement effectively without providing too much support or prompting.
Pitler, Hubbell, Kuhn, & Malenoski (2007) give very good advice when they
suggest that cues be “straightforward and provide students with a preview of
what they are about the learn” (p. 77). This allows students to develop their
own connections during learning and discover ideas and relationships
independent of the teacher’s opinion. The use of an essential question can
provide a strong and steady framework for learning through one question. Concept
mapping can be used to develop the information from an advance organizer
throughout the learning process. Students can use a tool such as http://www.spiderscribe.net/ to begin
and develop the learning process. A concept map allows students to expand on the
essential question and develop a response by organizing the ideas as they are
acquired.
Summarizing
and Note Taking
There are many technology tools that
can help students develop summarizing and note taking skills and develop the
cognitive framework to improve learning. The use of concept maps and graphic organizers
can be used for these skills by providing an organizational structure for the
information while allowing students to expand and connect based on their own
prior knowledge. For example, students can use Inspiration or a concept map to
connect ideas and add meaningful details to their notes (Pitler, Hubbell, Kuhn,
& Malenoski, 2007). The use of technology can enhance this tool by allowing
students to access and incorporate meaningful images to increase understanding
and memory (Laureate Education, Inc, 2011). Many of the software applications
include a tool for turning the visual organizer into an outline. This can
provide another framework and help move from information gathering into the
writing process (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In addition to
software such as Word or Inspiration, Web-based applications such as concept
mapping tools and wikis can be used to turn this into a collaborative process.
Experiential
Learning
An important component to the
cognitive learning theory is experiential learning (Laureate Education, Inc,
2011). While this may take different forms and hold a different value to
theorists, it is the personal connection and experience that contributes to
moving something from rote learning and short term memory to a personal
experience and the long term memory. Experiential learning can take many forms,
all of which hold some benefit to learning (Oxendine, Robinson, & Willson,
2004). From personal experience, I know that language immersion through study
abroad can be a very effective way to move from text-book language learning to
fluency and culture. While this is an expensive and time-consuming form of learning,
virtual field trips can help students move beyond book learning and develop firsthand
experience when travel is unrealistic due to limitations. Virtual field trips
can also break the barrier of time travel by providing a virtual experience of
a part or future location. As an English teacher, I have used the virtual field
trip to the Globe Theater in order to help my students see what the theater
experience was like in Shakespeare’s time.
Allowing students to explore virtually provides them the freedom and curiosity
that is often stifled in through teacher-centered instruction.
Sources:
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
Oxendine, C., Robinson, J., & Willson, G. (2004).
Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning,
teaching, and technology. Retrieved /1/2012, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with classroom instruction that works.
Alexandria, VA: ASCD.
Adding graphic images, audio and video to concept mapping is such an important part of the process. Our students’ learning styles are varied and unique, so any type of visual and auditory additive we can include in the lesson is a plus. I believe it is especially helpful when the students add the images and sounds, as this is more relevant to them. Of course, the graphics must be directly tied to the lesson, or they won’t be effective. As described in this week’s video resources, a picture of a boy to help remember Robert E. Lee is not effective; whereas a picture of Lee himself is. Adding graphics to concept mapping is also important to our English language learners.
ReplyDeleteI agree that presenting the essential questions at the beginning of the lesson is so important for students. Students must know where they are going in their learning, where they are in the process, and they must know when they get there. In order for this to occur, we teachers need to present them with a road map before the trip begins.
Virtual Field Trips are an excellent source of dual coding. The students have the images, sounds, and text to connect to the learning. Episodic memory is one of our most powerful learning devices. VFT’s provide students with an episode that helps move the learning from short-term to long-term. They also provide the students with stronger networks for connecting back to that learning.
Hi Linda,
DeleteI think that using essential questions and student friendly outcomes is one tool that will help my studnets become more invested and active in their learning while creating a pathway for the organization of their learning. It prevents their learning from being random.
Your point about the visuals is so important. I work in a high school and was describing an activity with visuals just yesterday to another teacher. He responded that high school students are insulted by visuals because they are baby-ish. We had a long discussion about how to locate and use effective visuals. In high school this most often means real photographs of real events and real people.
Ellen
Ellen,
ReplyDeleteI like your comparison of virtual field trips to the immersion one experiences when they study abroad. I studied French my entire adolescence so when I had the opportunity to travel to France, it was the true test of what I had learned. Thankfully, my high school French teacher expected us to read, write, and speak solely in French the last two years we had him. The episodes he created allowed me to make many connections to the language and draw from those experiences as we toured France. When you "took" your students to the Globe Theater, did you ask them to record their thinking with an advance organizer of some sort or did you have them do something else?
Katie Weichert
Hi Katie,
DeleteWhen my students completed a virtual field trip to the Globe theater, I had them complete a sort of scavenger hunt where they located items and answered questions about their experience. This incorporated some accountability, but also allowed them to record their learning and experiences.
Ellen