Cognitive Learning Theory

Dr. Orey mentioned that cognitive learning theories help students “understand, retain, and recall information” (Laureate Education, Inc., 2010).  This week’s resources analyzed two technology-based instructional strategies: cues, questions, and advance organizers and summarizing and note taking. 

While grounded in the cognitive learning theories, the cues, questions, and advance organizers strategies assist students while they “retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, p. 73).  Advance organizers created through Microsoft Word, spreadsheet software, or organizing and brainstorming software help students organize important information while incorporating cues, nodes, and essential questions, which help produce deeper learning (Pitler, Hubbell, Kuhn, & Malenoski, p. 2007).  Concept maps created through organizing software allow teachers to take a direct approach in previewing content for students by incorporating cues (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Dr. Orey explained that organizing information helps students create a visual network model of memory, allowing students to store the information in their long-term memory (Laureate Education, Inc., 2010).  In the past, I have used concept maps to help students brainstorm for writing assignments; however, students developed their own graphic organizers.  I would like my students to utilize a software program to develop their brainstorm assignment, and export it as an outline to assist them in the writing process (Laureate Education, Inc., 2010). 

Summarizing and note taking strategies “focuses on enhancing students’ ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski, p. 119).  These strategies offer a variety of technology-based tools to help facilitate learning.  Along with virtual field trips, summarizing and note taking tools such as multimedia and communication software tap into the episodic memory in the long-term memory by providing exciting new experiences for student learning (Laureate Education, Inc., 2010).  Tools such as Microsoft Word, and organizing software allow students to represent information through text and images, which are grounded in Paivio’s dual coding hypothesis (Laureate Education, Inc., 2010).

There are a variety of cognitive learning tools that help facilitate student learning by encouraging students to make connections and organize new information.

References:

Laureate Education, Inc. (Executive Producer). Program 4: Cognitive Learning Theories [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.

Amanda Skilliter