Cognitivism stresses the role of the brain in the learning process. Theorists contend that the brain arranges new information in organized structures (Orey, 2001). This week, I discovered many strategies that support this theory of learning.
Several pre-learning strategies can facilitate the brain’s desire to organize new knowledge. Cues provide with a preview of what they are going to learn (Pitler, Hubbell, Kuhn, * Malenoski, 2007). Giving learners a clear sense of what is coming helps them prepare for the lesson. A second strategy, questioning, can help students call upon their prior knowledge as it relates to the upcoming lesson (Pitler, Hubbell, Kuhn, * Malenoski, 2007). According to Orey (2001), prior knowledge is essential for the comprehension of new information.
During learning, teachers can support students’ mental processes with different techniques. Activities like note taking make it easier for students to take in and organize new knowledge (Pitler, Hubbell, Kuhn, & Malenoski, 2007). While they are learning new information, note taking assists in the structuring of concepts in a logical order.
Finally, post-lesson strategies like concept mapping can be used to promote connections between new and old knowledge. According to Dr. Orey, these tools actually replicate the networks and relationships that our brains try to create with our knowledge (Laureate Education, 2009).
The key principles of cognitive learning theory promote the organization of knowledge before, during, and after learning. Theorists contend that structure is key when presenting information (Laureate Education, 2008). Using techniques like cueing, questioning, note taking, and concept mapping facilitate in the structuring of new knowledge that according to these theorists, is the cornerstone of learning.
Laureate Education, Inc. (Executive Producer). (2009). Cognitive learning theories. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved 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.
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Megan,
ReplyDeleteI think a KWL chart fits nicely in to the concepts of cues, questions, and organizers. And the standby Venn Diagram fits as well. My students use Venn Diagrams often to compare/ contrast characters in stories as well as various social studies and science concepts.
Also, this year my grade level began using a math journal. One tab in this journal is a key vocabulary section. The student divides the paper into four quadrants with a circle in the middle. The term is written in the circle. The quadrants are used for
1. A word definition of the term.
2. A sentence with the term used in it.
3. A picture depicting the sentence.
4. An equation related to the term.
We have found that students are more likely to remember the key vocabulary when we take the time to dissect it and give them opportunities to focus on the meaning.
I love the idea of students keeping a glossary of terms. Some of the classes I co-teach are very heavy in terms of content vocabulary, and I have had a hard time coming up with ways to keep all the terms straight!
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