Cognitive learning method demonstrates a transformation in concentration from
the function of
behaviour in study to the diverse mind
method
connected with study and mind.
Cognitive method perceives study as the method of constructing additional data into
current
knowledges. The method’s priority on mind methods stimulated the application of
cognitive approaches in the
classroom. These teaching approaches support students create an appreciation of how
they determine in
order to enhance knowledge. Technology
tools have supplied current strategies to integrate
cognitive methods into teaching and study.
This
week, I studied about cognitive learning methods
and evaluated the relation between mind
methods, teaching approaches that stimulate and help cognitive methods, and technology tools that promote
an appreciation of mind and study. Dr. Michel
Orey (Laureate Education, Inc., 2011) shares the records cognitive learning approaches and explains usage of the approaches in
classroom procedure, teaching approaches, and
technology integration. Pitler, Hubbell, & Kuhn (2012) share their discoveries on two teaching
methods that implant
technology. They are cues, questions, and advance organizers and summarizing and note-taking.
According to Dr. Orey (Laureate
Education, Inc., 2011), cognitive learning method is
the method of sensory record feedback of data into short term or active thought, which then gets gathered
into long term thought through exercise of drill and discussion
(Laureate Education, 2011).
The essential parts of
cognitive learning methods demand
that educators: (1) assimilate many senses, (2) comprehend the restrictions of data a learner can achive to at one time, and (3) carry
out discussion with the study
method.
Using cues, questions, and advance organizers provide learners to approach and employ data more
readily (Pitler, Hubell, Kuhn, & Malenoski, 2012). Integrating a KWL
(Know-Want to know-Learned) graphic organizer into a teaching is a powerful strateghy to apply this method.
This powerful graphic organizer
provides educators to examine a
lesson or unit, providing the learners cues about what they are about to study.
The “Want to know” section of the graphic organizer supporting them to create
questions and granting them to start to recall their prior knowledge about a
subject. Utilizing the “Learned” section of the graphic organizer supports to gather the
whole graphic
organizer together, granting learners to make “connection of data” and keep this data in
their long term thoughts (Laureate Education, 2010a). For example,
during a lesson on belief system in my fifth grade classroom, I created a KWL graphic organizer with my
pupils.
We completed the
“Know” section and the
“Want to know” section prior
starting the study. Some of my students mentioned that they know that religious people believe in God.
However, they wanted
to know why those people believe in God. During the lesson, I included a study on why people
believe
in God. I also provided my
pupils on some
religious websites and supported them do a
little research about why people believe in God. When we completed in our
“Learned” section on the graphic organizer, they were able to
share their
findings on why people believe in God. They were able to
make connections with their prior
knowledge using the KWL graphic organizer and keep current data about belief system, in their long
term thought. Summarizing
and note taking are another ways that correlate with cognitive learning methods.
It is very crucial to assure that learners understand how to
take notes and summarize so that they can productively withdraw essential data from the curriculum to make connections
with their own previous knowledge (Pitler, Hubell, Kuhn, & Malenoski,
2012). One essential part of cognitivism is the understanding that learners need
to transform the data often
in order to assure that it
is kept in long
term thought
(Laureate Education, 2010a). In my classroom, my pupils are
asked to summarize a book after we read it. We did this orally and visually at the beginning of
the school year by processing what data is crucial to withdraw and
writing a summary not only through words, but pictures. After six months, I asked the pupils to illustrate
pictures and discuss their summary of the book. At the end of
the year, I hope my pupils can create short
summaries of books, withdrawing the crucial events and data given. That is how I adopt summarizing and note taking to assist the
cognitive learning method.
Cognitive learning method is also evident in concept mapping
and virtual field trips. Concept mapping assists learners to construct data that is
taught (Novak & Cañas, 2008). This can be applied to assist learners to concentrate on a “key
question” and direct study so that learners concentrate on the essential data they
need to be learning. Learners can employ this tool to construct what they learn
and assist use
that to create
connections to prior knowledge. One of the types of long term thought is
episodic thought, or the
thought of
events, which is promoted when going on virtual field trips (Laureate
Education, 2010b). Virtual field trips provide learners the chance to connect in a unique way
with the curriculum. Learners can go on field trips without ever leaving their
classroom. By doing this, they are able to create more significant connections to the
curriculum and thus, preserve more data than
they would by just reading about the same unit in a text book. This style of study engages all of
the senses, assisting
learners expand a lesson being
taught by the educator (Laureate Education, 2010a).
Cognitivism is accepted in our classrooms
today. Using cues, questions, and advance organizers as well as
summarizing, note taking, concept mapping, and virtual field trips are all strategies that educators employ the
cognitive learning method in their classrooms. All of these approaches provide learners to link current data to
their prior experiences and understanding, granting them to
keep it in
their long term thoughts.
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
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept
maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01
Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web
site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching,
and technology. Cognitive tools and experiential learning. Retrieved
from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using
technology with classroom instruction that works (2nd ed.).
Alexandria, VA: ASCD
TJ,
ReplyDeleteI love the use of a KWL chart in a classroom. The K-W-L chart not only taps into students' current knowledge, but it also forces students to question and ponder the new topic. One of my colleagues recommended that I start using a K-W-H-L-Q chart. The "H" section of the chart stands for "How do I find out." Students are to determine a method of finding the answers to the questions they listed in the "W" section. The "Q" section states, "What new questions do I have?" This is beneficial to the teacher because teachers will then know whether or not the students have an in depth understanding of the content.
Lately, I have had difficulty with my students completing summaries of stories. My students do not enjoy writing. One method I have found that seems to motivate students is for them to create a "mini book." The students get to create a shorter version of what they have learned. They seem to really enjoy this activity. Here is a link that shows you how to create your "mini book:" http://www.wikihow.com/Make-a-Mini-Slit-Book .
Sara
Hi Sara,
DeleteThank you for giving me idea on how to motivate students in writing. I will definitely need that link.
In addition to the KWL, actually I also use the inquiry cycle which is more engaging for the students to go through their inquiry process. This is similar to your K-W-H-L-Q chart.
Regards,
Tjandra
I too use KWL charts to begin many lesson/units. I find that they are a great way to assess the students' current level of understanding. Having them posted in the classroom to refer back to and add to throughout the lesson is very helpful. I find my students looking back to these anchor charts during class discussions. To teach my student how to summarize I do a couple of things. One, I have students read a page from an assigned book and discuss it with their reading group members. The must identify the main idea of the page and two supporting details. Two, I use picture cards either student drawn or provide with the curriculum to prompt students into a basic retell of the story, highlighting the most important information. In the beginning of the school year, I do a lot of model and think alouds to demonstrate my own thinking. Over time, my students become more skilled at these strategies.
ReplyDeleteI think that virtual field trips can be so powerful to use in the classroom. I have been researching the many options for virtual field trips and am amazed at how many are available. Although I think an actual field trip is the most memorable, this is such a great alternative. It provides students with a multi-sensory experience without the cost and travel time associated with most field trips. My class is currently studying the Lewis and Clark Expedition and I have found a great virtual experience to supplement my other activities. Here is the link: http://www.lewisandclarkexhibit.org/index_flash.html
The strategies you discussed will help facilitate a deeper understanding of any content presented to students. Any way we can develop lessons to incorporate many senses and technology will benefit our students in the long run.
Kori
Hi Kori,
DeleteThank you for sharing the different strategies to help students to make a summary. Those strategies are so helpful.
Regards,
Tjandra
Tjandra,
ReplyDeleteThanks for the great post. I really learned a lot about cognitive learning theory by reading that. I particularly liked your example of how you use a KWL chart in your class. I honestly have never used this particular graphic organizer, but after reading your post I can definitely see how it could be used as a tool to help students organize their learning. It sounds like the “know” section of the chart would be a very effective diagnostic tool to figure out what previous knowledge students have about a particular topic. Often times I make assumptions about what I think students know about a given topic without actually asking them. The “want to know” portion is a great way to design lessons that align with students interests, just like you mentioned in your lesson on belief systems.
Have you used either concept mapping or virtual field trips in your classroom? I’m just curious if you found those tools to be effective at helping students reach a deeper level of understanding. I have used concept mapping quite a bit but not virtual field trips. Though after reading all of the resources in our course this week I am definitely excited to try implementing both strategies more effectively.
Lindsay
Hi Lindsay,
ReplyDeleteI have used concept mapping quite often with my students. I usually use it when we start a new unit. So, sometimes, instead of having KWL, I start with the concept mapping. I ask my students to brainstorm what they knew and understood about the unit and write it down using the concept mapping.
Regards,
Tjandra