Today, there is much information for educators to use in helping their students store information in their long-term memories. Understanding how the brain processes information and builds connections provides educators with the knowledge necessary to develop units and lessons that are meaningful, engaging, and give students experiences from which to build multiple connections to information stored in their brains. According to Dr. Michael Orey, long-term memories are stored in networks (Laureate Education, Inc., 2009). Teachers can capitalize on this knowledge by providing their students with multiple opportunities to learn and store core concepts by using several of the teaching strategies and technology tools described in Using Technology with Classroom Instruction that Works. Through consistent use of multimedia, advance organizers, higher level questioning, summarizing, and cueing, teachers can take a proactive approach to teaching students how to organize information and require them to use stored information to make connections between concepts and ideas.
According to Pitler et al. (2007), educators can teach their students how to retrieve, use, and organize information about a topic through the use of cues, questions, and advance organizers (p. 73). Through the use of a cues and questions, students will develop a greater understanding of what they are about to learn and can begin the process by building connections to their own background knowledge. Technology such as Kidspiration and PowerPoint, are examples of “editable visual aids and multimedia resources that appeal to a number of learning styles” (Pitler et al., 2007, p. 79). Additionally, use of such visual aids is supported by Paivo’s Dual Coding hypothesis which supports the idea that information is stored as images and text (Laureate Education, Inc., 2009). By including images that support the development of connections, students may be more apt to retrieve information based on a specific image.
Through the use of summarizing and note taking, students learn how to synthesize information and present it in a concise form. Both of these strategies support cognitive learning theories as they encourage students to organize information in a manner that is meaningful. Teachers are encouraged to provide their students with teacher-prepared notes and to teach their students how to take notes through a variety of formats to provide students with multiple visual representations (Pitler et al., 2007, p. 128).
One instructional tool that I feel would be beneficial in my Kindergarten classroom is concept maps. According to Dr. Orey, “concept maps replicate the network of connections that we have in our brain…and helps learners visualize ideas and connections between ideas” (Laureate Education, Inc., 2009). Through concept mapping tools, students can receive a visual representation of the connections made between background knowledge and new information. Since learning requires connections to be made, concept maps and other instructional strategies that support cognitive learning theories must be incorporated in every classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program 5. Cognitive Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Bad News- The Game
3 months ago
Erika,
ReplyDeleteI also feel that a good tool to use with Kindergarten aged students would be a concept map. At that age, children are still trying to decipher basic words and their meanings, so to give them a visual representation of the word would go a long with helping to them to make connections between the word and its meaning. Once they have seen a word and a corresponding image, the next time they see the word, they should have an easier time recalling its meaning. This strategy could work for students of all ages, but it seems it would be especially beneficial for younger students.
-Jonas
Erika,
ReplyDeletelike Jonas, I'm going to support your use of graphic and conceptual organizers. Dr. Orey stated that brains are more likely to remember images and pictures over words. Incorporating both through the use of a graphic organizer should help your students in learning material and converting information to long-term memory. This is a great strategy and I applaud you.
Jordan White
Erika,
ReplyDeleteI too feel that organizers "spark" the brain into correlating information. From your post, you mentioned that educators can teach their students how to perform many of the tasks from our discussions this week. Up until now, I have not had any experience with concept mapping or virtual field trips, have you had prior experience or training? I know many of my fellow colleagues are in the same type of scenario that I am but we have not had any inservices or training regarding this issue. Does your school provide training? My technology specialist has mentioned several times to me that there is not enough time to train everyone with new virtual technology, therefore it is hard for him to organize training sessions for us. Thanks for posting!
Erica,
ReplyDeleteI felt that this week's resources were full of fascinating ways to fully engage students while applying cognitive theories of learning. As I read this week, I realized that I remember so much more when information is attached to images or events. I agree with you and others that concept mapping is great for elementary ages. They have to think about how information connects to other information. I even use drawings if they are relevant. Students enjoy making them. I am really excited about virtual field trips. This is a great way to bring my boring social studies lessons to life, taking students to places in the world to see things that most won't have the chance to in life. Great post!
Chad