Union Blog Post:
In the course media,
Orey (2011) does a great job of relating cognitive learning theories to the
information processing model and how this model can help teachers facilitate
learning and students better understand, retain, and recall information because
of their short term and working memory, elaboration, dual code hypothesis, and
network model of memory. Pitler,
Hubbell, Kuhn, and Malenosk (2007) discussed two instructional strategies and
here’s how they relate to cognitive learning theories. First, the “Cues,
Questions, and Advance Organizers” instructional strategy is designed to “enhance
the students’ ability to retrieve, use, and organize information about a topic”
(p. 73), which relates to the mission of the cognitive learning theories. This
strategy is accomplished because they offered that cues are explicit reminders, questions
trigger students’ memories, and advance organizers help students’ classify and
make sense of the content provided. Secondly, the “Summarizing and Note taking”
instructional strategy is designed to “enhance the students’ ability to
synthesize information and distill it into a concise new form” (p. 119), which
relates as well to cognitive learning theories because it helps the student
to retain and recall. This strategy is accomplished by teaching students to use
rule-based summarizing strategies, summary frames, reciprocal teaching
strategies, teacher-prepared notes, a variety of note-taking formats, and
combination notes.
Novak and Cañas
(2008) provided that “concept maps are graphical tools for organizing and
representing knowledge” (p.1). Orey
(2011) provided that a virtual field trip is a web based tool that can expand
learning opportunities of students by creating a rich experience that the
students will remember. Based off of the abovementioned definitions of Concept
mapping and virtual field trips, they both correlate to the “Cues,
Questions, and Advance Organizers” and “Summarizing and Note taking”
instructional strategies and cognitive learning theories because their premise is
to enhance and expand student learning.
Laureate Education, Inc. Orey (2011). 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
TheoryUnderlyingConceptMaps.pdf
Pitler,
H., Hubbell, E.R., Kuhn, M., & Malenoski, K. (2007). Using Technology with
Classroom Instruction that Works. Denver, CO: Mid-continent Research for Education
and Learning.
Craig,
ReplyDeleteGreat post. I particularly liked how you summarised Orey's comments.
In the Pitler text, there is a statement that concept maps should be part of the process rather than a product. I disagree; I think if the students are given time to collaborate on creating a map, with the goal of developing it, then it can make and ideal product for assessment. What do you think?
Lisa
Thanks Lisa!! In regards to your question, you have a point! However, what I'm thinking is that Pitler thinks that being part of the process, which means collaborating, goal developing, etc, will help place that concept in the student's long term memory. But, to your point, seeing the different levels of the concept map is definitely an ideal product for assessment. Therefore, I wouldn't disagree, I would support both of your arguments. Great question!! I'm a politician!! ;o)
DeleteHi Criag,
ReplyDeleteGreat posting! The "Cues and Question" strategy is so commonly used in today's classrooms. So many times the students need just that little bit of "cueing and questioning" to get them to that thought process. I agree with your last statements that virtual field trips and concept mapping combined with the "Cues, Questioning and Note-taking" does promote, enhance and encourage students to have a higher level of thinking.