Cognitive learning theories have a strong foundation in making connections in one's brain to help recall information. Information is not lost, it is just inaccesible because it does not have a strong connection in the brain. In order to better recall information, an individual must make strong connections to other things that are already understood. It is much easier to explain the anatomy of a wolf to a student if he or she has been to the zoo and actually seen a wolf. The student will be able to recall the smells, visual cues, and other sensory data from the day that they saw the wolf at the zoo. If they have not seen an actual wolf, it would be helpful to explain how it might be similar to a dog, which they have seen. This would be a perfect example of how episodic information gets into one's long term memory.
Today I had a substitute for my classes because I attended a workshop on groundwater in the state of Wisconsin. The workshop was informational but was mostly intended to teach us how to use models that we had received after applying for a grant. The model is an excellent example of using connections to explain how groundwater systems work. The students are unable take actual cross sections of the earth and watch chemicals as they flow through a water system, but they can see it using the model and dyes. By seeing the flow of water the students will be able to make much more concrete connections when we discuss the water cycle. Another way to help students understand the water cycle is by using technology. Three dimensional images on powerpoints can help students visualize something that would otherwise be very confusing.
Concept mapping is an outstanding method for helping students understand and comprehend information. I currently use weekly assignments that require students to make concept maps because they force students to make connections in their brain and then put those connections on paper. I have yet to do the application for this week and make concept maps using the technology resources, but I can see how they would be quite useful. Instead of having to scan students concept maps into the computer or make copies of them to share with other students, they will already be in an electronic format. I will be able to pull them up quickly to use on the projector. It will also be a skill that will be valuable for students that go into many different fields.
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You made a great point when you talked about how students will always need to be able to organize their thoughts no matter what job they end up doing in life. Everyone needs to be able to place their thoughts in an order even if it is just in their mind. I know you have not yet had time to play around with the concept mapping programs from this week’s resources but once you have it will make your life easier. Especially because you mentioned that you have them complete a mapping activity weekly and then scan them into the computer it will allow for you to skip that step and just have them invite you to look at their concept map directly on line. Hope you find it as helpful as I have. Good Luck!
ReplyDeleteI think your example of the zoo is a good way to describe the importance of having those connectors. I remember when I was doing my reading practicum, students were given a reading test. The reading was a non-fiction piece about harbors. They were to read and answer comprehension questions about harbors and the different types of ships and machinery used. I was a little disturbed by the fact that these students, all of whom are from Iowa, have never seen a harbor and did not have any background knowledge. Needless to say even the "top readers" did poorly on this test. Students did not have the "connectors" needed to truly comprehend the material, let alone to be given a test over. This is what frustrates me. We have all of this information and research, however, the test that we are sometimes required to give is very bias and is an unfair determination of the students level of understanding. I know that this is the reason we use many different types of assessment, but I just wish that the people making decisions about required testing and reporting understand these theories and its implication in student achievement.
ReplyDeleteMark,
ReplyDeleteThe way the human mind works is amazing. Before this class, I didn’t understand why so many of my students forgot the information they learned from their previous year of school. Now I know that as a teacher I need to make a strong connection to what I am teaching to their everyday lives. This will help them recall the information. I have found technology very helpful in making connections because I am able to display pictures and videos as I am discussing a topic with my students.
Victoria
Janice
ReplyDeleteI share your frustration with kids not being able to make connections and struggling as a result. I worked with a student when I was doing my student teaching who did not know the location of the Mississippi River. It shocked me that a student that lives in Wisconsin would not know such a thing.
Mark,
ReplyDeleteIt would seem you may have gained greatly from the workshop. My big question is what you left behind for the substitute. Did you stay with your regular plans, or did you take the shortcut and leave something anyone filling in can follow? I am funny about this, since we do not have a set substitute list, but rather a random pick and choose by anyone listed in the system we "farm" from. However, I do require my students to create a collection of notes, usually in mapping format, for anything left behind.
Mark,
ReplyDeleteThe idea that information is not lost but rather the pathways are not secured was really brought home to me through the last week. My father suffered numerous small strokes last weekend, and I have since had the opportunity to visit and observe therapists working with him to re-establish these pathways in the brain. Although this is an experience that I would like to avoid, especially in this the third go round, it has been exceptionally interesting to sit in the waiting room reading our course materials and then move to the rehab unit to see the concepts in action.
Also Mark, could you please add my blog to your list? I was a little late in the evening in listing it on the Walden site and you may have missed it.
Thanks,
John
Mark,
ReplyDeleteWhen discussing ways of increasing student engagement and experiences into the learning process there are various technological tools that can be utilized. Using graphic organizers and concept maps offer students the concrete experience needed for cognitive learning to take place. Advance organizers can incorporate pictures, text, sound bytes, and even video clips to provide students with a framework to begin and enhance their learning. As advance organizers activate prior knowledge they also develop mental models which allow for students to begin reflecting upon the subject matter which then leads to an abstract understanding (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Additional tools which lend themselves to cognitivism are summarizing and note taking skills. When teaching summarizing, teachers can use Microsoft Word to type a portion of text into the program. Together, the teacher and students can work together to summarize the text (this is the concrete stage of learning). Next, the teacher can auto summarize the text to see if the students summarized the text in a similar style to the computer (students are now critically reflecting upon their own work). After that the students are then ready for more abstract practice in which they will summarize a paragraph on their own. Leading the students through the summarizing process and moving from concrete to abstract will provide the students a framework in which to draw from for future lessons and activities.
Cognitivism can be used effectively in the classroom when students are engaged in realistic experiences, discussing content, and experimenting with newly formed concepts and experiences (Oxendine, Robinson, & Willson, 2004). Students will remember content much longer when they have had real experiences and hands-on activities to draw from.
~Retta