As in the past few weeks I am excited to see how Pitler, Hubble, Kuhn & Malenoski in their book, Using Technology with Classroom Instruction that Works (2007), combine the use of technology with the work of Marzano, Pickering, & Pollock in Classroom Instruction that Works (2001). I am familiar with the former mentioned book as it was the foundation of how curriculum was taught in the last school I taught at. It is interesting for me to see how the two books co inside with all the technology information.
In this week’s video on Cognitive Learning Theory, Dr. Michael Orey, gave some information on how our brains store long term information. He mentioned that in order for elaboration to take place, students need to activate their memories with stimulation such as visual and olfactory triggers.
Author’s Pitler, Hubble, Kuhn & Malenoski stress that using the learning tool of the advance organizers before a new concept is presented help them to classify and make sense of the content they will encounter, particularly new content that is not well organized in its original format (p.73). In essence, advance organizers help students focus their learning. In Bloom’s Taxonomy, his higher cognitive complexity of applying uses the words, classify and focus.
In summarization and note taking, Pitler, Hubble, Kuhn & Malenoski, make the generalization, to effectively summarize, students must delete some information, substitute some information and keep some information (p.119). They also recommend using a variety of formats (p.124). By using organizing software or “cognitive tools” such as Inspiration, students can organize and brainstorm information to sort out what is important enough to keep as part of the summary. The authors also point out that not only can students create summaries and notes of multimedia content they can also sue multimedia to enhance and present their summaries and notes.
In another article, Cognitive Tools (2010), Robertson, Elliot & Robinson, state, for example even something as straightforward as researching the Southern Pacific countries come to life with cognitive tools. Looking through an Encyclopedia Britannica wouldn’t generate the same speed and enthusiasm as it would to travel search on travelocity.com. and by using cognitive tools of the Internet is able to access much more information interactively (p.3) This too is supported by the use of visually engaging in concept mapping.
References:
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive
learning theory [Webcast]. Bridging learning theory, instruction and technology.
Baltimore, MD: Author
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?tle=Main_Page
Robertson, B., Elliot, L. & Robinson, D. (2007) Cognitive tools. In M.Orey (Ed.)
Emerging perspectives on learning, teaching and technology. Retrieved: May11,
2010, from http://projects.coe.uga.edu/epltt/
Nancy, I agree that the use of advanced organizers is a good way to direct students to important information and provide a purpose for what they are to learn. To build connections students can be asked an essential question to access prior knowledge and develop deeper meaning to questions. These types of question require students to think about information instead of just responding to it. This helps students make connections with information to build memory.
ReplyDeleteNancy, the idea of organizing information on Inspiration is an excellent idea. Students want to write everything down sometimes and getting students to understand what is important is a big key. I use a lot of visual triggers to help students with vocabulary. This will give students some schema when they hear the word again.
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