Over the past couple of weeks we have read some really good articles and books about learning theories and classroom instructional strategies. All of this new information has gotten my wheels turning. I didn’t realize until last week that I supported behaviorism in many forms in my current classroom. And now, I am learning that I support many aspects of the cognitive learning theory as well. Many Cognitive Tools (Information Seeking, Information Presentation, Knowledge Organization, Knowledge Integration, and Knowledge Generation) have multiple roles for students in how they interact with new information (Orey, 2001, p.5). With the cognitive learning theory, students must be able to acquire new information, organize and synthesize it, create, and share knowledge (pp. 5-7).
Technology can easily play a major role in cognitive instructional strategies. When used at the beginning of a lesson, cues, questions and advance organizers focus learning on important content to come (Pitler, Hubbell, & Kuhn, 2012, p. 91). This form of preparation gets the students ready to acquire new information. The specific instructional strategy of concept mapping is one of my favorite ways of organizing information in a cohesive fashion. Concept maps replicate the network model of memory, help learners organize ideas, support dual coding of information, and helps learners visualize all ideas (Laureate Education, Inc., 2011). Needless to say, visual learners get very excited about concept maps. My favorite concept mapping software is Inspiration. My kindergarteners are very successful with this program. It takes modeling and guidance, but they get it!
Summarizing and note taking is another instructional strategy that focuses on the learner’s ability to synthesize information and condense it into a new form (Pitler, et al., 2012, p.147). There are many different ways to take notes and a plethora of computer programs to help you do it. I have learned many new ways of note taking over the past week and plan on using some of the strategies myself, such as Track Changes and AutoSummarize in Microsoft Word (pp.149-150). My kindergarten students would not be able to complete this form of note taking, but they could very easily use the inverted T method (p.151).
The above instructional strategies will help me teach for understanding in many ways. Advance organizers, concept mapping strategies, and note taking can all be produced in hard copy form to serve as a black and white example of students’ learning. Cues and questions can be discussed verbally and serve as a marker of understanding as well. I look forward to implementing these strategies in the years to come.
Resources
Laureate Education, Inc. (Producer). (2011). 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). (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
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.
Like you, I didn't realize how I have been using elements of behaviorism and cognitivism in my classroom. I agree with you that the concept maps help visual learners understand information. I am a visual learner, and I find it much easier to look at a concept map than read a paragraph of information.
ReplyDeleteJoanna, I have also enjoyed revisiting the different theories in this course. I will honestly admit that I thought I had forgotten about half of this stuff, but I am starting to realize I did not. I like you practice a lot of these instructional strategies with my students not realizing the theories that are intertwined within them. I agree Inspiration/Kidspiration is really good software to use with students of all ages even my pre-kindergartners enjoy using it with my guidance of course. As I was reading about summarizing and note-taking, I read a lot of useful information that would help students in higher grades and even me. However, it did not really give much information that I could relate back to a pre-k class. I know that you mentioned the inverted t-chart, but I was wondering if there were some additional instructional strategies that incorporated technology that you would use with your kindergarteners to encourage summarizing and note-taking?
ReplyDeleteHey Shonda!
DeleteIn addition to the inverted T chart, I use concept maps quite often with my kindergarteners. They get really good at making the webs and can create them independently (or in small groups) by the end of the year.
We also use PowerPoint!
Thanks for the info!
DeleteI have a feeling that we will feel the same about most of the theories we are going to learn about. I think we will all realize that we have just a little of each theory in our classroom even if we use one or two more than others.
ReplyDeleteJoanna,
ReplyDeleteOver the past couple weeks it is crazy to think of how much we agree on particular aspects of the theories we have acquired thus far. I am more of a visual learner as well and can relate to the cognitive theory more, but the behaviorism theory is addressed more as my school's policy. I also enjoy using Inspiration for concept mapping. I had used it in the past during my undergrad years, but it is no longer offered to me in the school where I teach. It was very helpful, though, realizing that their are other concept mapping tools online instead of using software.