Cognitivism in Practice

In a classroom setting, the theory of cognitive thought is based around the idea that while a person learns by watching what others do they also are developed around the ideas that the human thought process is central to what one can and will learn. Dr. Michael Orey (Laureate Education, 2009), informs us that cognitive learning is a three step process started through sensory input, moving to short term memory, and ultimately becoming a part of our long-term memory by becoming a part of our minds many networks, be they, episodic memory, declarative, or procedural. Cognitive Learning Processes are formatted around the idea that making as many connections as possible is the best way to create long-term memories. In your classroom the best approach to this learning theory is large amounts of organizers and connecting materials to each other in as many ways as possible.

In the book, Using Technology with Classroom Instruction that Works (Pitler et al, 2007), we are exposed to the use of cues, questions, and advanced organizers as an approach to creating multiple connections to our curriculum. The authors list many examples of technology that are positively used, however, we will cover just a few. First, the use of multimedia is explained as "an engaging advance organizer and a tool for practice" (Pitler et al, 2007). Using a video a teacher can show a more in depth view of a subject area and produce short quizzes or discussions afterwards to further increase the potential for learning. Also, it is suggested that teachers send home URL's for the videos and websites as a way for parents and students to connect knowledge at home. Secondly, the book (Pitler et al, 2007) also discusses the use of summarizing and note taking in one chapter as ways to connection and network information for your students. Although note taking with primary grades is very difficult the book does show a chart that you may find interesting discussing Rule-Based Summarizing (p.121, figure 6.1). The chart reveals ideas such as removing all the but the most important material, replacing an entire list with a broader name, and using topic sentences. In the book this chart is used in regards to word processing but I believe the ideals behind it can be used within any classroom process. Simply do your best to connect the material in ways the students can gain insight and understanding of the concepts.

The best use of cognitive learning that I personally have used that was also covered in our resources for this week was that of the Spotlight on Technology: Virtual Field Trip (Laureate Education, 2009). Within this video a teacher uses a virtual field trip to teach the class about the Ford Theatre where Lincoln was shot. With this they were able to make connections to all kinds of information that surrounded the civil war and the presidency of Lincoln. This is a direct link to the use of episodic memories, or life events, and how impactful these types of technology can be on our students. Virtual field trips create another source of knowledge that produces endless connections with other texts, previous memories, and is close to being as good as truly visiting a real-life spot as you can get without leaving the classroom or having to raise the funds to enjoy the original.

One example that I have used in my own classroom is that of virtual life through antarctic animals. National Geographic used a site where you could see an environment from the eyes of an antarctic animal and move around through their environment. It was so memorable for students that even though we used it in January I had students asking to go back and use it in June. For anyone who teachers primary, especially first grade, knows that is a long time to hold a memory without revisiting it periodically. Create opportunities to directly produce lasting memories and your students will make the connections.

Resources:

Laureate Education, Inc. (Producer). (2009). Program 4. Cognitive learning theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2009). Program 5. Spotlight on technology: virtual field trips [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.