Cognitivism in Practice

The cognitive learning theory emphasizes the “mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and finally used” (Lever-Duffy, McDonald, 2008). Unlike the behaviorist theory which focuses on external factors, the cognitivist perspective focuses on mental activity for storing information. Students attain long term memory of a skill by storing it first in their short term memory and then with more time to process the information it is stored in the long term memory. The short term memory can only process roughly seven pieces of information at a time. The cognitive theory recognizes sensory registers and stresses teaching to multiple senses such as visual and auditory to increase the likelihood of storing it to memory.

Cues, Questions, and Advance Organizers

“Cues, Questions, and Advance organizers focus on enhancing students’ ability to retrieve, use, and organize information” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Cues and questions allows students to tap into their prior knowledge to make connections to new information. Since ideas are connected when stored to memory, it is important for students to connect new topics to pre-existing knowledge. This process of connecting new information to prior knowledge in order to construct their schemata is called metacognition (Robertson, Elliot, & Robinson, 2007). Cues should be direct and explicit. They should inform the students of the goals of the lesson. Questions should provide open ended responses that allows the reader to use critical thinking skills to develop a deeper understanding of the content. 

Advance organizers are tools that incorporate multiple senses to introduce, organize, present, and assess information. There are several forms of advance organizers that can be used in a myriad of ways. Robertson, Elliot, and Robinson (2007) described each type of organizer as the following:
Expository advance organizers include brochures, definitions, rubric, and programs. Narrative advance organizers are usually stories, articles, or artistic works. Graphic advance organizers are usually tables, charts, or artistic works. (p. 75)

In my classroom students are provided rubrics before an activity so that they are aware of the expectations and goals. I also use expository rubrics to introduce new science terms, present the focus questions, and review the scientific method before a science experiment. Narrative advance organizers allow students to use stories to make a personal connection to the new content. I often use picture books to introduce new math terms so that they can formulate a connection prior to applying the term to a math problem. Graphic advanced organizers can be used to assist students with organizing their thoughts before writing. Technology such as Webspiration allows students to organize their ideas on a web or outline. These organizers can also be used as an assessment piece. Webs, chart, or tables can be created with information eliminated. Students complete the missing information with the knowledge they learned from the lesson.

Summarizing and Note taking

Summarizing and note taking were strategies I initially researched in the book Classroom Instruction that Works by Marzano, Pickering, and Pollock. This book provided strategies for effective note taking such as creating a concept map to visualize ideas and connect relevant information. Students identify the key points of the topic and then attach relevant details. Another strategy that this book discussed was the combination technique which enforces multiple senses and processing the same information three different times. Students process information by writing notes as words, pictures, and summarizing the information. Because students are using dual nodes to record the information, they are more likely to store this information to memory. 

Summarizing is a tool that allows students to interpret information to determine its importance. Students should be able to eliminate information that is redundant or insignificant. If a list of items is present within the important information, it needs to be replaced with a term that describes the list. Finally a topic sentence should be found or created. There are many different frames that can be used to assist students in developing a summary. A narrative frame focuses on the key elements in a fictional text such as characters, setting, conflict, and resolution. A problem and solution frame is effective when discussing a social or economic problem in a social studies unit. The students need to identify the problem, possible solutions, and the solution that may have the greatest chance of success. This would also be a good frame to incorporate during an inquiry based science lesson where students develop a solution to a scientific inquiry. Each frame has a list of key questions that are relevant to the topic and helps the student determine the importance of information.

Virtual Field Trips

When students are able to attend a virtual field trip, they are storing information in their episodic memory. This memory remembers events that have occurred in the students’ lives. Virtual field trips can allow students to visualize information through photographs, interviews, and virtual worlds. There are also virtual field trips where students are able to communicate through teleconferencing equipment with a professional. My students have attended a virtual field trip at Plymouth Plantation. There were members of the Wampanoag tribe as well as actors portraying pilgrims. These individuals were interviewed to provide information about the past and the way that pilgrims and Wampanoag tribes lived. My students were engaged in the interview. When we added to our concept map after the field trip, students were able to remember ideas and connect the information to knowledge we had previously organized on our web.

After Thanksgiving my students will participate in a virtual field trip with the North Carolina History Museum. The museum is sending an assortment of artifacts for the students to observe throughout the field trip. My class will be videoconferencing with a member of the history museum as he guides them through the hands-on activity of analyzing artifacts using observation and graphic organizers. This will be a different type of field trip than the Plymouth trip, however it will be more personalized as the historian can answer direct questions and converse with my students.

Conclusion

Cognitivists say that in order for students to process ideas they need to form connections with previous knowledge which can be accomplished through cues, questions, and graphic organizers.  Since students only remember roughly seven pieces of information, it is important for them to determine what is important and essential to remember. Students can do this through graphic organizers, notetaking, and summarizing. Students can formulate new background knowledge through personal experiences using a virtual field trip. These trips allow students to learn using multiple senses such as visual, auditory, and tactile.

References

Laureate Education, Inc. (Producer). (2008). Program five: Cognitive learning theories. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. Retrieved October 30, 2010 from http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603750/Ch1_Excerpt.pdf. 

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development

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