Cognitive Learning in the Classroom

The basic idea behind the cognitive learning theory is that learning is an inner mental activity (Laureate Education, Inc., 2011). In other words, learners go through a process of hearing the information, translating it in their brains, storing what the brain feels is the important, getting rid of the "fluff", and finally, applying the information that was kept (Lever-Duffy & McDonald, 2008). That's great to know, but the real question is how do we use this in our classroom?

Two instructional strategies that correlate with the cognitive theory include:

• Cues, questions, and advanced organizers
• Summarizing and note taking

(Pitler, Hubbell, & Kuhn, 2012)

I like the idea of using advanced organizers in my class. I sometimes struggle with getting students to really understand and apply the basic software tools in computer classes. I have tried several strategies, including fill-in-the-blank and short answer note taking where I provide a question or cue and the students fill in the rest (Pitler, et al., 2012). Sometimes this is a simple word or phrase somewhere in the sentence, while other times I ask a question about, for instance, the next step of a process and the students explain that step in their notes. This strategy has actually proven successful for most students. When they are struggling to try to recall information in a later project, they can refer to those notes for help. The problem I have seen is with the lower level students and their ability to recall specific details from their notes. They might be able to perform a specific function right away, but when asked to do the same thing a week later they may be unable to do so.

I'd like to try using an advanced organizer to try to improve the proficiency in the application of the tools and functions. Students can still take the notes during the lesson, summarizing their learning in the short answer portions and identifying key words and phrases that will help them later on in the blanks provided (Pitler, et al., 2012). However, prior to the notes, students could complete a graphic organizer, such as a Venn diagram, that will help them identify the similarities and differences between software programs (Pitler, et al., 2012). We cover Microsoft Word right away in the course, which is a program that have learned and used during the three years prior to 9th grade. This makes it an easy unit for most students. It's when we move into PowerPoint that students really struggle. What they seem to not understand is that they have already done the same thing with some of the tools in Word, it's just a different program. Organizing this information into a Venn diagram will help them recall that prior knowledge of the tools and help them see where that knowledge can be transferred over to help complete their PowerPoint projects very easily (Pitler, et al., 2012). 

I'm interested in how other teachers have used advanced organizers in their classrooms. This is something I have not used very often, but am excited to try!

References:

Laureate Education, Inc. (Producer). (2011). Program three: Instructional theory vs. 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

Lever-Duffy, J., & McDonald, J.B. (2008). Theoretical foundations. Boston, MA: Allyn and Bacon.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that
            works (2^nd ed.). Alexandria, VA: ASCD.