Cognitive learning theory revolves around how our brains take in information and store it. The more connections our brains make with information the more likely it will be stored in long term memory. In addition, the more images and experiences that are associated with the information, the more coding that happens in our brains. According to Dr. Michael Orey, we will be better able to retrieve desired information if we have experienced “elaboration” which means that we need to try to make as many connections as possible when we received information.
In our reading this week we learned about “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” as strategies that embed technology. These strategies correlate to cognitive learning theory because they activate prior knowledge, encourage our students to organize the information in ways unique to their own experiences, and make more connections between the information itself as well as with prior knowledge. When students summarize, they zero in on the main points and dump the unnecessary details – helping them focus. In the case of virtual field trips students can be exposed to imagery, music, and may other sensory inputs. This is significant because when the brain codes images it also codes text that goes with it. This “dual coding” cause more connections to form and increases the likelihood that the new information will become part of long term memory.
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Molly,
ReplyDeleteYou summarized cognitive learning theory well. I also saw elaboration as being very important.It goes along with what DR. Wolfe said about how the brain works.The synapses have about 6,000 dendrites to make connections to other cells. Elaboration is using these connections to make memories stronger.
I think your point about the brain dumping the unnecessary details is an important one. The challenge we face is getting our students to view the same things as important that we view as important. Besides the dual coding hypothesis, I think that this is one reason that it is crucial that we use modes of input other than just text and that we have the students spend enough time attending the information we want then to remember. By this exposure, the students will begin to see the importance of the information. It also increases the chance that the students will "hear" the information.
ReplyDeleteThis isn't really the cognitive theory: It is just my thoughts.
Dual coding, to me, relates to all I have ever learned as a teacher that tells me to present information to students in many ways, using different approaches, so I can reach all learners- auditory, visual,and kinesthetic. As an elementary teacher, this allows me to read, draw, sing, create, discuss, and more, in order to get my message across. Do you see it this way?
ReplyDeleteLynn
I believe that the dual coding is of extreme importance to remembering information. The fact that it allows us to make more connections will allow us to remember ideas easily. Overall, I love your post and your thoughts on the information that we read this week.
ReplyDeleteNancy,
ReplyDeleteI think I experience the dumping of unnecessary information on a daily basis. In my life right now I function as a full time teacher, mother, coach, and Master's degree student. My brain is on overload.... I feel like I am always forgetting unimportant details. I wonder if our students feel overloaded by all the different inputs - especially in high school when they have several teachers and usually no coordination between the teachers on work load. What do you think?
Lynn,
ReplyDeleteI totally agree with you! It ties more than one theory together in basic way. I think it is very similar to the ideas of multiple intelligences and learning styles.
Lori,
ReplyDeleteThanks for your comments and input.
I'm very interested in doing virtual fieldtrips - and you've pointed out something I hadn't thought of yet - including music! I've spent hours looking for virtual field trips I can use with Chemistry, and apparantly none of us have thought of it... now if we can just incorporate smells... :-)
ReplyDeleteI, too, understand overload. I am a wife, mother, teacher, graduate student, daughter to a widowed mother, Kelly's Kids sales rep, and Pampered Chef consultant. I am sure our high school students feel the pressure too. When I was a regular classroom teacher, I would try very hard to control the workload I dumped on my kids, but there is no way to do this in high school. Don't forget that many of these kids play sports, work after school, etc. I wonder if there would be a way for high schools to prevent overloading their students.
ReplyDelete