Posted by Charles | Posted in Uncategorized | Posted on March 18, 2016
Cognitive learning theory revolves around how someone processes information (Laureate Education Inc., n.d.c). General speaking, there are three stages involved in how someone process information. The process begins by receiving some type of information, which is stored in short term memory. If this information is processed deeply enough, this information will then be stored in long-term memory. One important factor that must be taken into consideration is that there are limitations to how much information students can digest at a given time. It is widely believed that a student can typically process about seven pieces of information at a given time into their short-term memory. This is why it is critical that information is kept to a minimum in an effort to increase the likelihood of retention.
While short-term memory may be acceptable in some cases; the ultimate goal is for students to process information into long-term memory. There are three types of information that are typically stored in long-term memory and they are declarative, procedural, and episodic. Declarative information is simple facts and general information. Procedural information is information that involves a process or how to do something. Finally, episodic information would be episodes from life experiences. There are some related theories to aid in the processing and storing of information. Pavios dual coding hypothesis suggests that individuals are more likely to remember images rather than text. Images can create a strong connection between content and the image itself. While individuals are storing the image they are also storing labels associated with that image. To further increase the opportunity for long-term memory; the use of elaboration theory can also be implemented. Elaboration theory involves the process of making connections. When more connections are made with content, there is an increase of long-term memory. One tool used in the network model of memory is concept mappings. Concept mappings help the instructor and students organize information. Since concepts maps are very visual and include images, they often tie into the dual-coding hypothesis.
The use of cues, questions, and advanced organizers provides students a foundation for learning. With the proper questioning, students have the ability to deepen their knowledge on certain topics. Today there are many tools available that provide an opportunity to create a well-organized and visually appealing organizer. As we have already learned, Pavios dual coding hypothesis suggests that students create a stronger connection with images. These graphic organizers can be produced with the tools such as Mind Meister and many other apps and online tools. Mind Meister allows students and teachers the opportunity to collaborate and create stunning organizers and with the aid of images and video concept come to life. To further advance the idea concept of organizers teacher could also implement the use of social bookmarking sites. One such example might include the use of Diigo, which offers the ability to collected, annotate, and share resources. Summarizing and note taking strategies enhance the ability for students to synthesize information (Pitler, Hubbell & Kuhn, 2012). With these instructional strategies, the teacher is providing students the opportunity to separate valuable information from less relevant information. One terrific note taking resource that is available for student use is Evernote. Evernote provides students the ability to link accounts and to manage many different types of notes. Not only do students have the ability to jot down notes, but they can also take screen shots, bookmark websites, and upload images. This resource can meet the needs of many students. The summarization of information in a collaborative manner can also have a profound impact on student learning. There are a variety of tools that can aid in this collaborative summarization. Google Docs is perhaps the most widely used tool in the process of collaboration, but there are other resources available. Your Draft, Whiteboard, and ThinkFree are just a few resources that offer students the ability to share and work collaboratively.
References
Laureate Education (Producer). (n.d.-c). Cognitive learning theories [Video file]. Baltimore, MD: Author
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD
It seems that many of the ideas that stem from the cognitive theories have tremendous value for educators as they plan for the instruction of today’s students. Starting with the understanding that students can really only process a small amount of information at a time, we realize that we must carefully plan the essential learning that we want students to own. Then, armed with the knowledge of how the brain stores that information, we choose multiple avenues for the students to enter the learning. Attending to the modalities of student learning, we can insure that they experience the content using more of their senses than just telling them what they should know. The use of technology opens a wide range of applications to allow students to organize their learning and show the connections across the curriculum and life. The responsibility we have is, at times, overwhelming however these are amazing tools to help us transform the face of education.
I concur with your notion of short term and long term memory. Understanding the importance of both types of human memory is an interrelated system that displays the organization of gathering knowledge and getting an in depth grasp of its’ foundational premise. Therefore, educators must find ways to transmit information in a way that gained the insight of both memory types in efforts of reaching all learners.
With the proper questioning, students have the ability to deepen their knowledge on certain topics. Teachers must think about their questions and increase critical thinking ability of their students. We have many resources to use in cognitive theory to increase the ability of our students critical thinking, planning, and planning skills. As an educator we just have to think about appropriate ways to apply.