Cognitivism in Practice

Cognitivism in Practice
     Cognitivism is still used in today’s classrooms.  The cognitivism learning theory revolves mostly around the what is known as information processing (Laureate Education Inc., 2011a).    Information processing are steps that explain how a person is can learn.  As the information that is being presented to the students, it will be transferred to what is known as our short term memory.  If that information is practiced enough, it will move onto our long term memory, and then can be later retrieved if needed.  There are three kinds of long term memory: declarative (facts and information), procedural (how we do things), and episodic (events in our lives).  
     There are several strategies that can be used to enhance our learning through cognitive processes.  The first strategy is known as cues, questions and advance organizers, which support the cognitive process by allowing the students to tap into prior knowledge.  Cues are hints to the student about the content, questions allow the students to access previously learning information, and advance organizers are usually introduced before a lesson to help draw the attention to important points that are presented during the lesson (Pitler, Hubbell, & Kuhn, 2012).   When a teachers is preparing their lesson, they need to make sure that they avoid the unusual or tricky cues and questions, as this can lead the students in the wrong direction, which can lead to mass confusion during the lesson.  Teachers should think carefully about the cues and questions that they want to be present in the lesson, and ensure that material that is presented to the students will help them understand the information.  
     An advance organizer that is widely used is a concept map.  A concept map is a graphical tool that is used for organizing and representing knowledge, they will include concepts, along with the relationships between those concepts (Novak & Canas, 2008).  Concept maps are a great way for the students to organize their thoughts, and to outline the information that the students understand.     
     Technology can easily be used in this strategy.  A teacher can use online concept mapping software, or use a word processor to make their own for the students to fill out.  A teacher can also use social bookmarking to help them gather the resources that they want to present to the class.  If a teacher is able to have Ipads or another kind of tablet for their students, they are able to make download an app to make their own concept maps.  
     The second strategy is summarizing and note taking.  Summarizing and note taking mostly focuses on enhancing a students’ ability to synthesis the information that is being presented to them and distill it into some kind of new form (Pitler, Hubbell, & Kuhn, 2012). When a student is taking notes, they are creating episodic memories, along with a visual aid that can help them retrieve that information later.  Note taking can be hard for some students to do, therefore a teacher can make pre made notes for the students to follow along with, or they can provide a template that will help the students create notes.
     Technology can be easily used for this strategy.  A teacher can make a power point presentation of their notes for the student to view.  They can also make a template for the notes on a word processor.  A teacher can also use Evernote to keep track of their notes in, or if the students have access to a computer, they can type their notes into Evernote and retrieve them at a later time.    
     The last strategy is virtual field trips.  Virtual field trips allow the students the opportunity to compare information with other sources, opportunities to witness history, and opportunities to engage the students in critical thinking (Laureate Education, Inc., 2011b).  These field trips also allow the students to visit places that they wouldn’t be able to go and gives them a chance to witness new and interesting things.  These field trips have the ability to create positive experiences for the students, which can help them retrieve what they learned when it is needed.  Through virtual field trips, a student doesn’t have to depend on just a picture in a      textbook, they will actually be able toe see the place or the event that they are learning about.   Virtual field trips already have technology incorporated into them. A teacher uses a computer and the Internet to take the students on a field trip to learn about new and exciting things.  
      In conclusion, the cognitive learning theory will continue to have a place in our classrooms.  This theory helps teachers learn how their process information, and how it is stored in the brain.  It is up to us teachers, to come up with ways that will help our students become engaged in their learning, so they will be able to find that information meaningful and store it in their long term memory.   

     Here are some links for more information on the cognitive learning theory:

     http://www.simplypsychology.org/piaget.html
     http://explorable.com/cognitive-learning-theory
     http://peoplelearn.homestead.com/BEduc/Chapter_5.pdf

References:

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive 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

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [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

Novak, J., & Canas, A.  (2008).  The Theory Underlying Concept Maps and How to Construct and Use Them.  Retrieved from: http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
 
Pitler, H.  Hubbell, E.  & Kuhn, M.  (2012).  Using Technology with Classroom Instruction that Works.  Alexandria, VA: ASCD