Thursday, May 21, 2009

Using Cognitive Tools to Enhance Learning

Cognitive learning theories explain how all incoming information is organized and processed in short-term memory by connections with knowledge in long-term memory. Elaboration and rehearsal facilitates the learner’s ability to move new information from short-term memory to long-term memory in the brain. Elaboration is the "primary mechanism for storing information in long-term memory and it builds numerous connections to stored information" (Laureate Education, 2009). Cognitive tools that emphasize relating new knowledge to the learner’s existing knowledge can foster meaningful learning.

For material to be learned, it must be conceptually clear and presented with language and images relatable to the learner’s background knowledge. An example of cognitive tools enhancing learning is using technology to turn note taking into a true learning experiences. The problem with note taking is that few students are skillful at taking good notes. My eighth grade daughter is a perfect example. She was completely overwhelmed in her U.S. History class when she was told to simply take notes on the important ideas. She was so busy writing notes on everything, that she wasn’t really learning anything. She had a schedule change in the second semester, which resulted in a different teacher for history. Now she is provided with advance graphic organizers for note taking. She prefers using advance graphic organizers to taking notes in her spiral or Cornell Notes, because the graphic organizer provides cues and essential questions. She explains how these cues and essential questions make it clear exactly what she needs to know. Word processing applications, organizing and brain storming software, multimedia, Web resources, and communication software can be very effective tools in helping students classify, organize, and understand new content by scaffolding the summarizing and note-taking process. Pitler, Hubbell, Kuhn, & Malenoski (2007), state, “the instructional strategy cues, questions, and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic,” (p.73).

“Cognitive tools impact student learning by causing them to think about information instead of reproducing and/or recalling information. Information is shifted through and evaluated for its’ validity, reliability, and applicability to research and problem solving activities” (Orey, D. M., 2001).

Resources:

Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Tools. [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

5 comments:

  1. Great post, Donnel. Isn't it funny how some teachers automatically think that students know how to take notes? Some teachers also assume students know how to decide the major points of the content they are learninhg. I was also one of those students who would take notes until my hands ached. I am surprised I didn't take notes as to when my teacher took a breathe or other irrelevent material :) I remember when I was introduced to the concept of teaching with skeletal notes or guided notes. It really improved my lessons as a teacher and gave students a clear understanding of what they needed to know in addition to helping them maintain focus on the lesson at hand. This helps students organize their thoughts around the essential information and gets them thinking about what they need know about the topic even before the teacher has fully begun the lesson (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

    Works Cited

    Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

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  3. I am glad that your daughter ended up with a better experience. When you are presented with a lot of information, it can be so overwhelming and your affective filter will cause you to tune out. It is certainly more helpful when you are given a focus and know what the expectations are. This is not only helpful for the students, but also for the teacher because the students will be more successful if they are taking notes on and studying the correct information. I remember some nightmare note taking experiences in both high school and college! I never knew if I was getting the right information down or not.

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  4. I have always wondered why teachers expected students to know exactly what was most important so they could scribble it down. When I was in school it was as if the act of taking notes was the teachers way of keeping us quiet and "on task". Or even to prove to us that we had to hang on their every word to get information because they were the only ones who knew the information we needed. It was a different time and a different philosophy. Is it really fair to present totally new information to someone and expect them to be able to analyze it's place with in the entire body of information presented with out knowing what is to be presented? Are our students expected to be mind readers? Why the big mystery? It just makes so much more sense to use cognitive tools to prepare students for all of the processes they must perform in order to grasp the new information. Advance organizers, help students to see the "big picture" and where all the important parts fit in. Dr. Michael Orey of UGA, defines cognitive tools as a paradigm shift; students learn "with" these tools as opposed to "from"(Orey, 2001). Today's teachers are begining to see the value of instructing students in how to take notes.

    Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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  5. It is amazing how many people were never taught how to take notes that can enhance their learning. I remember as a child having my teachers make outlines as far as taking notes. We copied the notes down off of the blackboard, but was never sure of where the facts came from. It would have been helpful for a teacher to have actually shown us how to take a piece of text and pick out important main ideas and details. I'm glad that your daughter was able to have a better experience the second time around. One thing that really helped me when I took notes was to use a different color of pen as soon as I was on a different topic. I swear I was able to actually remember in my mind what I had written when it came time for tests because of the color that my notes were written with. Visuals really do work!

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