Cognitive Learing Theory and Useful Strategies
In week one’s application I stated my philosophy on how students learn is by behaviorism and multiple intelligences. However, after reading this week’s resources and watching the video clips I realize I rely heavily on the Cognitive Learning theory and useful strategies that match up well.
Cognitive learning theory or Information processing Model (IPM) generally deals with gathering sensory input and collecting it into the short-term (or working) memory. Through the process of making connections, the idea is to store it into long-term memory. There are several instructional strategies that facilitate creating a stronger connection for the initial sensory input to be stored in long-term memory.
We want our student’s to remember. To remember, there must be strong connections to the information. Unknowingly, I have tried to make the strong connections using some of the strategies in chapter 4, “Cues, Questions and Advanced Organizers.” I am a strong believer in the multimedia. I use www.unitedstreaming.com all the time just to get the students another avenue, or connection, to get the information.
Dr. Orey talked about forgetting information. He said, “We don’t forget the information, we just forget the connection tat can bring us to the information (Laureate 2008).” I strongly believe in this. How many times have you been asked a question (let’s say trivia night) and it drives you crazy because you know the answer, but you it seems as if you can’t find it. The answer is revealed -and you go, “Oh yeah!” Then rant off four more facts about the same question. Your mind was able to find the connection.
I had to teach my students about endocytosis, excocytosis, and osmosis this year. These three terms deal with things passing through a cell membrane. Osmosis deals with strictly water moving through the membrane. I told my kids that whenever they see the word water and cell membrane in a question together, the word osmosis needs to pop up in their head.
Now here is where the multimedia aspect comes into the lesson. My students kept telling me about some movie called “Osmosis Jones.” I was unaware of the movie, but apparently it is character, which is made out of water….. I plan on showing parts of the movie next year to create another connection. This one will be a strong connection because it is an “episodic memory from their childhood. The movie Osmosis Jones~~made of water~~ cell membrane is the connection I hope to make using multimedia.
Osmosis Jones~~water~~cell membrane is “network” connection inside the brain. It can also be a concept map that students can create and use to get information into long-term memory. Concept mapping tools replicate the “network” model of memory (Dr. Orey 2008). They help students learn or organize information. Who out there was taught when writing a 5-paragraph essay to “map” out your paper first. You had the bubbles and lines going everywhere on your paper, but it made sense. You had your main ideas down and organized. I believe concept mapping tools are vital for IPM.
I have used concept maps every year. They really work well. I do both teacher constructed and let the students create their own also. When the students create their own, I just give them a list of key terms and they generate the connections. I feel this is good because they are synthesizing the information, but unfortunately, they synthesize wrong. In my experience, teacher created concept maps work best because you are giving the students what I call the “Nuts and Bolts” of the content.
I only mentioned concept maps and multimedia relating to IPM, but in reality there are many strategies that work with the IPM. I am going to stop here, but I want to share a thought or insight. Dr. Orey talked about the short-term memory in the rule of 7 +/- 2 things… Is this the reason for the lengths of phone numbers and social security numbers????? Just a thought.