Using cues, questions, and advance organizers enables students to decipher which information to keep and which to discard while promoting high level thinking. Students need to be able to analyze and critique information presented to them regardless of where it comes from (Marzano, Pickering, & Pollock, 2001). Word processing, spreadsheet, and brainstorming software give students the opportunity to create a mental/visual map of the information, or a concept map (Pitler, Hubbell, Kuhn & Malenoski, 2007). Providing the right cues that lead to the right questions encourages students to connect the information to prior knowledge and realign their schema (Robertson, Elliot & Washington, 2007). Concept maps may be used to determine understanding, as a starting point for research or a tool of focus and construction (Novak & Cañas (2008).
Summarizing and note taking strategies can be employed in a variety of ways. Summarizing information effectively correlates with the principles of cognitive learning theory through the processing of information. When students pick and choose data using synthesis and evaluation, they are creating new knowledge from which they can relate and elaborate (Laureate Education, Inc., 2008). Note taking is an opportunity for students to go beyond copying verbatim. Using notes to organize information along with asking pertinent questions to assess it helps students connect it to prior knowledge and experience (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Web research will require that students take informal or flexible notes, summarizing the material by deleting trivial or redundant information often using lists rather than full terms and descriptions (Marzano, Pickering, & Pollock, 2001).
These instructional strategies correlate to cognitive learning theories by assisting students in processing information through sensory recognition and connecting the network of neurons to establish short or long-term memory. These technology inclusive strategies promote and build upon this network through cognitive theories including dual coding and elaboration (Laureate Education, Inc., 2008). In conjunction, students will be able to make multiple connections to information that is meaningful and relevant to their lives.
References
Laureate Education, Inc. (Executive Producer). (2008). Cognitive learning theory. Bridging
learning theory, instruction, and technology. Baltimore: Author
Marzano, R., Pickering, D., & Pollock, J., (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA ASCD
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct
and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdfPitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.Robertson, B., Elliot, L., & Washington, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
As a tutor, one of the areas I help students in is enhancing their study skills. I show them how to balance their personal lives with their academic lives through logistical tools such as daily planners. But then I also go a bit deeper and show them the actual mechanics of studying, like note taking. I think that sometimes teachers take for granted that the actual process of absorbing information is something that needs to be taught, just as much as the content they want the student to absorb.
ReplyDeleteWe can expose our students to a lot of complex issues and exciting new experiences, but if we do not teach them how to then fit this new information into a form that allows them to refer to it in the future, make associations, and then expand their knowledge base, it almost makes the teaching process moot.
I really wish we had a class my students could take that would focus on all the ideas that you detail. Yes, I integrate some of it into my instruction, but considering the weight of super specific content standards, it is hard to find the time. I know my kids would enjoy your help!
DeleteThis comment has been removed by the author.
ReplyDeleteHope, great post! When you said, "Providing the right cues that lead to the right questions encourages students to connect the information to prior knowledge and realign their schema (Robertson, Elliot & Washington, 2007)" it reminded me that most of the concepts that we have studied thus far call for the teacher to be a facilitator, not a lecturer. Students will be more engaged in their learning if they are given the opportunity to make discoveries. They will also feel a sense of accomplishment when everything is said and done if they have invested their time and energy into what they are learning about. There is no self-gratification for students when they simply sit and listen to a lecture.
ReplyDeleteAs a kindergarten teacher, many of our classroom activities are exploratory. It is so interesting to hear about the ways in which teachers in the upper grades utilize inquiry strategies. The basis for all inquiry is the same. The teacher's role is to facilitate learning and promote questioning and critical thinking skills.
For years we were told that adding a powerpoint to a lecture would really capture kids' hearts... sometimes it seemed that they liked them because the lights were dimmed and they could catch up on their sleep. We've come so far, so fast! I love all the new research that points to experiential learning as being the key. As parents we know this instinctively... odd that it took so long to apply in the classroom (the secondary classroom, mainly).
Delete