Cognitive Learning Theory

Dr. Orey describes the cognitive learning theory as following an information processing model. The model consists of three parts. The first is the sensory in which the information is input into our brains. The information is then transferred to the second phase of the model, which is short-term memory. Through rehearsal the information is then stored in the final phase of the model, long-term memory (Laureate Education, Inc. 2010). To be able to recall information over a period of time the information needs to be stored in long-term memory. Long term memories are stored in networks of information. These networks are made up of numerous connections between different information. It is the connections themselves that allow us to recall information (Laureate Education, Inc. 2010). The main mechanism for learning and storing information in long-term memory is elaboration (Laureate Education, Inc. 2010). In elaboration we try to make as many connections as possible to the new information.

There are three types of memories, declarative, procedural, and episodic. The declarative memories are facts and information while procedural memories are more about how to do something or what is often referred to as rote memory. Episodic memories deal with events that have happened and these are some of the most powerful memories (Laureate Education, Inc. 2010).

Dual coding is another learning process that fall under the cognitive learning theory. In Paivio’s dual coding hypothesis information is stored as both images and text. Dr. Orey claims that students process images much better than text, thus making images a very powerful tool for teachers to use (Laureate Education, Inc. 2010). By using both text and images students can create more connections for the information. With this in mind this week’s instructional strategies correlate strongly with the cognitive learning theory.  The first instructional strategy, cues, questions, and advance organizers allow students more opportunity to retrieve, use, and organize information (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  By using these tools at the beginning of a lesson students are able to activate prior knowledge and thus have something to connect the new information to (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These connections can form a network and have a better chance of being  stored into long-term memory. This strategy also gives the students guidance in how to organize the information and connect it. Incorporating technology with this strategy can help the students as well. Advance graphic organizers that include images as well as text follows the dual coding process. This helps the students process the information better by allowing for more connections to be made.

This week’s second instructional strategy, summarizing and note taking, also has ties to the cognitive learning theory. This strategy is used to help students become better at separating the important information they need to know from the information they do not necessarily need to know and then being able to put it into their own words (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The act of processing information and deciphering what is important is very much a cognitive process. There are some techniques that can be used to help our students with this process. One such technique is using combination notes. Combination notes use outlining, webbing, and pictographs along with text (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Combination notes is another example of dual coding. Students may use software such as PowerPoint to create combination notes. In this process students can add images, sound, and video that they feel is meaningful to them to help them connect the information being taught (Pitler, Hubbell, Kuhn, & Malenoski, 2007). To help students with the summarizing process, teachers can use different types of summary slides or concept maps. These will help students to organize the information and draw attention to the critical or important parts of the information being taught (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These also will visually connect the information for the students. These connections follow the network model of the cognitive learning theory.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.                              

Behaviorism

The behaviorist learning theory is based upon operant conditioning. This is accomplished by reinforcement. Students receive positive reinforcement when desirable learning takes place and some form of negative reinforcement or punishment when the desirable learning is not accomplished (Laureate Education, Inc. 2010). This theory suggests that students will passively learn from stimuli in the environment and the immediate reinforcement that follows (Lever-Duffy & McDonald, 2008).

In Using Technology with Classroom Instruction that Works, the authors discuss the importance of effort in the classroom and how to try and increase student effort. They give the example of using Excel software to create a spreadsheet for students to track the amount of study time for a test and the correlating grade. This is an example of a behaviorist approach. The teacher is using the software to help point out the positive reinforcement of a better grade as a reward for increased effort. This is a great idea for increasing student effort and for motivation. These are some positives for the behaviorist learning theory, unfortunately I do not believe this learning theory lends itself to many positives for higher level learning though.

Instructional technology that follows the guidelines of the behaviorist learning theory is mostly drill and practice software, tutorials, or simulations (Laureate Education, Inc. 2010). They provide positive reinforcement when correct answers are given by allowing the students to move forward through the software and when the correct answer is not given students receive a form of negative reinforcement such as having to redo a problem or not advancing. These types of software are beneficial for introduction, remedial work, and diagnostic purposes. However, I do not believe they will help students gain a deep understanding of a concept or develop higher level thinking.

In Using Technology with Classroom Instruction that Works, they have some more productive approaches to homework and practicing. They suggest having students create their own interactive game using multimedia such as PowerPoint. Having students collaborate using web resources such as wikis to create a group project, or using spreadsheet software to create formulas and manipulate them are some more examples of using instructional technologies that allow the students to be creative, active, and develop a deeper understanding.

I believe there are times in the classroom that we as teachers can take a behaviorist approach, such as the increasing effort activity mentioned above. I do not believe constantly using such an approach will help our students learn at the level they need to in order to develop meaningful concepts.

The link below is for a website that allows for more than just drill and practice. The National Library of Virtual Manipulatives, is a great site that allows students to develop a deeper understanding of math concepts.
http://nlvm.usu.edu/en/nav/vlibrary.html

References

Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc.,

        custom ed.). Boston, MA: Pearson Education.

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

EDUC-67101 Course Reflection

    

     This course has helped me develop my web 2.0 skills such as creating, using, and subscribing to blogs. I have also learned how to create a classroom wiki for my students to use. I am now able to upload audio files to create a podcast for my students to listen to. This course has also taught me how to use technology in a meaningful way rather than just using technology for the sake of using it.

     I have learned that the teaching process is an ever changing one and we as teachers need to be adaptable. We need to be able to use the technology that our students are using in the real-world in conjunction with the content the students need to learn. I have also learned that our students are different types of learners. Our students have become digital learners at home and before they come to school. We as teachers need to continue to allow them to learn in this manner by integrating technology in the classroom. This will also prepare them for the real-world and the skills they need to be successful in it.

     This course has not changed my perspective on teacher-centered classrooms versus learner-centered classrooms. It has reinforced my perspective though that students learn best when they are active and able to construct their own knowledge. This allows the learning to become personal and meaningful for the students. Student-centered classrooms teach students how to be problem solvers and think on their own rather than how the teacher wants them to. This will also help the students to be life-long learners while constructing knowledge and problem solving outside of the classroom as well.

     I think the best way for me to continue to expand my knowledge of learning, teaching, and leading with technology for increased achievement by my students is through professional development and course work. I need to continue to learn and serve as an example of a life-long learner for my students. I can also continue to grow by implementing what I have already learned into my classroom. I can learn what technology works best for my students in different situations. Implementation of technology in my classroom can also lead to the same in other classrooms in my school and subsequently increase the students’ achievement.

Podcasting

The following is a link to a podcast I created. The podcast are the results of a technology survery given to my sixth grade class. There are also episodes of 3 different students reading their responses to the survey questions.

http://podcastmachine.com/podcasts/9056/episodes/43358

Partnership for 21st Century Skills

Partnership for 21st Century Skills or P21 is a website that can be located at the following url, http://www.p21.org/ . This is a website devoted to bringing together the core standards and 21st Century skills for our students. This project is made up of members from the business community as well as educational leaders and policymakers. The site offers many resources and publications for implementing the development of 21st Century skills into the classroom.
I was a bit overwhelmed with the website initially. It took me a while to navigate through the site to find all that it had to offer. The site is very thought provoking. It requires you to think, as an educator, about what skills we really need to be teaching our students and what a student who is going to be productive in the 21st Century must be able to do.
My first thought when I heard 21st Century skills was technology skills. I was surprised when I seen the list of skills this project was referring to. There are many skills listed that students need to possess to be productive in the 21st Century. The skills are; critical thinking, problem solving, communication, collaboration, information and technology literate, flexible and adaptable, innovative and creative, globally competent, and environmentally literate.
These are not skills that are going to be taught by using a text book and worksheets. Students are going to have to have authentic assessments given and be allowed to learn through project based units to gain these skills. Students are going to have to become more active learners as well if they are going to gain these skills.

Using a blog in the classroom

I believe that a blog could be used in my sixth grade Math classroom to help the students interact with content and to also help students assist each other with problems they may be having with the content. I envision a blog where students can work together to solve a multi-step problem. Students can share their ideas on what steps to take and check each others work.

I also think a blog would be a good resource for students to use to get help with content they may be struggling with. They may also use it to be informed on class information they may have missed if absent from school that day.

By using a blog the students can learn to better work together and help teach each other.

Order of Operations

In sixth-grade math we do quite a bit of work with order of operations. My students come with a working knowledge of the rules for order of operations however, there are some common mistakes that they make. The students can recite the famous saying, "Please Excuse My Dear Aunt Sally". They understand that the letters PEMDAS stand for parentheses, exponents, multiplication, division, addition, subtraction.

The problem with this saying is the students see the order in a linear manner and believe that multiplication is always performed before division and addition always before subtraction. To try and clear up this misconception I reteach my students the rules for order of operation using a stairs or steps method. I draw four stairs or steps and list the steps as follows.

I label the first step with a P and the second step with an E. The third step I label with a M and a D along with an arrow going left to right. The fourth and final step I label with an A and a S along with another arrow going left to right. This diagram helps students to remember that multiplication and division are the same step in the order of operations and should be completed left to right following the parentheses and exponents steps. It also shows the same concept for addition and subtraction being the same step.

This has had success in my classroom for my students to see the order of operations less linear and clear up some of the common mistakes being made.

If anybody has suggestions that have had success with teaching the order of operations please feel free to contribute.