After reading the resources this week on instructional strategies, I am able to see a correlation between them and the cognitive learning theory. The cognitive leanring theory revolves around the idea of how humans process information. According to Dr. Orey, we process information in a 3 step model; information is received, it enters into our short term memory, and then if it continues to be processed it enters into our long term memory. As teachers we want our students to process what we teach them thoroughly enough so that it enters into long term memory and therefore can be retained and recalled. Dr. Orey explains that we want to try and teach our students through ellaboration. Ellaboration is when we make connections to information so that we can better recall it. When we cannot recall information it is not because we cannot remember, it is because we forgot how to get to it. A good strategy is to make as many connections as we can when learning so that we are better able to find the information again when it is needed.
I believe as teachers this information is very valuable. We must consider how students learn in order to better teach them. If we are to consider the fact that our goal is to have students attain information and store it into long term memory, we must design our lessons to foster that! I think both strategies discussed in our course text this week relate well to cognitive learning theories. Cues, Questions, and Advance Organizers, as well as Summarizing and Note Taking, are all effective instructional strategies to foster processing information into long term memory. These strategies are appropriate for teaching a variety of concepts on a variety of levels. They incorporate numerous tools like technology that when used in conjunction with other teaching strategies are very effective. The process that occurs when students take notes and summarize and ask questions or use organizers is throrough and complete and therefore provides the kind of instruction that supports the cognitive learning theory.
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Hi Sarah,
ReplyDeleteThe elaboration of the information is very good. When Dr Orey gave an example of General Lee, and got an image of a pair of lee jeans, civil war and South. Apparently none had anything to do with one another yet this information can be accessed through four different ways. It is very interesting.
I am fascinated by the opportunities and support we have with technology, and most of all it is important for us to realize how the human brain functions for us to become more effective in our pursuit to teach well.
Maria
Sarah, and Maria;
ReplyDeleteI was surprised with the picture of Lee jeans that Orey showed to associate with General Lee. Granted, there are probably not many people who can also be associated with a product name, but it was interesting nonetheless that completely random images could be used to retrieve very specific memories. I also noted that a real picture of Lee is much more effective than a clip art image of, say, a civil war soldier in creating a network that can be used by students to retrieve information.
Timothy
You write so well about the importance of ellaboration in teaching. The cues we give students are so important. If students have to memorize a random list of symbols (which chemical elements are to many students) they need different cues to store the memory around. The cues can be ausitory as well. Teaching the symbol Au for the element gold, I give the cue "Ay, you, get away from my gold!" It works
ReplyDeleteoops, I meant auditory NOT ausitory
ReplyDelete