Cognitive Learning Theory

The Cognitive Learning Theory gained followers who did not believe the Behaviorist Theory had all the answers.  They did not believe the environment was responsible for learning. They thought learning depended on the mind and how it would remember concepts or ideas.  They wanted organized, sequential, and scaffold ideas presented to enhance learning.  Technology has exceeded this enhanced learning by allowing “people to perform and learn in far more complex ways than ever before” (Robertson, Elliot, et al, 2007).

Cognitive learning has four components.  First, it activates prior knowledge. Teachers can activate prior knowledge by giving cues or hints about the content of the lesson.  They can ask questions to access prior knowledge. Teachers can use Advance Organizers such as concept maps, to help students activate prior knowledge.  

The second component is presenting concepts in two or more ways (dual coding). This can be an advanced organizer such as a video, a graph, a picture, or a chart (a visual) paired with text. Lecturing students and reading the text is not enough for students to learn new information.  Multimedia, collaboration, and a variety of technology tools allow students to use many senses to learn.  

Another component is elaboration.  Many connections need to be made to new information so students can retrieve the information when needed.  Sometimes we create mnemonic phrases to help remember content (HOMES - Huron, Ontario, Michigan, Erie, Superior = the Great Lakes).  

Lastly, it imitates the complex model of memory. The information is first in the short-term memory.  After it is reviewed or rehearsed many times, it can be moved into long-term memory but it still needs to be retrieved.  Summarizing information or putting it into your own words and taking notes helps organize concepts so they can be retrieved when they are needed.  An easy note taking format I can use with my first graders is the inverted T.  On the left side are the words, the right side has the pictures, and at the bottom is a short sentence. (Pitler, Hubbell, et al, 2012, p 151)

I found interesting that the brain can only process two to seven pieces of information at one time. Teachers need to be aware of this when they present new knowledge to students. Teachers want this new knowledge stored in long term memory.  That is possible if it is connected to prior knowledge or it is presented in an organized way.  The use of online concept maps created on Mind Meister or the program Inspiration can present a concept map that is visual and organized.(Pitler, Hubbell, et al, 2012).

There are three types of memory.  Students can remember facts and information – declarative memory.  They can remember how to do things – procedural memory.  They can remember events in their lives – episodic memory. 

Students will remember the first time they saw an eagle’s egg hatch, the spread of its wings, or eating a rabbit.  Teachers can give these experiences to their students by going on a virtual field trip to the Decorah Eagle Nest (http://www.raptorresource.org/falcon_cams/) in January or February for the live feed or on YouTube.  Live camera feed can bring that dual coding (visual and auditory) and make a connection to emotions.

July 15, 2013 twin Giant Pandas were born at the Atlanta Zoo. Another virtual field trip is available at the live camera feed http://www.zooatlanta.org/1212/panda_cam.

Dr. Michael Orey says that our students need rich and engaging experiences.  Following the eagles or the Giant Pandas along with classroom discussion to collaborate, to learn, and to share will create rich and lasting connections that your students will remember for a long time.

What virtual field trips do you do in your classroom to make rich and engaging experiences?

References:

Laureate Education, Inc. (Producer). (2011). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Robertson, B., Elliot, L., & Robinson, D. (2007).  Cognitive tools.  In M. Orey (ED.), Emerging

     perspectives on learning, teaching, and technology.  Retrieved 15 July 2013, from

     http://projects.coe.uga.edu/epltt/