Theories of how the brain learns have always been incredibly interesting to me because understanding how students learn greatly influences their success in the classroom environment. Summarizing and note-taking are two skills that are present at almost every grade level and two areas that seem to be incredibly hard for students to fully grasp. One way to use technology based on cognitive learning theories in order to help students develop these skills would be with the use of brainstorming and concept mapping software. Software such as Spider Scribe and Inspiration are amazing tools in order to help students organize information. Dr. Orey stated that it is important to use these tools in the classroom because they organize and link information together, similarly to how the brain links information; this helps to store ideas into one’s long-term memory (Laureate Education, Inc., 2009). Recently I used a concept map in the classroom as a whole group and loved how easy it was for students to organize their thoughts and also how visual it made information for the English language learners I was teaching at the time. Spider scribe is a concept mapping software that allows students to imbed word documents, pictures, maps, and even videos in order to organize information or research. This is also a dynamic way for students to present information to others in the classroom or through the internet.
Another instructional strategy that correlates with the principles of cognitive learning theory is advanced organizers. One technological tool that can be used to create advanced organizers is a word processing application. Pitler, Hubbell, Kuhn, and Malenoski (2007) state that these programs are very versatile and can be easily used to create organizers for a variety of topics. The use of organizers help students to focus on essential concepts. Word processing software can also be used to help students create products from their learning in the classroom, such as making a travel brochure before taking a field trip (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This tool allows students to display their learning using what Dr. Orey (Laureate Education, Inc., 2009) calls “dual coding of information.” Applying text with images help students understand content more easily and also helps to store information in their long-term memory. Finally, taking part in an experience helps to store information in long-term memory because these hands-on experiences in the classroom become an episodic event (Laureate Education, Inc., 2009). This technological tool greatly influences retention in the classroom environment within a variety of subject areas.
References:
Laureate Education, Inc. (Producer). (2009). Program number 5: Cognitive learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author. (2005). Thousand Oaks, CA: Corwin Press.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
You have made two really important points this week. I agree that you realize that learning how a student learns is vital to their success in the classroom. No student is exactly the same. It is essential as educators to get to know our students and teach to their different learning styles.
ReplyDeleteYou said that the use of organizers help students to focus on essential concepts. What organizers do you use with your third grade students? KWL charts are good for a unit of study. Do you use charts for memorizing their multiplication facts. You can teach basic Excel to your students so they can track their own progress. This does help them in their long term memory.
I also have a lot of english language learners in my class and concept maps would be a great way for them to visualize their thoughts and ideas as well as organize information.
ReplyDeleteWhat types of graphic organizers do you use with your students? Since I am moving to 3rd grade I am looking for any ideas and suggestions teachers are willing to offer. I plan to use concept maps and graphic organizers often with my students this year. I want to teach them how to be planners and stay organized. Concept maps and graphic organizers will help them to stay focused on a central idea as well.
I think concept maps are great for teaching new vocabulary words or answering essential questions. What specific concepts maps do you think are best to use?
ReplyDeleteAlso, please check out my blog to view a concept map that produced and let me know what you think about it.
http://kawehikulani.blogspot.com
MAHALO!
Hi Everyone -
ReplyDeleteI have never used interactive concept mapping tools with my third graders before, but am excited to integrate them in my class this year. This year I am currently teaching sixth grade so the concept maps I will be using will be higher level than I would have used with my third graders. However, we use a writing program in our district called Step Up to Writing and with it we teach our students how to organize their ideas using a T-Chart listing main ideas on the left and details on the right. This has always been helpful in keeping students' ideas organized from a story or informational text. From this outline, we then go on to write a variety of paragraphs. I've also used many story maps while reading a story, since this is a big third grade standard. I've used many graphic organizers from Scholastic in my classroom as well. I have always liked them because they are very visual. The only problem with pre-made graphic organizers that I have found is that without the paper students are given, they are lost on how to organize ideas on their own. I feel it's important to teach students how to organize ideas, if not through interactive online tools, independently on a piece of paper.
Cami, you asked if I have ever used charts to teach multiplication facts. Other than the basic multiplication chart, I have never used one. I often used a multiplication tool called Memory Joggers. Have you ever heard of them? They are wonderful!! For the "tricky" multiplication facts, like 6x, 7x, 8x, and 9x, there is a story for each fact involving a series of characters. Each card has a picture on the front and a story on the back that I read aloud to my students and then have them rephrase verbally or written in their own words. The use of the picture and story gives another mode for learning their multiplication facts. The students love the stories and for years I have had students return to my classroom to tell me that they still remember their Memory Joggers and use them all the time.
If you're interested, here is the link. They are great and totally support cognitivism learning theories!!!
http://memoryjoggers.com/memory-joggers-products/all-products/mj230-multiplication-division-story-cards/
If you have any questions please let me know!