Dr. Orey describes there
are a few ways to get information from short-term memory into long-term memory
and they include using as many senses as possible to transfer information and
making use of episodic memory (Laureate, 2011). The Experiential Learning
resource (Lever-Duffy & McDonald, 2008), contains one of my favorite
quotes, "Tell me, and I will forget.
Show me, and I may remember. Involve me, and I will understand" (Confucius
circa 450 BC). These two pieces of the cognitive theory lead us to
believe in the importance of involving the learners in the learning process.
Cues, Questions, and
Advance Organizers
One of the more
intriguing uses of technology is the use of Webspriration to brainstorm
(Pitler, Hubbell & Kuhn, 2012). Students are given a topic to discuss
the steps of a process, for example the steps in the problem solving process,
in groups. The teacher then opens Webspiration and types the name of the
process in the main idea area and then selects RapidFire from the toolbar.
This generates a word map out of words and phrases. The teacher
then gives a student control over the computer as students offer their
suggestions to be recorded. After all suggestions, students can then
discuss what stays, what goes, and what can be combined. The students are
active in the process and also have a visual organizer.
Summarizing and Note
taking
I like the use of a
word-processor to teach the skills of summarizing. The students are
actively involved and use more than one sense. They actually see all of
their changes along with the original. If they follow the four rules to
summarizing((Pitler, Hubbell & Kuhn, 2012), the students will be able to
learn summarizing quickly. The students can then auto-summarize with the
word processor and compare this summary with their summary. I plan to use
this technique with my students.
Resources:
Laureate Education, Inc.
(Producer). (2011). Program five: Cognitive learning theory [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
Lever-Duffy, J., &
McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc.,
custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell,
E. R., & Kuhn, M. (2012). Using technology with classroom
instruction that
works (2nd ed.). Alexandria, VA:
ASCD.
Hey!
ReplyDeleteI agree with you and love the fact that the students are actively involved when creating visual organizers with the use of technology. Our students need to learn “with” (not “from”) computers and technology (Robertson, Elliot, & Robinson, 2007). When used as a cognitive tool, technology can increase our students learning and engage them in higher level critical thinking.
You mentioned that you might use the auto-summarize button in Microsoft Word with your students. What grade level do you teach? This tool can be very beneficial if used properly. I know that I was super excited to learn about this feature this week! I never knew it existed.
Resources:
Robertson, B., Elliot, L., & Robinson, D. (2007), Cognitive Tools. In M. Orey (Ed.), Emerging Perspectives on learning, teaching, and technology. Retrieved May 21, 2013, from https://projects.coe.uga.edu/epltt/