Dr. Orey discusses cognitive learning theories in this week’s resources. He explains that for retention of material, in a long term sense, requires a great deal of practice and repetition (Laureate Education, 2007). Coupled with much rehearsal, to solidify a concept long term, Paivio’s Dual Coding suggests the necessity for connections between images and text (Laureate Education, 2007). This week’s technology strategies consisting of advance organizers, cues, questions, summarizing and note taking are all highly effective ways of accomplishing the creation of these long term connections for later recollection.
For starters, advance organizers such as concept maps “help students focus their learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 73). Utilizing concept maps is a valuable method for building connections through the use of questioning and cues. A cue, or opening question, “. . . provides students with a preview of what they are about to learn” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 77). This practice allows students to ascertain a foundation of which to build on. These concept maps can be used to show an organized progression of thought with supporting details while allowing for the inclusion of applicable images. These types of organizers also provide opportunities for critical thinking. With all the programs available designed specifically for creating these maps, educators have fantastic resources right at their fingertips.
Likewise, this week’s resources discuss the benefits of summarizing and note taking. These practices “. . . [focus] on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 119). Dr. Orey speaks of the tactic of elaboration as a key component to “making connections” necessary for transferring learning to long term memory (Laureate Education, 2007). Summarizing and note taking provide opportunities for elaboration; students are taking in information and creating a product. These strategies require them to analyze new information which also works to create connections.
In my classroom I would like to employ more of these tactics to foster a stronger permanency of my students’ learning. I see concept maps being especially effective for first graders; likewise, beginning to teach note taking strategies would also be beneficial.
References:
Laureate Education, Inc. (Executive Producer). (2007). Cognitive Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Hi, Allison. I love the idea of first graders using concept maps. I may be wrong, but it seems like teaching them how to organize concepts with pictures and simple words would also benefit their oral language skills. When I think of conversations with first graders, I smile because kids that age can take the simplest stories and make them last forever just trying to sort out all the details. The skills learned in putting together concept maps might just carry over into their speaking skills? Any thoughts?
ReplyDeleteTeaching simple note taking at that age is a great idea. So many of my middle and high school students really struggle with effective note taking, and I think it's because they just don't have enough experience with it.
Susan
Allison,
ReplyDeleteI like your idea of starting your first graders on note taking skills at such an early age. With the help of technology, you could do this in a fun and engaging way.
I teach fifth grade science which calls for students to understand sometimes challenging terms, principals, ideas, and so on. I try to teach them how to take good notes while I am presenting a PowerPoint or flipchart, but with the help of the graphic organizers we read about this week, it may be easier for me teach them how to take good notes. I know once they reach sixth, seventh, and eighth grade, they will be expected to know how to organize and take good notes. So the earlier we teach students good habits, the better prepared they will be.
-Jonas
Susan,
ReplyDeleteI think you may be right; teaching my students to organize their thoughts and concepts could be extremely beneficial to my English Language Learners especially. They often get lost while I am teaching and having a graphic organizer to follow would be a useful tool for them.
I have heard from teachers in the upper grades at our school that students don’t have necessary note taking skills. Beginning to learn these skills earlier will better prepare them for the upper grades where note taking is daily practiced skill. Thanks for the insights.
Allison
Jonas,
ReplyDeleteUtilizing graphic organizers to learn beginning note taking skills is a wonderful idea. This will give them a sense of organization and help them learn to categorize their notes. Likewise, concept maps can help them learn to focus in on key concepts around a topic as well. Thank you for your response.
Allison
Allison:
ReplyDeleteNotetaking is something that the incoming Freshman in my math classes seem to be lacking and I try to work with them as much as possible using advance organizers and giving them cues when I notice they aren't writing down examples or definitions. Introducing them at a younger age will make them note taking second nature and they will be able to extract important information when it is introduced. Concept mapping has helped me when I am instroducing material that build on each other. It can help my students visualize material and again, extract from it the information I want for them to retain.
Lonnie