Using Technology with Classroom Instruction that Works by Pitler, Hubbell, Kuhn, and Malenski provides us with a few new ideas about how to use cues, questions, and advance organizers to increase student learning. Basically, the authors believe that we can increase student achievement by building off of knowledge that students already have to advance their new learning. What a great idea! Of course, this isn't a new idea. Researchers have long known that we learn by connecting new knowledge with prior knowledge. Cognitivist such as Bruner, Ausubel and Piaget believe that as Lever-Duffy and McDonald state that learning takes place when, "information enters through the senses, undergoes mental manipulation, is stored, and is finally used" (p. 16).
Pitler, et al discuss using different technologies that will help students do just that. The authors discuss using Word Processors, spreadsheets, and multimedia to get students thinking. I really liked and will use the idea of using brochures as the authors discuss to activate learning. An example I might use in my class would be that of creating a brochure on the dust bowl. Students could research the Internet and find information like maps, pictures and video of the dust bowl prior to us even discussing the topic in class. This would activate the students brains prior to the lesson and would create a framework for learning. When we did get to the lesson, students could share their brochures with the class. Many different sense could be accessed such as sight, sound, and touch just as cognitivists teach.
Multimedia is another technique discussed by Pitler et al. This is another thing teachers could use to access the senses and build off prior knowledge of students. Multimedia projects such as powerpoints and video used in the classroom will also activate learning through the senses just as cognitivist like.
Overall, the authors do a good job of giving teachers new ideas for using the cognitivist approach.
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Oops!!! I forgot to give credit where credit is due...
ReplyDeleteLever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
That should do it...
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I like the idea of creating brochures as well. During my student teaching, I had my students create their own brochures, and they really learned a lot about the various states they were researching. At the time, we were limited with technological resources, but I could see now how the brochures would incorporate numerous technological resources. This would be a great visual representation that would enhance the learning for students and build connections, as Cognitive theorists suggest. Would you have your students work independently or in groups for a project like this?
ReplyDeleteThanks,
Shannon
Hi Rob,
ReplyDeleteGetting students to produce something is crucial in their learning process. It is the application stage which means they'll have to demonstrate some level of understanding and knowledge of the subject before they can produce anything. Your idea of creating brochures is exactly this.
I found that my students benefit more if they are working in groups than working individually. What's your observation? Whilst I think cognitive learning theory is important, social constructionism is important too. Through discussing and sometimes arguing about a topic, it truly enhance their understanding of a topic and this collaboration tend to stick in their mind for a longer time.
Thanks for sharing!
Sarah
Shannon and Sarah,
ReplyDeleteGroups for this kind of project for sure!!! Students often will get bored on a project like this if they do it alone. Having a partner to bounce ideas off of and split the workload up a bit provides students with a chance to collaborate and learn more. I think students will go more in depth if they don't have so many "things" to do.
The bochure idea works so well from a cognitivist point of view because they take what they know about a subject and add to it. They then have to demonstrate what they have learned by putting it in a organized form for the world to view.
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