Cognitive Learning Theory in Practice

Technology is generally associated with skill building.  This week’s learning resource studied the cognitive learning theory.  This theory examines how people think (Lever-Duffy & McDonald, 2008, p. 20).  It shows how information is processed, mental connections are made and how long term memory is developed (Laureate Education Inc., 2011). 

Instructional strategies associated with the cognitive learning theory include cues, questions and advanced organizers as well as summarizing and note taking.  Cues, questions and advance organizers focus on “enhancing students’ ability to retrieve, use and organize information” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 73).  When technology is used in conjunction with those strategies, deep learning takes place.  Pitler, et al., (2007) recommends using a combination of advance organizers, to include expository, narrative and graphic, to improve retention (p. 76).  They also recommend using multimedia advance organizers to help further retention of information (p. 82).  Note taking is another essential instructional strategy that is not often taught explicitly as a skill to students.  It is a useful study skill that “enhances students’ ability to synthesize information and distil it into a concise new form” (Pitler, et al., 2007, p. 119-120).  Both strategies are directly related to the cognitive learning theory as they focus on thinking and mental connection of information. 

Using those strategies help teachers build deeper understanding of topics taught.  I especially liked the idea of using brochures as an expository advance organizer.  If graphics are included into it, it could serve as a powerful tool for students.  It also provides information that students can use to review at a later date to help concrete learning.  I am a business teacher and sometimes students have some difficulty identifying with some of the topics discussed.  It is important for students to take notes during lessons.  Pitler, et al., (2007) recommends using brainstorming software as a technological tool for encouraging note taking (p. 125).  I found this to be quite intriguing as students can use a developed template to fill in important information on the lessons taught.  Concept mapping and virtual field trips can also be used to further enhance learning.  I have never developed a concept map nor used a virtual field trip for my class and I intend to use in the near future.

I found this week’s discussions interesting as I never really linked the cognitive learning theory with technology.  It provided some differentiation that is very important in building deeper learning and understanding.

References

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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.