Cognitive Learning Theories

When considering cognitive learning theories, instructional practices play an important role. As an educator, it is essential to provide opportunities to engage critical thinking. When it comes to students learning, it is essential to consider how students are learning new material. More importantly, it is crucial to question how much learning is taking place during a lesson.

As I read about advanced organizers in this week’s resource, “Using Technology with Classroom Instruction that Works”, I considered my guided reading lessons. So often, I use a graphic organizer as a way to demonstrate comprehension after the students have read their assignments. According to the text, advance organizers are to be used before a learning activity as a way to help students make sense of the content, which they are about to encounter. I like the idea of students having a specific purpose for the lesson. I can think of a guided reading book some of my students read entitled, “Pinky and Rex.” The characters and the plot were constantly confusing them. I ended up creating an organizer to display to help my students better grasp the characters and follow the plot more easily. With each guided reading lesson, we would return to the organizer to organize our thinking before reading the next chapter.

Another instructional practice that correlates with cognitive learning is summarizing. With this practice students are synthesizing information and putting it into their own words. This is a skill that is difficult for my second graders. They are able to retell information, but summarizing doesn’t come as easily. I like how technology can support collaborative summarizing experiences. I like the example of using Microsoft Word with my students to highlight key information. By using my Smart Board, I could provide my students with a visual, while engaging students in the process of summarizing.

One final instructional practice that supports cognitive learning theories is note taking. I like the idea of using a tool such as “Inspiration” to outline key ideas. My students are too young for taking notes, but ideas organized using graphics and text is a great place to start. I could even see myself creating a whole class template to review a concept. Over time, I could hold the students accountable by setting up a template that is partially completed. They could then extend their learning by completing the missing parts. I think programs such as “Inspiration” offer students opportunities to elaborate, which is considered a primary mechanism for learning.

After reading through the resources this week, I feel I do use some of the instructional practices. However, I now have a new outlook on how to implement them into my lessons based on cognitive learning theories.

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

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.