The instructional strategies: “Cues, Questions, and Advance Organizers”, and “Summarizing and Note Taking correlates with cognitive learning theories. The components of cognitive learning theories as stated by Dr. Orey (Laureate Education, 2009) are: Limited short-term/working memory, Elaboration, Dual coding hypothesis, and Network model. Cues and questions replicate elaboration method. Questions as explained by (Pitler, Hubbell, Kuhn, and Malenoski, 2007) “perform the same functions as cues by triggering students’ memories and helping them to access prior knowledge.”(p.73) The elaboration method, Dr. Orey said it builds numerous connections to stored information. Moreover, advance organizers according to (Pitler, Hubbell, Kuhn, and Malenoski, 2007) “help students focus their learning.”(p.73) This instructional strategy replicates the dual coding hypothesis that was explained by Dr. Orey (Laureate Education, 2009).
Summarizing and note taking instructional strategy according to (Pitler, Hubbell, Kuhn, and Malenoski, 2007), “focuses on enhancing students’ ability to synthesize information and distill it into a concise new form.”(p.119) One of the tools that helps students to summarize a lesson is the concept mapping tool. Virtual field trips are also helpful for all learners. With virtual field trips, students can have the same experiences they would have on actual field trips. Virtual field trips are very helpful in social studies and science lessons; students will be engaged in many activities that provide critical thinking.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Laureate Education, Inc. (Executive Producer). (2009). Program number 5. Cognitive Learning Theories[Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Program number 6. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author
Howayda,
ReplyDeleteI really like the idea of virtual field trips, but it can sometimes be a little difficult to find good sites that will work for juniors and seniors. Some of the virtual field trips are simply going to websites to find information, but the process that the students have to go through to there is what helps them. Moving from one place to another, looking for information, reading information, and storing that information constantly forces them to look at the concept they are learning, which can move that concept from short-term memory to long-term memory.
Mapping is a great way to review. I have always used mapping (we just called them graphic organizers) to learn new topics or review old information. Using maps, I have never gone beyond using Microsoft Word or Powerpoint; I enjoyed using the Cmap tools to create the map. I always liked the saying, work smarter not harder, and using a concept mapping tool to create concept maps is much easier (smarter) than using word or powerpoint.
Mike
Howayda,
ReplyDeleteI agree that concept maps are useful tools for summarizing information and also for review. I have been using graphic organizers for a long time in my classroom but one of the resources mentioned in our course is Spinscape. It is great because students can work collaboratively online to organize and brainstorm information. I will be including it in one of my lesson plans. I hope it works well.
Miriam
Miriam
Hi Howayda,
ReplyDeleteI also like the virtual field trips and like the way they allow students to have different experiences they would not normally get. How fun to take kids to another country and explore life somewhere else. The possibilities are endless. Concept maps are wonderful even in kindergarten.
Smiles,
Allison :)