This week’s resources focused on the cognitive learning theory and teaching strategies that could be used in the classroom to help enhance lessons. The first chapter, “Summarizing and Note Taking”, discusses ways to incorporate technology to help students enhance their ability to synthesize information and use their own words when restating information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). According to the information processing model discussed in “Cognitive Learning Theories” a person’s short term memory can only process between six and eight pieces of information at one time (Laureate Education Inc., 2010a). When students take notes and summarize information they learn how to organize information which in return helps them to process the information (Pitler, Hubbell, Kuhn, & Malensoski, 2007). Having students summarize information and take notes correlates with the cognitive learning theory because the strategy will provide opportunities to make connections to the material that will enhance long term memory. Concepts maps support the cognitive learning theory because they allow students to use images to make a connection with information (Laureate Education, Inc., 2010a). I introduce note taking to my fourth grade students at the beginning of the year. First, I model for the students how to find the main ideas and supporting details. Next, after about two chapter, depending on the class, I let them work in groups to read and fill in their own graphic organizers. The class meets as a whole group to hear what each group felt was the main idea and supporting details of the material.
“Cues, Questions, and Advance Organizers” correlates with the cognitive learning theory because the strategy focuses on improving a student’s capability to retrieve, use, and organize information about a concept (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use Microsoft Word, spreadsheet software, or organizing and brainstorming software to create expository, narrative, or graphic advanced organizers for students to use during lessons. The organizers help students to focus on essential concepts and themes of lessons that will help them to learn (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using advance organizers correlates with the cognitive theory of learning because students will create a visual to go with the information they are leaning about which ties in with Paivio's dual coding hypothesis (Laureate Education, Inc., 2010a). Virtual field trips are another way of creating a visual connection to material or concepts students are learning. Virtual field trips correlate to the cognitive learning theory because they give students an opportunity to engage in critical thinking activities that will build long term memories (Laureate Education, Inc., 2010b).
References:
Laureate Education, Inc. (Producer). (2010a). Program 5: Cognitive learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010b). Program 6: Spotlight on technology: Virtual field trips [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Donna, I'm impressed that you are teaching your 4th graders note taking and summarizing. This is a central skill I teach sixth graders as part of the research process. They struggle even at this age to identify important details and transfer that information onto a graphic organizer. How do your students do with this activity?
ReplyDeleteHi Theresa,
ReplyDeleteAt this time of the school year they do a great job pulling out the main concepts/ideas and examples. The first few times when I model a lot of students moan because of the writing. However, once they realize the notes help them with their study guides and test questions, the moaning decreases! I tell my fourth graders all the time that learning how to take notes will be a skill they will use throughout their educational years. I feel it is important to start them at early age when there is not an overwhelming amount of text to go through.
Hey Donna,
ReplyDeleteAfter you have modeled note taking and the students work on graphic organizers in a group, do you then assign an individual graphic organizer? Do you grade the process or do you find that students take it seriously without the grade?
Donna - Fourth grade seems like a great time to be teaching note-taking. I teach computers and a big unit we do in 4th grade is "Welcome to the Web" which teaches the basics of web-browsing, conducting effective searches, internet safety and netiquette. I'm thinking that incorporating graphic organizers would help them to focus on the essential learning and learn beginning note-taking skills. I like how you mentioned that the first chapter or so of note-taking you model and assist the students in the process. Do you find that students catch on pretty quickly, or is this something that you teach throughout the year as an ongoing basis?
ReplyDeleteHi Jacktossannie,
ReplyDeleteEach student fills in their own organizer and we go over the information together. I do not grade the note taking process. Students learn very quickly that if they take notes and listen as we go over the notes together they will have the information needed for the end of the unit assessment test. I still will have those few who choose not to write down what we go over and it reflects in their grades.
Hi Cindy,
ReplyDeleteMost students catch on quickly because I model for two chapters of Science and two chapters of Social Studies. I also encourage students to create their notes for the learning style that works best for them. For example, some students use only index cards to write everything down once we have gone over the organizer. Others cut up the organizer and glue it in their notebooks or rewrite the notes in their notebooks and highlight the information.