Our theme this week is cognitive learning theory. The assigned readings from our text, Using Technology with Classroom Instruction that Works (Pitler, Hubbell, Kuhn & Malenoski, 2007), discussed the use of questions and advance organizers. These tools are useful in that they activate the background knowledge onto which we may hope to build new information. In the course video Cognitive Learning Theories, Dr. Orey explained that it was important to make many connections between old and new information (Laureate Education Inc., 2007). Activating background knowledge gives the students an appropriate place to attach new information which will hopefully help them in recalling that information later. The piece from this same chapter about students creating an artifact in the form of a travel brochure before taking a field trip is an example of what Patricia Wolf explained in the video from week one; a hands-on experience necessary to create background knowledge where none existed before. Giving a context to support new information gained from the actual field trip. The second chapter, Summarizing and Note Taking, was about teaching students to sift through unnecessary information to find the essential ideas and major themes. I think I remember Patricia Wolf comparing the brain to a sieve which constantly filters out irrelevant input. Teaching students to purposely filter information helps make the essential material more clear; part of the first requirement for meaningful learning as given in The Theory Underlying Concept Maps and How to Use Them. The combination notes created with Power Point are an example of Paivio's dual coding hypotheses that information is stored as both images and text (Laureate Education Inc., 2007). Creating more connections increases the likelihood of the information being more easily retrievable in the future. Connections, connections, and more connections.
6 comments:
Hi Tracy
Background knowledge is so critical to building successful connections, but sometimes students are not aware that they actually have the background they need. That activation piece is important but sometimes overlooked in teaching, and I think you explained it well with your comment "Activating background knowledge gives the students an appropriate place to attach new information".
Lisa
Hi Tracy,
I agree with Lisa, Activating Background Knowledge is so essential and vital for student learning. When students can make connections and bring familiarity to what they are learning, is when they become on the track of successful learning. I have noticed when I introduce a new lesson to my students and I take the time out to brainstorm, make an outline with the students and try and spark the connections with the children. The lesson becomes much more meaningful and effective for the students. My concern with the sifting, is teaching the children to I guess you could call it properly "sifting". I can already see some of the anxious, fast working children sifting too much information and rushing through the note-taking process. What do you think?
Hey Tracy!
You did such an excellent job relating the resources from this week to the resources of week 1. I never would have made that connection! I am such a visual, hands on learner and I totally related to your last sentence, “connections, connections, and more connections”. I (and I think many of our students today) had such a hard time just reading about something and learning/remembering it. It wasn’t until I could make a connection to something else that I would remember it. I use a lot of the note taking strategy in my class and often find myself (and probably my students as well) getting bored with it. I am hoping to try some virtual field trips soon. What strategy do you find yourself using? Any suggestions on how to spice up note taking?
In response to Jenny,
I'm not really sure that over sifting is a problem in my class. A lot fo the students are pretty good at getting writing down the key ideas, mostly because I usually cue them with "write this down". The problem I am seeing is with the students who are tuned out all together. I have been in this position just about long enough now that I am starting to see who needs the extra prod to get something done and I am starting to work on that.
In response to Stacy,
For the classes I am teaching now, all of the students are provided with guided note sheets. We go over the sheets as a class and the students add their own personal notes. The paper is then to be kept in a 3 ring binder for the course. I spent one whole class period two weeks ago checking binders to be sure all the students had all the notes. I then ask the students to use their notes to either answer or translate sentences on the board as a warm-up or bell ringer activity every day. Sorry that isn't really a way to spice up note taking, but I'm such a rookie that just getting the job done is my main concern at this point.
Hey TracyLyn,
It seems Paivio’s dual coding hypothesis is a popular connection to Powerpoint. Have you used it (dual coding) with other technology that link pictures and text? I am partial to Smartboard Notebook. I find it has a vast array of clip art, you can copy and paste from the internet and can also use the camera option and take digital photos from a browser that the software will paste to your slides. Have a try, I find this program much more expansive then Powerpoint.
Josh
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