Using Cognitive Tools to Enhance Learning Experiences

Teachers use a variety of graphic organizers in a multitude of ways in their classrooms. “Concept Mapping” takes the graphic organizers to a higher level. A concept map can be used to brainstorm ideas before starting a project, a new concept or as a pre-writing tool. It is powerful because it helps organize knowledge using small component s of interacting ideas. (Novak & Canas, 2008). Concept mapping helps the brain process information in a more efficient manner, while encouraging higher level cognitive thinking.  With its visual representation and connections it builds better understanding for the students by way of Paivio’s Dual Coding Hypothesis which states that the brain can retain information effectively if visuals are given along with text (Laureate Education, Inc. 2010a).

Cues and questions are another strategy that supports the cognitive learning theory. Cues are reminders or suggestions on what the students are about to encounter and questions help them elicit prior knowledge (Pitler, Hubbell, Kuhn & Malenoski, 2007).  When cues are used correctly and higher level questions (based on Bloom’s Taxonomy) are proposed, meaningful learning and critical thinking takes place because students are better able to organize and retrieve information.

Summarizing and note taking are strategies that center on the synthesizing of information in a new and succinct manner. Students need to fully understand the material in order for it to be organized and shortened in a significant way. Both of these strategies should be taught at the basic level in elementary school so that proficiency will be reached by the time students reach the high school and college level (Pitler et al, 2007). When students are able to reiterate information in a different way, consequential learning has taken place.

Virtual field trips are yet another way for students to gain information by visiting places and experiencing concepts that they might otherwise not achieve. With these virtual events, a deeper understanding can take place, and thus retention of the facts in their long term memory will occur (Laureate Education, Inc., 2010b)

By using the aforementioned strategies, teachers can make learning more meaningful and therefore, more permanent.

References:
Laureate Education, Inc. (Producer). (2010a). Cognitive learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010b). Spotlight on technology: Virtual field trips [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.

Novak, J.D., & Canas, A.J. (2008). The theory underlying concept maps and how to construct them, Technical Report IHMC Cmap Tools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap, ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMapps.pdf

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