Every year students go away for the summer and come back to school and information is lossed over the summer. Teachers are faced with the challenge of reviewing past lesson prior to incorporating new lessons for the current year. Teachers use cognitive tools which “allow students to interact with information in order to acquire, synthesize, create, and share new knowledge” (Orey, 2001, p.5). In our Laureate video Dr. Orey talks about the three types of memory. He also talks about amount of information our short term memory allows us to use for example (7+/-2 pieces of information at one time). If teachers know that student can only remember so much pieces of information then it mandatory that teachers provide students with information that will become long term information.
We were also asked to develop a concept map. Concept mapping allows students to organize information by making connections, and thereby storing the information in their long-term memory. Using concept maps also includes the dual coding hypothesis, which states people can remember pictures, smells, that can be stored as text (Laureate Education Inc., 2011). Elaboration was also discussed as a active process where the learner is engaged in. Elaboration involves getting to the information in your mind or ability to make connection to remember the information.When using a concept map students not limited to inputting text, but they can also put in links to pictures, articles, etc.
Cues, Question, and Advance, Organizers
In our classroom our student use calculators as technology to see images in 3D such as graphs and mathematical problems. When students are making visuals then they began to develop critical thinking which is good when students are making connection to problems. Also when information is remember through visuals then information can be organized quickly thus it will help students remember information quickly. Another good way to organize information is through note taking. Our student are asked to take notes so that when information needs to be access then it can be access through the short term memory and after reading your paper over and over the information will be accessed in the long term memory.
Pitler, Hubbell, and Kuhn (2012) say that by “using cues, questions, and advance organizers at the beginning of a lesson or unit focuses learning on the important content to come” and can motivate and “tap into [the students’] curiosity and interest” (p. 91). When students ask question then critical thinking is being accessed which is part of a learners short and long term memory. Also when learner are given cues to answer question they have to think fast this means that the information is stored in their long term memory and it can be used again once a cue is used to get the answer.
Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Cognitive tools. Retrieved fromhttp://projects.coe.uga.edu/epltt/index.php?title=Main_Page