The Cognitive Learning Theory and an Analysis of Instructional Strategies in the Language Arts Classroom

The Cognitive Learning Theory “explains why the brain is the most incredible network of information processing” and  “has been used to explain mental processes as they are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual” (Sincero, 2011). Although the memorization and retention of information can be quite difficult, there are countless cognitive tools available to assist learners. Cognitive tools “allow students to interact with information in order to acquire, synthesize, create, and share new knowledge” (Robertson, Elliot, & Robinson, 2007).

In Chapter 4 of Using Technology with Classroom Instruction that Works, the cognitive tools of cues, questions, and advance organizers are explored. This instructional strategy “focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). First, cues and questions help students to anticipate what they will soon learn. For example, it is often recommended for teachers to ask “essential” questions so that they can exercise their critical thinking skills. Essential questions go above and beyond the easy questions that can be responded to with simple answers. While basic questions may be necessary for comprehension purposes, essential questions require students to research and access their deepest thinking skills. One website devoted to essential questions that I visited is called From Trivial Pursuit to Essential Questions and Standards-Based Learning. The author of the site writes that essential questions “call upon our best thinking and touch upon those matters that define what it means to be human” (McKenzie, 2001). As a language arts teacher, my students and I are constantly reading novels, plays, and short stories that focus on the human condition. Because it is one of my goals to teach my students empathy and universality, asking my students essential questions makes perfect sense. Additionally, “advance organizers can be a very effective way to help students understand new content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 82). And according to Dr. Michael Orey, integrating multiple senses in presentations improves learning (Laureate Education, Inc., 2011). Therefore, the next time I use PowerPoint to present new information about a text to my students, I will also be sure to incorporate a sound or visual clip as supplemental material since my students will retain more information that way. I can use a search engine such as Google Video or Teacher Tube to find film clips that are relevant to the text we are studying. Integrating multiple senses will ensure that my students are engaged and even entertained while simultaneously retaining information.  

Furthermore, in Chapter 5 of Using Technology with Classroom Instruction that Works, the cognitive tools that are discussed include summarizing and note taking. Because Dr. Orey says that images are powerful tools to aid memory (Laureate Education, Inc., 2011), I was very intrigued with the section about combination notes created through the use of Microsoft Word or PowerPoint. Combination notes combine facts and graphics to help students remember necessary information and study for an upcoming quiz or test. In fact, “graphic representation has been shown to produce a percentile gain of 39 points in student achievement” (as cited in Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 124). Another cognitive tool is organizing and brainstorming software, such as Inspiration or Cacoo. These programs offer a variety of templates that can be altered to meet the teacher’s or students’ needs. One type of graphic organizer is called a concept map. Concept maps are innovative graphic organizers that include “relationships between concepts indicated by a connecting line linking two concepts,” a “hierarchical structure” of knowledge, “cross-links,” and “specific examples of events or objects

that help to clarify the meaning of a given concept” (Novak & Cañas, 2008). Concept mapping is quite a valuable cognitive tool because it is similar to the network model of memory, allows elaboration, and supports dual coding of information, which are all components of cognitive learning theories, as discussed by Dr. Orey. While I have never used a concept map in my classroom before, I am eager to create one once I determine a lesson that could benefit from this instructional strategy.

A final activity that correlates with both cognitive learning theories and the instructional strategies mentioned above is a virtual field trip. Moreover, a virtual field trip is an example of experiential learning because it “capitalizes on the participants’ experiences for acquisition of knowledge” (Oxendine & Willson, 2004). The most obvious reason to utilize a virtual field trip with your students is because it provides the opportunity to take your students to a place that you are unable to physically visit. However, virtual field trips also create episodic memories and rich experiences, allow students to “witness” history, enable comparisons with other primary sources, and generate plenty of critical thinking activities (Laureate Education, Inc., 2011). Dr. Orey states that long-term memory consists of episodic information or events in your life. Engaging in a virtual field trip is an example of an episodic memory; therefore, students will remember this type of learning experience and file it away for future use. Teachers can also use virtual field trips to help students answer essential questions and take notes on key pieces of information. One website that contains a collection of virtual field trips is Internet4Classrooms. When I searched for a virtual field trip relevant to language arts, I came upon a site that revolves around the life and works of Edgar Allan Poe. Knowing Poe is an incredible site that I have actually used in the past when I taught sophomores as part of the American literature curriculum. However, I did not realize until now that the website is an example of a virtual field trip. I do remember that my students thoroughly enjoyed this assignment, and that encourages me to incorporate more virtual field trip activities in the future.

I am confident that all of the cognitive tools discussed above would be excellent strategies to employ in the classroom. These powerful instructional strategies would surely help students to learn and process new and important pieces of information.

               References

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

McKenzie, J. (n.d.). From trivial pursuit to essential questions and standards-based learning.  Retrieved January 21, 2012, from From Now On: The Education Technology Journal website: http://www.fno.org/feb01/pl.html

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and

use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications /ResearchPapers/Theory UnderlyingConceptMaps.pdf

Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E. R., Kuhn, M., & Maleoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Sincero, Sarah M. (2011). Cognitive Learning Theory. Retrieved Jan 21, 2013 from Explorable.com: http://explorable.com/cognitive-learning-theory.html