Cognitive Learning Theory

Many of the resources that I have explored this week deal with Cognitive Learning Theory, more specifically elaboration and dual coding. Elaboration theory states that “content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated.”(Learning-Theories.Com, 2013, para 1). Dr. Orey states that dual coding is information that is stored two ways, with a picture and the labeling of that image (Laureate, 2011). When students are taught strategies that incorporate these ideas it helps them to make connections to material and it gives them the tools to retrieve that information. A few strategies that integrate these theories are cues, questions, note taking, summarizing, concept mapping (advanced organizers), and virtual field trips. Cues and questions are tools that help students during a lesson. In the book Using Technology with Classroom Instruction that Works it states, “Cues are “hints” to students about the content of a lesson, providing information on what the students already know as well as some new information on the topic” (Pitler, Hunnell, Kuhn, 2012, p.91). Questions, or essential questions, “allow students to access previously learned information on the topic, and teaches to assess what the students do not already know” (Pitler et al. 2012) p.91). These two tools help students make connections to prior knowledge. It helps to give them reference point when learning new material. Summarizing is another tool that correlates with Cognitive Learning Theory. Summarizing is organizing and condensing information, then putting it into your own words. Pitler et al. suggest teaching rule based summarizing which “provides students with a process to apply as they summarize and gives them a structure to guide them” (2012, p. 148). The steps include removing information that is not needed for understanding, remove words that are repeated, use one word to descried listed items that are alike (dogs instead of Doberman, Labrador Retriever, Boston Terrier), and topic sentence from the writing or make your own (Pitler et. al, 2012 p.149). This allows students to put information in their own words, using words that will help them to make those crucial connections to make retrieval easier. Dual coding uses words and images. Students need to see images that coincide with what is being taught, and ways to make connections to help get the new information into their long-term memory. Some strategies that involve both elaboration and dual coding are note taking, concept mapping (advanced organizers), and virtual field trips Note taking utilizes these ideas when note taking is more than just words. Pitler et al. states “A format that has a strong impact is combination notes, which employ outlining, webbing, and pictographs in addition to words” (pp.150-151). Concept mapping uses images, webbing, etc that help the learner make connections that enhance their ability to retrieve information. Virtual field trips use images and video that grab the student’s attention. All of these use images and labeling of those images. Pitler et al. (2012) states “Graphic representation has been shown to produce a produce a percentile gain of 39 points in student achievement” (p.151). All of these strategies help students to move more information into long term memory. It gives them tools to retrieve what they have forgot they know by making connections that trigger their memory. 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 Com, L.-T. (2013). Elaboration Theory (Reigeluth). Retrieved from Learning-Theories. Com: http://www.learning-theories.com/elaboration-theory-reigeluth.html Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.