“In contrast to the behaviorist view, cognitivists focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is sotred, and is finally used. Congnitive theorists attempt to explain learning in terms of how one thinks. Learning and problem solving, accordint to cognitivists, represent mental processes that are undetectable by mere observation. Key theorists in this perspective include Jerome Bruner and David Ausubel.” as stated by Lever-Duffy & McDonald (2008).
Ausubel developed advance organizers. They allow opportunity for students to activate networks or information by remembering and transferring prior knowledge to new information. Ausbel’s theory is based on the idead that learning takes places if the student can identify meaningful information. The instructional strategies presented by Pitler, Hubbell, Kuhn, & Malenoski (2007) are cues, questions and advance organizers.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I really do agree that students retain more information if they have a place to store it that relates to something they already know. I like seeing them make that connection - it seems to really make learning that much more relevant to them. Anita
ReplyDeleteAnita,
ReplyDeleteThanks for your reply on my blog. In regard to creating the connections that you mention, Dr. Orey (2009) explains that field trips are excellent resources to create eposidic memories which in turn create rich experiences that are foundational in the networks experiences a student will have. Virtual field trips are new for me and I am excited about my upcoming visit to the San Diego Zoo.
Miriam
Miriam,
ReplyDeleteOne thought in your post really stuck out to me: "learning takes places if the student can identify meaningful information". I am getting better at remembering to include the closing or reflection piece to all of my lessons. If my students cannot identify what I just taught, did I really teach (or did they really learn)? Thank you for reminding me that the STUDENT must be able to make connections, not just me.
Hi Miriam,
ReplyDeleteAnytime learning can be meaningful to a student, they will remember that concept, whether using technology or not. I try to relate just about everything we learn in our class to their lives. When I teach about the concept of slaves as property and the fugitive slave act, I ask them about their I-Pods, and if they were taken by someone, if they would want them back? Students don't always understand the concept that slaves were property, not viewed as people. Again, when learning can connect the dots between content and what they experience, it becomes meaningful. When we use concept maps, students can make those connections between content and prior knowledge.
Hi Jenelle and Michael,
ReplyDeleteThank you for replying to my blog.
Vocabulary building is a very important of teaching languages. As I have mentioned previously, I have been teaching for over 20 years. In the beginning of my teaching career, it was a common strategy to give students, even pre-school students, long lists of vocabulary words. We would have daily dictation and widely publicized spelling bees in the foreign language. It was great to see the students working and finally obtaining the grand prize but those words meant nothing to them. We know understand that meaningful tasks are the best answer to teaching and learning vocabulary. These tasks will provide students with the opportunity to analyze and process the language.
Miriam