Cognitivism in Practice

The cognitive learning theory centers around the understanding of concepts through experiences and connections. The more connections made with a concept, the deeper the level of understanding can be. Additionally, the dual coding hypothesis presented by Paivo explains the value of providing visual representations with text for greater understanding (Laureate Education, Inc., 2008).

Pitler, Hubbell, Kuhn, and Malenoski (2007) explain several strategies that incorporate technology and relate to the cognitive learning theory. In “Cues, Questions, and Advance Organizers” the authors suggest strategies for building upon students’ background knowledge to center their learning. Techniques such as cueing and questioning help students begin to make connections about what they already know and the new content (Pitler et al., 2007). Utilizing advance organizers help students organize the new information during the learning process. These can also serve as a visual representation, which combined with the vocabulary of the new concept broadens the learner’s understanding of the information. The more connections learners can make with new information, the deeper and greater the understanding of the concept will be (Laureate Education, Inc., 2008). Cues, questions, and advance organizers take advantage of prior knowledge and provide visual images to help students build connections. These strategies support three of the “components of cognitive learning theories” as described by Dr. Michael Orey; “elaboration, dual coding hypothesis, and network model of memory” (Laureate Education, Inc., 2008).

 

Through “Summarizing and Notetaking” (Pitler et al., 2007) students understand information more deeply and make connections to enhance learning. Students use higher-level critical thinking skills when they summarize information. By using blogs and wikis students collaborate to clarify and evaluate information, deepening their understanding while adding to their experiences with the concepts (Pitler el al., 2007). Dr. Orey explains these multiple connections lead to elaboration and strong networks, which are important facets of cognitive learning theory (Laureate Education, Inc., 2008). Notetaking is particularly beneficial to students when there are opportunities to use different formats. These varying formats provide additional experiences with the information enhancing connections and networks (Laureate Education, Inc., 2008). Notes taken using multimedia such as PowerPoint are especially effective as they take advantage of dual coding when information is combined with meaningful visuals (Laureate Education, Inc., 2008).

 

Beyond strategies such as “Cues, Questions, and Advance Organizers” and “Summarizing and Notetaking” (Pitler et al., 2007) there are numerous tools available that correlate with cognitive learning theories and enhance student learning. Concept mapping is especially effective in illustrating the connections between information in a concept. As students utilize concept mapping tools, they create and identify the very connections that comprise the network model as described by Dr. Orey (Laureate Education, Inc., 2008). Additional advantages of concept mapping tools include organizing the new information and providing a visual to pair with the written information. Paivo’s Dual Coding of Memory hypothesis suggests this combination helps students remember the information better (Laureate Education Inc., 2008). Concept mapping tools enhance students’ recall and understanding of information as they provide opportunities for students to work actively with information as they make connections in a graphical format.

 

Virtual field trips are another tool effective in enhancing student learning by providing experiences or episodes with concepts (Laureate Education Inc., 2008). They provide the opportunity for all students to experience the concept in a visual format. This experience can serve as the basis to understanding a concept (Laureate Education, Inc., 2008). The virtual field trip can be a stepping stone to create understanding of the new information. Additionally, the experience from virtual field trips can be extended to create further connections and deeper understanding of the concepts when used in conjunction with other primary sources (Laureate Education, Inc., 2008). These additional experiences broaden the connections a learner makes with the information, deepening their comprehension. As a culminating activity to the virtual field trip students can synthesize their learning by creating products that demonstrate their knowledge and understanding.

Laureate Education, Inc. (Executive Producer). (2008). Bridging Learning Theory, Instruction, and Technology [Educational video]. Baltimore: Orey, M.

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