Cognitivist Learning Theories

Cognitivist learning theories revolve around the idea of information processing (what goes on in the mind) where each idea is considered to be connected to one another.  It is multisensory in nature and involves both the short-term and long-term memory.  Forgetting becomes merely the act of temporarily losing the connection to the information.  The primary mechanism for transferring the information from short-term to long-term memory is elaboration.   Allan Paivio postulated a dual-coding hypothesis, taking the cognitivist approach one step further, where people simultaneously store the information to be remembered in both a visual image format and as text. 

What impact does this have on the classroom?  Prior knowledge takes on a whole new meaning as learners attempt to connect the new learning to that which is already familiar.  Organization of materials (and presentation thereof) is critical to creating the logical pathways that make the new teachings easier for the learner to recall.  Visuals, mnemonics, concept maps, spreadsheets and the like – virtually anything that allows the learner to organize the information – are vital tools for the cognitivist teacher to not only disseminate the new information but elevate their students processing skills to Bloom’s higher level thinking orders. 

Cognitivist teachers receive a boon from the plethora of technological resources that help to both organize and visualize curriculum.  The highly informative text Using Technology with Classroom Instruction that Works suggests using various strategies such as cues, questions and advanced organizers along with summarizing and note taking to enhance the learners’ classroom experience.  Cues, questions, and advanced organizers focus on the students’ ability to structure the information in an orderly process for much easier retrieval and manipulation by the learner.  Examples include tables, spreadsheets, and concept maps that arrange information in a hierarchal order (from greatest to least or broadest to specific).  Summarizing and note taking delineate the ability of the learner to synthesize the new information and assemble it in a new format.  Summarizing and note taking are improved through the use of Word’s AutoSummarizing tool or the ability of the author (or teacher) to track changes to the document being developed.  Note taking, whether done individually or collaboratively, is refined through the incorporation of blogs, wikis, or again concept maps. 

An interesting website that definitively advocates for the cognitivist method of teaching is Learning Rx (http://www.learningrx.com/cognitive-learning-styles.htm).  This resource delves into the various applications for brain training encompassing everything from preschoolers to students who struggle with learning disabilities.

Works Cited

Corp., L. R. (2012). Learnning Rx Cognitive Learning Styles. Retrieved March 13, 2012, from http://www.learningrx.com/cognitive-learning-styles.htm

Pitler, H., Hubbell, E. R., Kuhn, M., & Malennoski, K. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-continent Research for Education and Learning.

Behaviorist Theories regarding Standardized Testing

A discussion I had with my colleagues centered on the idea of rewards and punishment (in conjunction with homework and practice) regarding standardized testing.  Yes, it is that time of year again, when both teachers and students are evaluated by the efforts of their students on the merit of one set of examinations.  As we ruminated on the various attitudes of both the students and ourselves, I was transported back to the behaviorist learning theories – in particular those concentrating on rewards and punishment and their effect on our motivation (or effort). 

Stephen Covey, in his largely touted book, The Seven Habits of Highly Effective People addresses this issue.  The first three habits are steeped in the ideas of independence and mastery.    Being responsible for our own actions (or in this case learning), creating a plan to execute those actions, and then prioritizing how to achieve those goals are the main components of his plan.  I believe that these are central ideas when it comes to intrinsic rewards.  Habit 1, being proactive, places the responsibility for our actions on our choices, not on some conditioning response as behaviorist theory suggests.  Habit 2, begin with the end in mind, takes this one step further and has a person looking at not only where they are at but where they want to go.  If we have a grasp on where we want to be, then we become more motivated and make a conscientious effort to get there (a vested interest so to speak).  Habit 3, put first things first, looks at prioritizing ones’ efforts based on the scales of importance and urgency. Again, when we make the choices we place the control of our actions in our own hands (effort).  For a summary of the book visit the website:  http://www.summary.com/aw/srcovey?gclid=CMjY26OE1q4CFeYERQod10DNfA

What, might you ask, does this have to do with standardized testing?  As my colleagues and I (and numerous other teachers across the country) are preparing our students for this rite of passage, we are faced with the burden of having to extrinsically motivate our students to put forth their best effort.  Stickers, candy, free time, an extra recess if they do well, a pizza party, games on the computer or other technological enhancements that we have in the  classroom, and the like are just some of the rewards presented to our students to bribe them to do their best.  Why must we pursue this course to have our students demonstrate their learning?  I believe that it is because the students have no intrinsic interest in the results of the test.

So what, if any answers, do behaviorist learning theories have for educators in regards to student effort in the classroom?  In the arena of reinforcing efforts, the book Using Technology with Classroom instruction that Works suggests using a Microsoft Excel spreadsheet to track students progress.  When students see the cumulative results of putting forth effort in relation to the grades they earned, it creates a connection in the students mind between effort and achievement.  Technology is the catalyst that facilitates more immediate feedback for the students to track their progress.  Computer generated rubrics or online surveys are other suggestions that the authors make to encourage students to put forth their best effort.  With this thought in mind, if educators were to share the results of these standardized tests with our students (and track their progress over the series of the tests) then students would become more intrinsically motivated to do their best.

Homework and practice are the means that educators use to ready their students for this standardized testing rite of passage.  Again, behaviorist theories address this for us.  Direct instruction, rooted in behavioral theory, focuses on the interactions among teachers and students.  Technology enhances the ability to guide practice and provide feedback, both vital components of this methodology.  Online learning software such as PLATO or BrainHoney break the curriculum into units that each contain pre- and post assessment examinations, formative assessments, and integrated practice throughout.  Student progress is closely monitored and learning is tailored to meet the students’ individual educational needs.  (Check out PLATO at http://www.plato.com or BrainHoney at http://brainhoney.com/learn-more/ for more information).  Communication software is another viable method for teacher and student interaction beyond the classroom walls.

Having stated all of this on the topic of standardized testing and how to best prepare both yourself and your students, I wish all educators out there happy testing.  Here’s to exemplary results.

Reflection

As I look back over the past seven weeks, I am amazed that I not only survived them but at times flourished.  As a digital immigrant, a term coined by Marc Prensky for those of us who were not born in the digital age, I not only utilized technology that was foreign to me two months ago but was able to incorporate some of it into my classroom.  Blogs, wikis, and podcasts were not part of my teaching repertoire prior to my taking the Understanding the Impact of Technology on Education course from Walden University.  Now, I can not only follow blogs but have the ability to create one for the classroom where my students can interact in a non-formal setting to get answers to questions that are too embarrassing to ask in class, share information about upcoming projects, or organize their work for future use.  This is a fabulous tool to include in one's teaching pedagogy as it transforms the classroom from a teacher-centered format to one dirven by the students.  In today's collaborative world, this empowers students to take control of their own education and work collectively to create a lasting overall contribution (skills that will definitely be in high demand in the future). 

Today's students were born into a digital age where much of their lives are spent being "plugged in" to some sort of technology - ipods/ipads, the internet via cell phones, social networking sites, videogames played online with friends in their homes, and the list goes on.  That being the case, it behooves me as an educator to teach these students in the mediums that they are most familar with, primarily using these technological tools.  Unfortunately, school districts are grossly underfunded and their techological capabilities lag far behind that of the student population they serve.  Keeping abreast of the lastest technological advances and incorporating technology when and where I can will be the panecea to connect to these 21st century learners.

To that end, I have subscribed to a select few blogs that scan the technological horizon for the best and brightest products that enhance the educational experience.  (Again, I am looking for technology that will enhance the educational experience and not just simplify it.)  A goal that I have set for my classroom is to create a classroom wiki for my American History classes which could serve not only as a starting point for many of my students to be introduced to this type of technology but as a collective record of the information they explored throughout the course.  An obstacle to overcome would be the lack of availability that my students have to computers (as you may recall, I teach in a detention facility).  A second goal that I wish to attain is to steadily add one aspect of technology to the units that I teach, be it a blog, a podcast, or a wiki.  The challenge will be to find the time to teach the necessary skills to achieve something such as a podcast and the time frame that it will include.  I do not want to tie myself down to only one type of technology as diversification is the new norm of the classroom.  Creativity and flexible teaching schedules (including switching classrooms) will be the means to begin implementing this plan.

Profiling Students of Today

This week's assignment was to profile today's student population in regards to their use of technology and its potential in the classroom.  The survey created for this questioned students about their proficiency in using everything from cell phones to computers.  Not surprisingly, most students were proficient at texting and posting to Facebook but were unfamiliar with blogs, podcasts, and wikis.  If we, as educators incorporate these technologies into the classroom, we can diversify and differentiate our teaching to reach those students who are not as successful within the traditional confines of the classroom.  To hear more about my findings, you can click on the link:  http://sandradoty.podbean.com.

Evaluating 21st Century Skills

The Partnership for 21st-Century Skills has a website where educators can go to learn more about this newest educational trend.  There one can learn about the mission of the Partnership, whose involved, where policy making is in regards to this matter, and how to incorporate these skills into the regular classroom.  I like the ease of navigation within this website and the transparency when it comes to who sponsors it.  There are videos aimed at educating people about the mission and its impact on education.  Quick links give educators a means to what the skills are and how to incorporate them into your curriculum.  One major drawback is the need for permission to use any P21 content in writing to the Partnership itself.   As this is the direction that education is heading, it behooves us as educators to find out as much as possible about this and begin incorporating these skills now. 

http://www.p21.org/ is the link to delve into the Partnership's mission.

Interesting news in technology

Today as I was surfing the net, I came across this news story about Wikipedia and other high profile websites that are "going black" to protest legislation that is being debated in Congress: SOPA (Stop Online Piracy Act) and PIPA Protect I-P Act.  This begs a greater discussion about who should police the world wide web.  Is it the job of legislators to dictate who and what gets distributed in the communication age or is it the responsibility of the users themselves?  In light of the technologies available today and the utilization of them in the workforce, this is definitely something that will need a closer look.

the 21st Century Disconnect (classroom assignment)

I was unsure as to where to post this analysis so I included it on the discussion page in the course and here on my blog.

The articles and videos that we examined in preparation for this week’s discussion re-enlightened me to the ever changing workplace environment and how technology has transformed it at a much greater pace than the educational environment.  As an educator, I still must provide my students with critical thinking skills, communication skills, and problem-solving skills.  However, the manner in which I do this needs to keep pace with the environment into which I am releasing my students. 

The impact of technology is felt everywhere, from my cleaning products that both clean and sanitize my floors (some with the help of GPS navigation) to the cell phone that allows me to take a picture and upload to the website that connects me to friends and family.  What does this mean for the workforce?  If these technologies are permeating our private life, then they are also being embraced by the workplace.  Teleconferencing is shrinking the workforce so that students are competing for jobs not just locally but globally.  Web 2.0 is creating a collaborative workforce where individuals contribute to a collective whole rather than being the sole expert within the company.  Information is ever changing and is available 24/7 to anyone with the resources to access it.

What does this mean for the future of education?  If we are to prepare students for the 21^st century, then we need to imbed the means of utilizing the existing technologies along with the critical thinking skills that students will need to be competitive.  The educator who does not utilize these technologies (wikis, blogs, podcasts, and the like) is setting their students up for a difficult transition into the workplace.  That being said, not all classrooms are set up to be able to incorporate these technologies at this time.  By including the technologies that we are discovering in this course, we are starting the journey to creating life-long learners.