Cognitive Learning Theory Blog

The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things (Cognitive Learning Theory, 2012). This theory is of importance because educators must assist with creating connections to networks that stores, connects, and receives instructional material that can help the learner in the future.


“Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” are instructional strategies that provide scaffolding for new information so that students have a higher change of understanding and retaining concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Cues, Questions, and Advance Organizers are instructional strategies used to trigger previously stored knowledge (ignite prior knowledge) to assist in the learning experience. The key to implementing “Cues, Questions, and Advance Organizers” is that educator should focus these strategies on the key skills and concepts that are to be mastered; furthermore when either should be delivered within the instructional lesson.


“Summarizing and Note Taking” focuses on enhancing students’ ability to synthesize information and distill it into a concise new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The importances of these instructional strategies are that the student must be able to distinguish amongst what is and what is not important within instructional information. The uniqueness of these two are that used to accomplish different tasks. Note-taking is the physical component of writing down the proposed relevant information; whereas summarizing is a skill used to help analyze the information. Note-taking is similar to summarizing in that it enhances students’ ability to organize information in a way that captures the main ideas and supporting details, helping students to process information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This last sentence is of value to the connection of cognitive learning theory because the memory obtained organize/stores information based on the effective connections to its networks.


Concept Mapping and Virtual Field Trip correlate with instructional strategies and cognitive learning theories because the two allow the learner to compare information. Concept mapping is a replicate of memory, displaying how networks determine their locations based on characteristics/familiarity. Virtual Field Trips allow the opportunity to compare information with other primary sources (Laureate Education, 2010).




Sources:


Cognitive Learning Theory. (2012). Using thinking to learn. Retrieved on January 17, 2012, on http://www.experiment-resources.com/cognitive-learning-theory.html


Laureate Education, Inc, (Producer). (2010). “Cognitive Learning Theories.’ Baltimore: Orey, Michael.


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