When we talk about cognition we talk about how information enters the brain and is stored. This week I have explored many strategies and techniques that can facilitate this.
In Dr. Orey’s video this week he discusses the cognitive learning theory. He discussed how learners use their senses to store information. He goes on to talk about how putting images with texts gives a better chance of a student remembering the information. One part of the student’s brain remembers the picture and then another part labels what the picture is. This is called “dual coding of information.” A strategy that correlates with this is using PowerPoint Presentations to visually display images with text to show their meanings. Here the learner makes a connection with the image and the text. The learner then remembers the picture which then triggers the text. According to Dr. Orey, “integrating multiple senses in presentations improves learning” (Laureate, 2009). Pitler, Hubbell, Kuhn, and Malenoski (2007) use multimedia to satisfy this cognitive role. “For many students, multimedia is very effective because it helps them both activate prior knowledge and develop a mental model to help them understand new information” (Pitler et al, 2007). Resources presented my Pitler and associates are United Streaming, The Internet Archive, Google Video, A9, and Creative Commons. All of these sites allow the learner to do a search on what they want to learn more about and it presents the material in a multimedia fashion.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Dr. Michael Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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I can remember as a kid when I took tests I would be able to picture the page that the information was on as I recalled the answer. But usually for me the information ended up only in my short term memory because I had a hard time recalling the same information at a later date. I am certain that this was not the goal of my teacher. How sad since I always received 'A's on all my tests. I wonder if recall increases just because technology is added? Interesting topic for research...
ReplyDeleteWe use 4 square vocabulary organizers for essential vocabulary. This organizer has the student create a definition in their own words, draw an example or give synonym and provide any text or experiments examples given in class. We play games with the cards and then place them in their content journals for reference at testing time.
ReplyDeleteI think technology has made the integrating of multiple senses stronger for students because of the access to multimedia. They no longer have to use just static pictures but have access to videos and live cameras to help activate prior knowledge and develop mental pictures.
ReplyDeleteRemembering back to the days when the technology that most of us have access to was not available, should make us appreciate it even more. I recall searching for pictures or posters that could be passed around the room to allow that visual side of the brain to be activated. Now we can create presentations with content and visuals, either pictures or video, that does this activation. My newest technology addition the document camera, has me very excited about bringing to life many experiences that the district frowns upon like dissection.
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