In Using Technology with Classroom Instruction that Works, “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” are two instructional strategies embed technology and are highly correlated with the principles of the cognitive learning theory.
Cues, questions, and advanced organizers are great for student’s organizational skills. I am a big advocate that sometimes, less is more. To help with informational processing when students are first learning a topic, focusing on a few keys points is better than giving them multiple. Our short term memory is only limited to about five to nine items at a time (Laureate Education, 2010). Cues, questions, and advanced organizers should focus on what is important rather than what is unusual (Pitler, Hubbell, Kuhn & Malenoski, 2007). The cognitive theory is based on information processing and there are technologies that allow us to correlate cues, questions, and advanced organizers to process information. For math, I really like the idea of using spreadsheet software and brainstorming software. Spreadsheets allow the students and myself to collect and organize data quickly. I can also use spreadsheets, like Microsoft excel, to create graphs and tables. Brainstorming and organizing software allows the students to put together a visual map of the main ideas. Giving the students a visual is just another way to use their multiple senses.
Summarizing and note-taking is important in the math classroom, just like any classroom for that matter. I had a student ask me the other day why we have to take notes. I simply expressed to him that the notes are important because they are his study guide for the exam. Unlike last week, I did not read many examples on how to incorporate these strategies into a math classroom. I could definitely use the note-taking templates created in inspiration to create a map for students to fill in with main topics and examples of each topic such as maybe a problem that correlates to that topic. In terms of communication software, I really like the idea of using a blog. This implements the strategies of reciprocal learning (Pitler, et al., 2007). Students can ask questions on the blog and other students can help each other help while I facilitate the learning.
With the cognitive theory being based on the idea of processing and storing information, making connections, and creating networks, the two strategies discussed above can help our student’s process information better and make better connections.
Technology-based cognitive tools can help increase students’ engagement and deepen their understanding. In the past when I have taught graphing linear lines of best fit to scatter plots, I did not feel as though the students were fully engaged. They also did not have a real deep understanding as to what the best fit line represented about the data. This is partially my fault because of time restrictions. My method for introducing this lesson was mainly direct instruction. I could incorporate a technology-based cognitive tool to enhance the lesson. With the use of Microsoft Excel, students could enter and access their data much faster than if they were doing it with paper and pencil. This would save us time and I could proceed with deepening their understanding. Students could both run their own experience and collect their own data or I would already have the data for them. Ideally I would like them to collect their own data for them to use. Once this data is entered into excel, the students can draw their own line of best fit to the graph and then they could use excel to draw the actual line of best fit and also get an equation for that line. The students could then compare their line of best fit with the actual line. They could compare equations as well. By them creating an equation for the line brings back information from previous lessons. Dr. Michael Orey stated that by integrating multiple senses in presentations improves learning (Laureate Education, 2010). The students are accessing all their senses due to such a hands on activity. When students are fully engaged, their abilities are endless. Using technology-base cognitive tools allows them to do just that.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive Learning Theory. Baltimore: Author.
Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).
Jason you made good valid points in your post. I also have students ask why they have to take notes and I also have some that I have to constantly watch to make sure they take notes. I believe if I playeed around with making different organizers that my students could use in the classroom during note taking time, they would not complain as much. It's amazing how technology can make an impact on your lessons and your student engagement. My students get really excited when they know we are going to be using the SMARTboard.
ReplyDeleteHello Jason - Todd from Walden here
ReplyDeleteI really like your example of using scatter plots to show the limitations of cognitive learning. By the time that scatter plots are introduced, the students are expected not only to be able to construct the plot, but really reach the higher level of analyzing the data. You even point out the time restricting of plotting the data. But using Excel to input the data and plot the points allows the students to become analyzers rather than plotters. The mundane task of plotting points, and with the greater quantity of points, the greater the likelihood of losing the students' attentions for the period. Include the absolute fascination the students get when Excel plots thousands of points in the blink of an eye, and the students are engaged in the analysis of the data. The monopolization of the limited short-term memory simply becomes a non-factor when a screen instantaneously shows the data. The connection becomes even more powerful when the analysis can occur in a shortened time from the data collection. The students, with the collection techniques and methods fresh in their minds, can they really make connections and hypothesize. What a huge difference in a classroom.
Do you have the students cooperatively enter data, or do they do it independently? I once had each student put in 100 points, which showed different graphs, leading to varied conclusions. When the data was combined, it clearly showed an overall picture of what was really happening. To be specific, we input data of student absences from the various schools around our region, during last year's swine flu epidemic. By combining the data, we could actually see the peak of absences had passed. It was pretty impressive to show our principal and superintendent, who were insisting we make plans for a school-wide shutdown due to the swine flu. The plot convinced them that the worst was over, and that all the teachers did not have to prepare five additional at-home lessons. Needless to say, the kids were heroes to the teachers. It is nice to see another mathematics teacher's thoughts. I will keep stopping by.
Todd D
My students also really enjoy using the smart board, even if it is just to take notes on. I know I may be using it as a glorified whiteboard but they seem to like it better. The students may seem to not complain as much with different organizers and sometimes I do make outlined notes for them. I feel that it just makes those students more lazy because they generally just want to complain anyway. I completely agree with changing up our teaching strategies and getting the students engaged but the students need to be pushed sometimes. It is the same for athletes on a field or students in our classrooms, they only way for them to better themselves is to exceed expectations. There will always be those students that struggle but if they are willing to work hard, then I will do whatever I can to get them to succeed.
ReplyDeleteTodd,
ReplyDeleteI have not actually had the students do this yet but it is something I would really like to incorporte if time allows me to. Whether I have students work in groups or independently will probably depend on the type of class I have. What you did with your class seems really cool. Making the data relative to their lives made all the difference and reeled them in.