Cognitive Learning Theory and Instructional Strategies

          While I was reading the chapters cues, questions, and advance organizers and summarizing and note taking in Using Technology with Classroom Instruction that Works there were many connections that I made to the cognitive learning theories.  These chapters whet in detail describing what each one was and how to get the most bang for your buck.  The chapters had hints and tips about how to best use the strategy and get the most out of your instruction for each student.

          While reading about cues and questions I realized that these strategies had many connections to the cognitive learning theory.  The learning theory is rewarding correct responses, by cueing students you are helping them think in the correct direction.  “Cues are explicit reminders or hints about what students are about to experience” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73).  Often times in the classroom when you are cueing students towards the main idea, you reward them after they do the hard thinking and come up with a correct response.  Their reward might not be a prize, but may come in the form of a high-five, or some praise.  I believe that building up the student and rewarding them with a confidence boost so that next time they are unsure they can take the leap and try to think more deep.

          “Questions perform the fame functions cues by triggering students’ memories and helping them to access prior knowledge” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73).  By having the students make connections to past knowledge that they’ve learned you are using the cognitive learning theory because you are trying to access their long-term memory (Laureate Education, Inc., 2010).  Questioning will help me teach for understanding by allowing the students to form new connections in their brains.  These connections will not only be stronger than the ones before but they will also stay longer because they are meaningful to them.

          In addition to cues, questions, summarizing, and note taking strategies to support deeper understanding and higher-level thinking being direct with students and providing enough wait time are just as important.  When you are beginning a lesson it is important to “[…] tell students what content they are about to learn” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.77).  At the beginning of each day I go over my schedule with my students.  Telling them what we will learn in reading, writing, math and any other subject we will do that day.  Also, I remind them one more time right before we learn it.  This way they are prepared to learn and know what to expect.  Another strategy that I find to be extremely effective to get higher-level answer from students is to give them wait time.  I always wait just a little longer after they finish their answers to see if they will add to their answers.  “Waiting briefly before accepting responses from students has the effect of increasing the depth of students’ answers” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.74).

          In conclusion, it is important to wait long enough after the students answer a question to see if they will add more information and possibly make more connections or bring their answers to a higher level.  I believe that if you have high expectations and expect the best from your students they will feel that and try to meet those expectations.

Referneces:

Laureate Education, Inc. (Producer). (2010). Cognitive Learning Theories. [Motion picture]. United States: Laureate Education, Inc.

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

Be sure to check out the book: Using Technology with Classroom Instruction that Works