The
behaviorist learning theory is an enlightening theory focusing mainly on habits
and the environment. The cognitive learning theory, however, centers on an
individual’s mental processes. According to Smith (1999), Jean Piaget explored
the cognitive framework by pinpointing four mental stages of growth:
sensorimotor, preoperational, concrete operational, and formal operational.
Bruner was another theorist who encouraged learning through discovery, a key
technique in early childhood education. Smith (1999) later states certain
guidelines, created by James Hartley, are connected to cognitive psychology:
“Instruction should be well organized and clearly structured, the perceptual
features of the task are important, prior knowledge is important, differences
in individuals are important, and cognitive feedback is important” (para. 3).
Cognitive
tools can provide teachers with valuable information regarding best practices
for understanding how a child comes to “know.” Robertson, Elliot, and
Washington (2007) provide two key concepts about cognitive tools: they need to
be interactive and language pervasive. A child’s schema needs to be challenged
when exposed to new information, so retrieving their prior knowledge is key for
teachers. One presentation tool mentioned at a conference I attended recently
is Google Docs (http://www.docs.google.com).
With this convenient and free tool, both teachers and students can create
documents, presentations, spreadsheets, forms, and drawings. For presentations,
students have access to images of the topics they are researching, directly
connected to the Google Docs. For a fast, reliable, and interactive teaching
instrument—try Google Docs. Virtual field trips are another cognitive tool that
can provide a rich experience for students. Visual stimulation of going to the
zoo, space, or any country or landmark can help students compare information,
witness history, and use critical thinking (Laureate Education, Inc., 2011).
The experiential learning theory consists of knowledge that is built through the
careful examination of one’s experiences (Oxendine, Robinson, & Wilson, 2004).
Through concrete experiences, observation, reflection, creation of concepts,
and examination—students in this theory go through a rigorous but deep learning
process. In my Pre-K class a couple of weeks ago, we started studying about the
stages of a butterfly. Instead of just showing pictures and diagrams to my
students about the different stages, I chose to buy caterpillars so my students
could visually see and experience the stages in real life. Before break, my students got to see one caterpillar hatch out and become a butterfly.
According to Oxendine et al., “These unstructured events can further increase a
student’s confidence and excitement” (2004, para. 10).
When
it comes to children and their learning, theories can only take a teacher so
far. Certain strategies such as cues, questions, and advance organizers can
assist teachers in ways of implementation of certain theories. Explicit cues
and higher-order thinking questions are recommended for students to “have a
clearer sense of what they are going to learn” (Pitler, Hubbell, & Kuhn, 2012,
p. 96). By blending the multiple intelligences of students with the use of
technology, advanced organizers can be built using the iPad and other software
such as Inspiration (http://www.inspiration.com) can be used.
Graphic organizers and concept maps can aid as visual learners use pictures and
videos to better understand subject matter. Concept maps, especially, are so
powerful in the way they can scaffold and promote learning. The ultimate goal
with the use of this tool is allowing students to use their creativity as they
observe, record, and process new information (Novak & Cañas, 2008).
Summarizing and note taking are two additional
strategies teachers can use to assist in learning. Paper and pencil note
taking, I feel, is outdated and obsolete. We are in the time where
students should be summarizing and note taking using multimedia. I am a very
visual learner, and an awesome 21st century tool that can be used
for note taking and summarizing is a wordle (http://www.wordle.net).
With this tool, “users can create a visually descriptive summary of just about
any major topic” (Pitler, Hubbell, & Kuhn, 2012, p. 158). Note taking does
not have to be boring for students. By using multimedia, learning can be
focused and personal based on their learning style.
With
the implementation of many tools, strategies, and media, learning can reach a
new level for students. The key for teachers is to step outside of traditional
ways of teaching and latch on to interactive and media engrossed sources. A
student’s learning should be challenged enough where information is manageable
and meaningful to store in long-term memory.
Laureate
Education, Inc. (Producer). (2011). Program six: Spotlight on technology: Virtual field trips
[Video webcast]. Bridging learning theory, instruction and technology. Retrieved
from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Novak, J. D., & Cañas, A. J. (2008). The theory
underlying concept maps and how to
construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute
for Human and Machine Cognition Web
site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Oxendine,
C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives
on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using
technology with classroom instruction
that works (2nd ed.). Alexandria, VA: ASCD.
Robertson,
B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on
learning, teaching, and technology.
Retrieved from http://epltt.coe.uga.edu/index.php?title=Cognitive_Tools
Smith, M. K. (1999). The cognitive orientation to learning. In The encyclopedia of informal education.
Retrieved from http://www.infed.org/biblio/learning-cognitive.htm
Whitney,
ReplyDeleteOur Technology Integration Specialist taught a one hour class on Google Docs and I think a lot of our teachers use that tool. I haven't used it yet, but reading about it in your post has made me think about how I can use it in my PE classes. I also love the idea of having caterpillars so the students can watch them hatch and become butterflies. Most of our K5 teachers have caterpillars and when they hatch they take the class outside and release the butterflies. It really is a neat experience for the students. Don't you think it is one that is a meaningful and rich learning experience that they will remember for years to come? My own children who are adults and teenagers still remember that from their elementary school days. So, I would say it is in their long-term memory.
Lynn,
DeleteYes I do think it is an experience that is full of meaning and rich learning. Students that I have had the last few years often ask me if we are going to have caterpillars and butterflies this coming year, and ask if they can come see them. I know that I have planted a seed in their brains and it is such a rewarding thought knowing they are interested.
Whitney
I agree, Whitney! I enjoyed reading about your experiential learning experience with your students and the butterflies. I have a similar activity going on in my classroom right now. We have acquired and are caring for two bullfrog tadpoles—they are each about 5” long. In our life science unit, we have been studying the impact changes in an ecosystem can have on the animals living there. Every morning, my students run in to check if the tadpoles have sprouted their legs, but alas, they are not developing. While they look healthy, they are not transitioning to frogs. On Friday, the lady who gave us the tadpoles emailed us photos of our tadpoles’ “cousins”. (She buys about 3 dozen tadpoles every year to stock her pond.) The photos were shocking! The tadpoles that had been left undisturbed in their pond habitat had morphed into small bullfrogs! Our class pets had not made the change because, as the students deduced on Friday, their environment had been altered and their progression through their normal life cycle had been paused. I asked them to think over the weekend about what our next step should be and I think/hope they are leaning towards reuniting our tadpole pets with their pond-dwelling cousins. During this experience, not only did my students learn about the life cycle of frogs, but they learned first-hand through concrete experience and observation how alterations to an animal’s habitat can be detrimental to the living things that call that ecosystem home.
ReplyDeleteAmy
Amy,
DeleteWe usually get tadpoles, too, but for the past two years, they were delivered opened and never developed correctly. The kids get sad when they die, so I just chose this year not to get the tadpoles. Like you stated, the kids learn how important an animal's habitat is. Thanks for your post.
Whitney