As we continue to explore the Cognitive Learning Theory, it is important to understand how students process information. We know that the way that students remember information occurs in three stages: sensory input, short-term memory and long-term memory. As teachers, we want to create learning experiences and utilize learning tools, so that students are able to store the information that we present to them into their long-term memory. Dr. Orey discusses about the three types of long-term memory: declarative, procedural and episodic. With this knowledge we need to ensure that student learning experiences target one of these threee types of long-term memory in order for them to recall the information.
One of the ways that we can do this is through the use of cognitive tools. We have been exploring concept mapping, graphic organizers, summarizing and notetaking to assist students with organizing new information. We know that students better handle new types of information when exposed to thie information in both auditory and visual formats. Providing students with a tool to help them truly understand the material that is being presented in the classroom certainly allows us to do a better job and for students to truly gain an understanding.
When applying the use of these instructional strategies in the classroom as well as in comparison to the Cognitive Learning Theory, they certainly play a large role in the classroom. The use of these types of strategies in the classroom have been used for many years, the major difference now is that we're doing them using technology and even allowing students to complete their own concept maps using their own computer and software. The benefit to this is that with concept mapping students begin with a main idea and are able to sift through and add relevant information to thier map. Additionally, each student has a different perception of a particular concept. With that being said, having students create their own concept maps allows them to place the information within the map in a way that is most beneficial for them. Finally, the use of these new strategies allows students to make connections and generalizations regarding the content through a concept map, graphic organizer or notes that they take in the classroom.
I think on of the great things about concept mapping is that students can arrange it how they learn best. What makes sense and visually appealing to one person, may be be very confusing to another. Do you use a particualar software program or website for mapping with students?
ReplyDeleteI'll be honest, we have recently started using concept maps with students in PE. We have been focusing on Bloom's Taxonomy with asking higher level thinking questions. Therefore, I've been embedding graphic organizers into my flip charts to assist students as part of class discussions. I used www.spiderscribe.net for this week's application and really liked it. I also think that it would be simple for students to use as well.
ReplyDeleteAs a physical education teacher it has to be difficult to incorporate concept maps, or some of these other learning theories into your daily lessons. I would imagine that part of your curriculum is teaching rules and strategies in the games played, or teaching the muscle groups and other body parts. There is a lot of comparing and contrasting to be done with those categories. A concept map again may be difficult to use, but how about a Venn Diagram? I think it could be used as a great way to discuss two similar ball games, or net games, and their rules.
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