When looking at the instructional strategies and how they correlate with the principles of cognitive learning theory, I actually found several ways. To begin with, the instructional strategy “cues, questions, and advance organizers” focuses on enhancing students’ ability to retrieve, use, and organize information about a topic. (Hubbell, Kuhn, & Malenoski, 2007). According to this strategy it is very important to keep information organized while working on a project. One tool that I have learned about that would help this process is concept mapping. This organizes the information and is an easy visual. Also, it has been known that visuals are a very important cognitive learning tool. The example given in our reading by Hubbell, Kuhn, & Malenoski about making a brochure before going on a trip would give a great opportunity to usual visuals. It seems that this focuses a lot on being able to make the connections and keeping it in the long term memory in order to retrieve it at a later time. Setting goals seems to be an important factor of both the instructional strategy and the cognitive learning theory.
When looking at the instructional strategy “summarizing and note taking,” it seems that students need to be able to summarize information that has been given and connect it with something to store it in the long term memory. Summarizing and note taking is not an instructional strategy that is used a lot in my Kindergarten class. My students are not ready to take notes since they are just now learning the difference between a letter and a word. I do, however, have my student retell or summarize a story that has been read through pictures. After reading the story to them they draw pictures to retell. By using this tool the students are learning to delete information and how to keep the important information.
Using these different strategies will help improve the students’ understanding and learning of the material being taught. These strategies are also putting technology into the classroom even more.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Hi Carri,
ReplyDeleteI enjoyed reading your posting.
"My students are not ready to take notes since they are just now learning the difference between a letter and a word. I do, however, have my student retell or summarize a story that has been read through pictures. After reading the story to them they draw pictures to retell. By using this tool the students are learning to delete information and how to keep the important information."
Yes--I think although very young students may not yet be taking notes--they can get a strong foundation for the process by recreating the information in pictures. I wonder if your students would like KidPix or Kidspiration to support this activity? They can click on images and then move them around the screen to recreate the story. They can also explore making simple maps--maybe as a class with an interactive whiteboard if you have one.
Thank you for sharing.
Susan
Hi Carri,
ReplyDeleteI enjoyed reading your post. Many of our thoughts are similar. If you have a chance, you should read my post.
I teach third grade and just introduced note taking skills to my students during our science lessons. We discussed how to take notes and then I let them try. Believe it or not, it is actually kind of difficult to teach. Our students have been trained to write in complete sentences with periods and capital letters since first grade. It is difficult for them to switch into a mode of short not complete sentences. I bet you can guess what their notes looked like. All complete sentences and perfect grammar. The last few weeks, we have been taking notes together on the SMART board and finally, this past week they are writing notes without my assistance. Overall, I am proud that I started them on a path of note taking.
Carri,
ReplyDeleteI really enjoyed reading your post.
I think it's a wonderful idea to have your kindergarten students retell a story or information using pictures. I teach third grade and this strategy can be useful in the upper grades as well. Note-taking can be difficult for children. As Mary said, the children are trained to write in complete sentences - therefore, note-taking is confusing to them.
I also agree that concept maps are a great way to implement visual tool. Where do you see concept maps fitting in during your school day?
Lyndsay
Carri,
ReplyDeleteI really like the points you make about cognitive learning and how you make connections even with your kindergarten students. I notice sometimes that ideas and strategies are geared towards the older grades several times, but it is truly remarkable that you are able to use these skills at the kindergarten level. I think that your idea of using pictures to retell a story is a great idea because it allows students to be very visual and show the teacher if they understood the story or not. Great idea!
Dr. Krauss-
ReplyDeleteThanks for reading my post. Honestly, I have never used KidPix or Kidspiration. I am learning so many new tools to use with my students it is so exciting. I will be checking them out to start teaching my students. I do not have an interactive whiteboard to do this with them. I do plan on introducing the maps with them as I have really enjoyed using them myself.
Mary-
Thanks for reading my post. I completely understand note taking being a very difficult task because of teaching them sentence structure. That has to be so confusing to their little brains.
Lyndsay-
Thanks for reading my post. To be truthful I am not sure yet where I am going to use concept maps in my teaching. Although I do know I will because they enjoyed helping me with this past assignment that we completed about the life cycle of a butterfly.
David-
Thanks for reading my post. The kids love drawing and coloring at this age so for them they do not even realize they are working. It is a great way to see if they understand the story.