Cognitive Learning Theories

Note taking and graphic organizers go hand in hand with cognitive learning theories. When students are actively taking notes during a lecture or lesson they are seeing the information as well as hearing it; this supports the dual coding hypothesis, (Laureate Productions Inc., 2011). Using graphic organizers for note taking is even better as the graphic organizers are generally set up by grouping information together, which is very similar to the networking storage method of long term memory, (Laureate Productions Inc., 2011). I can remember studying for tests and being able to picture the format of the notes to help me remember the facts.  “The classroom recommendations for note taking include using a variety of note-taking formats and giving students teacher prepared notes,” (Pitler, Hubbell, Kuhn, & Malenski, 2007, p. 128).  These methods will help students to know what to write and what category each piece of information falls into for easier organization of ideas in their brain.

                I love using graphic organizers to show the steps of how to solve math problems before or alongside working out examples. It helps students group the information needed to solve the different types of problems so that they can easily find the correct method or formula when looking back in their notes.  For example, we recently learned the formulas for Sine, Cosine, and Tangent to solve right triangles. In class the students created a foldable for their notes; each flap of the foldable has the formula and an example of how to use it. This foldable breaks the three formulas into separate pieces so that the students do not become confused among the information.

During class lectures and note taking many students with disabilities have trouble keeping up with taking notes and processing the information at the same time. To accommodate this problem I often provide copies of the material with just a few blanks to fill in. This helps the students stay focused and on task, and at the same time they are able to focus more attention to the teaching instead of trying to catch up with the writing. The cognitive learning theory tells us that short term memory can only process about seven pieces of information at once, (Laureate Production, Inc., 2011). However, classes such as history and science often cover many more facts than that in one class period of note taking. Knowing this limit of memory makes the graphic organizer much more important; without showing the connections of information, all of those facts will just become lost in the students’ brains. To help with this overload of information I also find it very beneficial to take breaks and have the students reflect on what they have learned to help them process and store the information.

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [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

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