One of the coolest things about the brain is how much information is stored there and how a person is able to access and use knowledge so easily. The key to using this cool storage function is gaining the knowledge. Once the knowledge is gained it will forever be stored in the brain and to be able to use the information, a person only needs to remember how to access the storage site. That can be hard at times, but it is reassuring that once the information is gained it forever will stay.
The cognitive learning theory addresses the way learners gain the needed and desired knowledge and then move it to the long term memory for storage. Learning occurs in a variety of ways and students have preferences on how learning is most effective. One instructional strategy to help with learning is cues, questions, and advance organizers. Cues provide hints and remind students about experiences. Questions can trigger memories and help students organize and recall prior knowledge. Advance organizers can help pre-teach and organize new content to help focus learning (Pitler et. al., 2007). Little cues can be effective with many concepts especially when reviewing. Cues can be rhythmical or use pictures to help trigger memories. Questions can be phrased in just the right way to lead the thinking process and help students form answers and ideas on their own. Advanced organizers can be very effective in providing necessary knowledge to aide in further understanding of a concept.
Information can be overwhelming and it is important to filter out the useful and important information from extraneous information. Summarizing allows students to put thoughts and lessons into their own meaningful words. Taking notes is similar in its purpose. Students learn to delete, substitute, and analyze information taking only the most important and necessary information into long term memory (Pitler et. al., 2007). Cognitive learning is the process of connecting knowledge and retaining the relevant knowledge. A variety of learning strategies can be used to help students be successful in their efforts to gain information and access important information when needed.
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, Co: Mid-Continental Research for Education and Learning.
I read your comment on another blog page expressing your interest in how many new ideas/information/skills that can be stored in short-term memory simultaneously. I found it quite beneficial, too! Now I can see why some of my students may have a problem when they are trying to learn a new passage of music...so many things going on at the same time.
ReplyDeleteVery busy world we live in. Multi-tasking becomes an important and needed talent.
ReplyDeleteKerri,
ReplyDeleteI have read Still Alice and the story, and others like hers, breaks my heart. Are we really forgetting more things or have we placed so many items on our plates that we have such additional opportunity for forgetting, or perhaps that is how I choose to look at my forgetfulness. Memories are precious and we as teachers can make both positive and negative memories for those we serve. I currently teach gymnastics and I so love seeing the kiddos I have coached weeks/years later come to me and wait for their hug; this is a memory I place with them and it always gives me cause for a smile. All in all, I think you are fine, Kerri. With your family responsibility, responsibility to your school/students, and your responsibilities to this program it appears you are doing phenomenally thus no early onset of the a fore mentioned disease. :)
Memories are very precious. It is wonderful to be part of the memories of so many children.
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