Cognitive Learning Theory

In this unit, Dr. Orey discussed how the cognitive learning theory goes hand in hand with virtual field trips and graphic organizers. Dr. Orey also presented the components of the cognitive learning theories throughout the resource video. The components of the cognitive learning theory are limited short-term/working memory, elaboration, dual coding hypothesis and network model of memory. Virtual field trips are a great way to engage students and explore a play that may not be accessible otherwise. When you engage different senses and make a connection to a topic, a student is more likely to be invested. The component I most related to in the cognitive learning theory was the dual-coding hypothesis. I wanted to engage this hypothesis in my virtual field trip lesson to try and tap into their long-term memory. "In the dual coding hypothesis, he argues that there is this phenomena that people can remember images much better than they can remember just text." (Laureate Education. 2015c) 

Dr. Orey talked at great lengths about the correlation between our senses and learning and processing new information. “The solution is to use cognitive tools to present problems in a way that “externalizes” them—making them more visible, palpable or otherwise “real” to the learner.” (Jonassen. 2003) The thing that we as educators have to realize is that making connections between what we are teaching and relating that information to what our students already know is the best way to get that information into their long-term memory. "You try to make as many connections as you can to that piece of information that you're trying to learn." (Laureate Education. 2015c) It is also important to note that the ISTE teacher standards align with the cognitive learning theory, as well. "Teachers should engage students in exploring real-world issues and solving authentic problems using digital tools and resources." (ISTE. 2008) When creating my virtual field trip, I tried to make sure that it aligned with both the ISTE teacher and student standards.

For my virtual field trip, I was able to present it to two students ages ten and six. Since they are on summer vacation, I thought it would be fun to take them on a virtual field trip to Mexico to learn about the culture, food and some notable landmarks. Both of the students had some prior knowledge of Mexico, and I used some of that prior knowledge to connect the lesson to what we were learning. Our proximity to Mexico was also significant when discussing why we were learning about Mexico. Both students decided that their favorite part of the virtual tour was able to see the fantastic beaches in Mexico. One of the students observed that "The water is SO blue and the sand is so pretty and fluffy."  During the lesson, we were also able to tour Chichen Itza. If we had more time, they could have also learned about and researched the Mayan culture. There are so many possibilities when it comes to virtual field trips, and there are so many teachable opportunities. When I was doing the lesson with them, I realized how much information they can learn through this interactive medium.  

              If I had more time, in addition to the graphic organizer, I would have liked to have them create a PowerPoint presentation about Mexico and the facts that we learned. During the end of the school year last year, I had a fun project where students were able to pick any destination in the world and plan a vacation to that place. They were given a budget and time frame, and it was up to them to find airfare, hotel, the budget for food and budget for activities. The students had a lot of fun with this lesson, but I think adding the element of a virtual tour of that place could be even more eye-opening for them. This project aligns with the ISTE Student Standards, especially 6c which states " Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.” (ISTE. 2016)

I value the cognitive learning theory because it is easy to find concrete examples of how to implement this theory in my classroom. It also ties in very well with the technology classroom that I teach.  “There is a complex collection of these theories, and there is a variety of technologies that will allow you to take advantage of these theories.” (Laureate Education. 2015c)

Resources

International Society for Technology in Education (ISTE). (2008). Standards for students. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

Laureate Education (Producer). (2015c). Cognitive learning theories [Video file]. Baltimore, MD: Author.

Jonassen, David. (April, 2003). Using Cognitive Tools to Represent Problems. Innovations of Learning. Retrieved from http://sites.tufts.edu/ets/files/2012/12/newsletter_apr_20031.pdf

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Behaviorst Theory

The behaviorist theory is a theory that focuses on the observable behavior of students. “Behaviorists assert that the only behaviors worthy of study are those that can be directly observed; thus, it is actions, rather than thoughts or emotions, that are the legitimate object of study.”(Orey. 2010. p 271) In my opinion, the behaviorism theory is a superficial theory that only focuses on students learned behavior. Much like Pavlov trained his dog, the theory suggests that we train our students with positive and negative reinforcement. Given the population of students that I teach, they frequently have more issues that affect their ability to learn that reach far beyond the classroom. Although my opinion on this theory is not the most favorable, the theory itself does make some good points. Positive and negative reinforcement can be an excellent tool for classroom management if done correctly.  I believe that this theory can go hand in hand with technology implementation and project-based learning.

One of the ways that I use the behaviorism theory in my classroom is by establishing classroom rules and procedures. I have a classroom management system in place that rewards attendance, engagement, work completion and behavior. Students earn points every day and work towards incentives that I create throughout the year. There are weekly incentive winners, as well as every nine weeks. The nine-week incentive is a more significant “prize” than the weekly incentives. Prizes I have given in the past have been ice cream floats and breakfast taco parties, just as an example. Since my classroom is held in a technology lab, this part of the behaviorism theory leads into my computer lab, as well. Since we use computers every day during class, students are trained to come into class, log in to Google classroom and start their warm-up. After the bell rings and I have finished greeting students at the door, the students know that they will receive points if everyone is logged in and working. “You always want to reinforce appropriate behaviors. That’s the more powerful of the two.” (Laureate Education. 2015)

A powerful suggestion from the provided video resource was the tutorial. This would be a great way to incorporate this theory into my classroom. If I could establish a way to do a flipped classroom, where students can see my instruction as needed, this would be an excellent tool for them to use. In module two I decided to do a modified genius hour with my class. I think a lot of students would think of tutorials as dull or dry, but if they see my face and hear my voice, the connection will be made for them. As stated in the ISTE standards for teachers, educators should “model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.” (ISTE. 2016)

An excellent way to use the behaviorism theory when I implement my Genius Hour project will be to provide positive incentives for students when they complete specific milestone tasks. Most of my students do not have to complete projects that require long-term planning like the Genius Hour. I will have to create a system for them to stay engaged an excited about the project.

Resources

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for students. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Laureate Education (Producer). (2015a). Behaviorist learning theory [Video file]. Baltimore, MD: Author.

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Hartrick G; Journal of Nursing Education, Jan99; 38(1): 17-22. 6p. (Journal Article) ISSN: 0148-4834 PMID: 9921783, Database: CINAHL Plus with Full Text