While reading this week’s resources, I allowed myself to think back to my middle school years to remind myself what helped me in the learning process. I struggled with this, until I watched Dr. Michael Orey’s video. One concept that I feel helped me obtain information for an extended period of time was the ability to make connections. Dr. Orey explained that elaboration is the “primary mechanism for storing information in long-term memory,” (Laureate Education, Inc., 2009). If students are able to make a connection between what they are learning and something that is important to them or a visual, they will then be able to maintain that connection for longer periods of time. Students are trained to retain information for a test and then are not expected to remember it for future courses.
One way in which I plan to implement this in my class this year is when teaching vocabulary words. After students define words using context clues, we review the definitions as a class. I would like to show a visual when reviewing these words. For example, when learning the word riot, I will portray pictures of riots that occurred during our history. This will allow students to make a connection between the word and an image. Students will practice “dual coding information,” (Laureate Education, Inc., 2009). Once that connection is made, hearing it in the future will trigger that connection making them remember the word.
This week’s learning resources, cues, questions, and summarizing, are a great way of incorporating cognitive learning into the classroom. At the start of a lesson or project, I explain to my students where I want to be and where they should be by the end of the week. I use contracts to enforce my expectations, which also allows students to keep track of work. I feel this allows students to think ahead and prepare for what is coming next.
I also always supply my students with rubrics at the start of a writing assignment or project. “Rubrics are excellent advance organizers because they prepare students to apply their abilities, knowledge, and critical thinking skills,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers want to be prepared so they plan in advance and children can and should learn in the same way.
References:
Laureate Education, Inc. (Executive Producer). (2008). “Cognitive learning theories” [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD
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Using photos or illustrations paired with vocabulary is an excellent idea. I think you'll find much success with this. I remember when I was learning Spanish in school how helpful the vocabulary books with pictures were. I still remember the picture of a really big cat that illustrated "gordo" or fat. My school system has adopted a program called "Bringing Words to Life" that you may find interesting. I can send you an example powerpoint if you'd like. I also like how you use rubrics for your assignments. They are helpful in so many ways. I started building rubrics with the kids so that they can build confidence in knowing that they really do know what an "A" assignment looks like, and say that they had a part in creating the standards.
ReplyDeleteUsing pictures to connect with vocab. is a great way to make that connection. I worked in a first grade class where they reviewed the pictures and words every morning and the students loved seeing the silly pictures they teacher found. For example, if the word was pig, the teacher found a big dirty pig to show for the picture and the students loved it. Rubrics are a great tool because it is somewhat like an outline of what they are supposed to do. This will also eliminate any questions a student or parent might have about a grade. I also like for students to help create the rubric with me so they feel more involved and inclined to follow it.
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