This week I read about several things including virtual field trips and concept maps. These tools can be used to help students learn and remember (Novak, J. & Cañas, A., 2008). Virtual field trips are interactive and use several senses at once. They connect visual images to concepts, which helps in retrieving things committed to memory (Laureate Education, Inc., 2010a). Using a virtual field trip with a concept map increases learning even more. Concept maps allow students to use several senses and they also facilitate the making of connections to learn material. I think using a concept map before a field trip can help prepare students for the trip, and also help them think about what they are to be learning ahead of time. Then, using it as a follow up activity will allow students to use the concepts to firm up the things they learned. Because these things involve such things as images, constructing the concept maps with others,(Laureate Education, Inc., 2010b), and making connections to things they already know, they support the cognitive learning theory. I think using these tools will help me teach students in a way that will help them easily remember material (Smith, M., 1999). I also think it will increase their understanding, therefore committing it to a more permanent memory.
In addition, using some other learning tools may also help students remember and understand material. Using a rubric allows students to understand ahead of time what is expected of them. Starting a lesson with an essential question allows students to focus on the most important thing they need to learn. Viewing an essential question in a power point presentation with images that relate to it may help student with remembering. Also, ending a lesson with a summarizing activity will also help students with retention (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).
Using the AutoSummarize tool in Word may be very helpful to students. Also, taking notes during lessons will help students remember and will make summarizing easier. In addition, taking notes in a variety of formats seems to be more helpful. For example, using outlining, webbing, graphs and pictographs in note taking seems to facilitate learning. Teaching students how to take notes and how to identify essential information is of utmost importance. Then, for the summarizing activity, teachers should ask students questions that focus on the essential elements of the lesson in order to help students head in the right direction. There are six types of summary that are helpful to students: narrative, top-restriction-illustration, definition, argumentation, problem/solution, and conversation (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).
I think I can improve my students note taking and summarizing. This is essential for my students. Next year, the high school math teacher will require them to take extensive notes. I need to teach this skill so they will be proficient before next year, not to mention the help it may provide for the present.
References
Laureate Education, Inc. (Executive Producer). (2010a). Program five. Cognitive Learning Theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program six. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site http://cmap.ihmc.us/Publications/ResearchPapers /TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, M. K. (1999). The cognitive orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-cognitive.htm
