Dr. Michael Orey states that "integrating multiple senses in presentations improves learning" (Laureate Education, Inc., 2009). Basically, the more ways information is presented, the more likely that the students will process it, remember it, and be able to recall it. The learning resources this week present multiple ways that technology can be utilized in order to demonstrate and remember the material that the students must learn.
The key in improving the learning process is to address all three areas of the Information Processing Model, as presented by Dr. Orey. The first step is sensory input of information. This can be done in several ways, including advance organizers, in order to prepare the students for what they will be learning. The second step is short-term memory. Students must practice what they have learned. Practicing can be accomplished through questioning, summarizing, and note taking. The more times and ways that they practice the learned information, the more likely the students will send the information they have learned into long-term memory, which is step three. Long-term memory is where the information that has been learned is stored. Dr. Orey details the three different types of information that are in long-term memory. They are declarative, or facts and information; procedural, or how things are done; and episodic, or tying events from your life to learning (Laureate Education, Inc., 2009). One great way to present information that should be in long-term memory is through the use of concept maps. This tool helps to organize information. It can also be used to change the information so that it is presented in a different manner for different learners, known as dual coding.
Resources
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories. Bridging learning theory, instruction, and technology. Baltimore: Author.
Hey Ray,
ReplyDeleteDo you think music is easier to create an episodic memory with? I think if we could create more episodic memories in the classroom that we would have better retention. However, I also think that an episodic memory is the hardest to create in the classroom...
I also like the diagram in Novak's reading. The one showing working memory between short term and long term. That's the practice area; we can't let learning get stuck there!
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
Hi Virginia,
ReplyDeleteI think that the ease of creating episodic memories all depends on whether or not the student is "into" the information being presented. But, music may be a good way to get students to learn and retain the information. I know that I enjoy listening to music while I am learning, and normally retain things better.
While music may not work for everything, there are some concepts that my students have committed to long-term memory by putting them to music. Every one of my eighth grade students can tell you how to find slope using two points. We watched a video about slope on TeacherTube. The tune was "silly", but they memorized it very quickly. Even though some will tell you that they hate the song, they remember how to find slope by singing it to themselves!
ReplyDeleteHi Susanna,
ReplyDeleteA teacher at my school came up with a rap song to teach her students about the Order of Operations. She uses it every year, with much success.