Cognitive Theory

I found that this week’s readings and DVD about the cognitive theory really helped me see why I do what I do in the classroom. What I mean by this is that I have found the best way to help a student is by continually giving him or her cues and questions. I even find myself trying to teach the students how to question themselves so that they can continually succeed in class. I always tell them that it is ok to talk to themselves, but that they should never lose an argument with themselves because they should always win. I find that I get a laugh out of the students, but it helps them remember and buy into the fact that questioning themselves may just help.

Until reading chapter four “Cues, Questions, and Advance Organizers” out of Using Technologywith Classroom Instruction that Works by Howard Pitler, and combining that with Dr. Orey’s comments in the DVD program I never realized that what I was doing was encouraging the cognitive theory. One statement that stood out to me by Dr. Orey was, “Students do not forget content, they just do not know how to find where they put it” (Laureate Education, Inc, 2009). Then, the book states, “Questions perform the same function as cues by triggering students’ memories and helping them to access prior knowledge” and all I could think about was that the students do actually learn the material but have no idea how to recall what they need when they need it (Pitler, 73, 2007). I always thought that by having students question themselves I was helping them learn a process in which to do the math. However, after the readings I am realizing that they know the process in which to do the math, but I am giving them a process to find what they are looking for. I cannot count the number of times that students ask if they are doing something correctly or do not know where to start, but after one simple question they are off and running. The cognitive theory supports that they are just given the necessary cue to find where they filed the needed information.

I also think that the use of some kind of organizational tool like a concept map can also be beneficial to students in a math class. Too often students think that each new section is something completely different when in reality it is just an extension of what they already know. By using the concept mapping tools on the computer students can relate what they already know to a general subject, and then create branches for new information onto the same map. By doing this they will visually see the connections between all the different math concepts they learn. I think it would be more beneficial on the computer because they can make it as big as they want and it would be very easy to move around, add, or delete items in any way. This would heighten their ability to make connections in their minds which is exactly what the cognitive theory states is needed to recall the information easily.

Overall, I could not believe that I did so much based on the cognitive theory. I was not sure of how everything fit together, but the more I read and explored the more I found that there are many methods that fit this theory. I will definitely be looking to add to what I already do in the classroom to ensure that students can make better connections in their minds to the content being taught.References: Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.