The Learning Modalities of the Cognitive Learning Theory

The students of today are digital natives and can best be served through multimedia experiences. Technology provides educators with the tools to utilize cognitive learning theory’s premise that “[i]ntegrateing multiple senses in presentation improves learning” (Laureate, 2008). Teaching students strategies like “Cues, Questions, and Advance Organizers” (Pitler, Hubbell, Kuhn, & Malenoski , 2007) and “Summarizing and Note Taking” (2007) help students create a mind map which allows multiple networks to be established for easier retrieval later.

The purpose of Cues, Questions, and Advance Organizers” (2007) is to encourage students think in the higher order through focused and deliberate concept development (2007). Utilizing techniques such as think, pair, & share, Kidspiration (“Kidspiration Supports Success Across the Curriculum,”.2010), and Bloom’s Taxonomy (2007) can help student synthesize information and promote “elaboration” (Laureate, 2008). “By engaging in these activities, learners construct meaning in a way unique to themselves, incorporating the cognitive, emotional, and physical aspects of learning” (Oxendine, Robinson, & Willson, 2004). Therefore, supporting the cognitive learning theory, which states that students will develop multiple avenues for long term memories if sensory receptors are activated.

“Summarizing and Note Taking” (2007) teaches students to discern the critical information from the material presented. Research has proved that individuals are only able to process “+7/-2 pieces of information at on time” (2007), so it is essential that students know how to analyze and make summations of information. Realizing how the sensory registry process data provides educators with the opportunity to instruct students in the most effective way.

Concept mapping and virtual field trips are two additional tools that can be used in the classroom to aid students in developing long-term memory. Paivio’s dual coding hypothesis correlates the positive effect presenting imagery in conjunction with text has on information recall (2007). In tandem, both these strategies enable students to form numerous pathways for information to be cross-connected and embedded.

Cognitive learning theory backs up what most teachers have known for years. Students learn the best when actively engaged in multi-sensory high interest activities. Educating oneself on the learning implications of research-based theories can only create a richer and more rewarding learning environment.

Resources

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Kidspiration Supports Success Across the Curriculum.. (2010). Inspiration software, Inc. Retrieved March 14, 2010, from http://www.inspiration.com/Kidspiration/Details

Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 14, 2010 from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.