Cues, questions and advance organizers focuses on the ability of students' to use and organize information about a specific topic (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73). Teachers use cues and questions in order to trigger students' memories and help them access prior knowledge (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73). Advance organizers are provided to help a student organize the content and focus learning before an activity begins (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73). Using expository advance oraganizers such as a brochure will help students focus on essential concepts and themes. (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.75-76). I have never given thought to creating a brochure before an activity, this has always been a closing activity. However, students creating these brochures before a new activity will help prepare them to learn the new material. As a third grade teacher, advance organizers and graphic organizers are vital in preparing students to learn new content. Using these cognitive tools helps students to arrange the information into smaller chunks, thus allowing them to store and retrieve it for later use (Laureate Education, Inc., 2008).
Summarizing and note taking focuses on students' ability to synthesize information and state the information in their own words (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.119). In order to do this students have to be able to delete, substitute, and analyze information at a deeper level (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.119). Students have to be taught summarizing and note taking. Using Inspiration and Kidspiration is a great way for students to learn note taking skills in an eye-pleasing way.
Using the cognitive learning strategies allows students to process information at a much deeper level.
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. 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.
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Kelly,
ReplyDeleteNot only is using Kidspiration and Inspiration eye-pleasing as you put it, but the listen feature is fantastic for English Language Learners and struggling readers to hear the information in the concept map. We also use the record feature so the students can verbalize their ideas as well.
John
You mentioned not giving thought to creating the brochures before the activity. I thought the same way. Thinking they were mostly used as an end of the lesson reinforcement. However, the text Using Technology with Classroom Instruction that Works, recommends using different types of organizers at the beginning of the lesson to give students an overview of what to expect from the lesson and to find out what they already know (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 82). I now can see where this would be beneficial. The more the students can store images with text, the more their information is being processed in the cognitive learning theory.
ReplyDeleteLaureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. 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.
Linda, I agree. I love the idea! We are going to read a story about Washington next week, and I am going to try to find a virtual field trip about Washington. I am excited to teach it.
ReplyDeleteI like to give my students a choice of which organizer or program they would like to use. I did not do as good at that this year, but usually i spend a fair amount of time in the first five weeks of school teaching the students various organizers that they can they use throughout the rest of the year. I also make sure to focus on a new kind of technology in every unit so that at the end of the year the students can have choice about which kind of technology and organizers they want to use for a specific assignment. purpose.
ReplyDeleteI also like the idea of using a brochure at the beginning of the assignment. I have not done it with a brochure, but I have given the students graphic organizers to complete at the beginning of the unit and then had them fill in the same organizer at the end of the unit and turn the two in together to show growth. I would imagine with all of the programs out there like Word, Publisher, InDesign, and others you could have the students create their own at the beginning and then complete it at the end and do a save as so that you could see the pre/post.
I want to hear how your "trip" to Washington goes!