This week, in Using Technology with Classroom Instruction that Works, there were two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking.” These strategies relate to cognitive learning theories. Virtual Field Trip tools can be a great way to research and make connections to learn about a specific place, topic, or person. They correlate to the instructional strategies and cognitive learning theories because they give an image to make connections with new information to their prior knowledge. There are many templates the can help students in note taking that are created in Inspiration. Once they have put information into the cells, they can use the notes to summarize their findings.
In first grade, we teach a unit on geometric shapes. I have in the past made a chart to show the geometric shape, the name, and the real life connection. This seems so one dimensional after hearing about the multiple intelligences to help link short-term memory with long-term memory according to Dr. Orey in the video segment, “Cognitive Learning Theories.” With the use of technology, I can find more that one real life connection to each geometric shape. On safarimontage we have a video clip that shows the geometric shapes like the stop sign, the pentagon, and a yield sign. Also I could have them sort and match geometric shapes on a worksheet created for practice in the computer lab. We could then print two copies. One for them to use as a reference and other to cut and paper sort as a game for homework. Students could make a poster using all the geometric shapes and labeling the name and with a picture of the real world use. To extend this, my students then can work on a class PowerPoint with the images from the posters. To keep it in their long-term memory, my students could also link up the image of the real life picture to the geometric shape with concept mapping tools.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
• Section: Multiple Intelligences and Learning Styles
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Kristin,
ReplyDeleteGreat idea about using signs to represent various shapes. How enthusiastic are your students about using technology? Are the willing to do classwork or do they just want to play games?
Scott Monthie
Kristin,
ReplyDeleteI also like your idea about ensuring that students are exposed to the important concepts in multiple ways. If we want students to remember things, we have to allow ourselves to spend time on it and allow them to process it in many ways. I know that in math, I often feel I am teaching things that students will never need to know or use.
Scott,
ReplyDeleteI do find that if I make the learning activity more like a game, I tend to get more participation from my students.
Kristin, those sound like great ideas! I'd love to try those as well with my kindergarteners. We introduce the 3-dimensional shapes and the more you make it like a game, the more interest I get out of my students as well. I like how you included the shape in real life.
ReplyDeleteKristin,
ReplyDeleteI really like how you used real life visuals to go with the geometric shapes to help your students put these shapes into their long term memory. Great job!
I completely agree that using games is a great way to get our students excited about our subject.
ReplyDeleteI think that having a template for them to use is great. You have made a great connection from this weeks cognitive learning theory to using the learning theory of maps to make it stick in their brains. What a terrific connection with the concept mapping tools to geometry. Geometry is a very hard concept for children to grasp as well as adults, and I agree that whatever information can be given to them in a different way, they will remember it.
ReplyDeleteKristin,
ReplyDeleteI love the idea of using Safarimontage to give concrete images for more abstract concepts. This will really promote the process of "dual coding", thus making the images easier to connect and "elaborate".