Concept Mapping & Cognitive Learning Theory

I find the study of Cognitive Learning so fascinating! Now I really understand how cognitive strategies are designed to help learners develop an awareness of how they think so as to improve understanding not just simply telling them what to think. The strategies linked to cognitive learning are very practical to utilize in the everyday classroom and make so much sense when I think of how I learn as well. As I was learning about "Elaboration" and how it is the primary mechanism for long term memory, I could relate to the fact that my students (just as I do) need to have those associations and connections that all link together in order to remember something. Everyone can relate to the feeling of "forgetting" or "blanking out" on something that we have already learned. I really was intrigued at the idea that I did not "forget" but simply forgot how to find my way to the connection of that memory of whatever it was. The General Lee concept map was a great example and a great way to illustrate the elaboration process.

I have been trained on "Thinking Maps" at my school which are along the same lines as concept mapping. They are simply visual ways in which students learn to organize their thoughts. "Thinking Maps are INCREDIBLE and can literally be used in ALL subjects. I use them everyday with my kindergartners and they can even tell you why we choose to use each map. They love them! This strategy of concept mapping correlates to the principles of cognitive learning because Dr. Orey mentioned that each idea that we have in our memory is linked to other memories and that images are better at helping people store information rather than just text. The Dual Codes Hypothesis that was referenced in the video links sight and smell to the primary mechanisms used for memory. When utilizing "Thinking Maps" students then have a visual representation and are linking ideas together that are forming strong connections. The more connections being made the more elaboration happens, thus those ideas enter into students' long term memory. If technology is then added to that mix (using my interactive SMARTboard with Thinking Maps"), now you not only are providing visual organization but you are integrating multiple senses as well and this will create successful information processing among your students.

Behaviorism in Practice

I am going into my fourth year teaching Kindergarten and while I do implement strategies that incorporate many different theories of learning, I also use a variety of tools that would be considered behaviorist strategies. I am aware that many people argue that behaviorist theories are outdated in classrooms, however, I feel as though with a fine balance of learning theories implemented, there is indeed room for behaviorist strategies in the everyday classroom. Many teachers may not even recognize that they are using these strategies when they are. I, of course, am not implying that the behaviorist theory is the only way to go but that utilizing it at times can be quite effective.

My students are very young and are at the very beginning of their educational careers. In kindergarten they are learning, most often times, what behaviors are appropriate and inappropriate and quite simply the basic foundational skills for reading and math and norms for being a student and functioning member of the community. This is also a time for students to learn about positive reinforcement and consequence for the first time in a classroom setting as well. It is very important for me to be firm and consistent in my behaviorist methods because I am helping my students to become problem solvers, independent thinkers, and disciplined students for their future. If I do this well then then hopefully a students behavior will not interfere with his/her education down the road. Most of the time for my kindergartners it is more about boundaries and consistent routine more than anything else. If they do not learn these things in their first year of school they will have a harder time adjusting and feeling successful in the coming years.

In my classroom to reinforce "good character" with "character cash" as a way to reward students for making positive choices and or showing good character in class or an the playground. In addition I also use many systems where my students get immediate results from me in regards to their behavior and effort. In addition, I use a variety of verbal cues and musical cues for classroom management. This creates a very calm environment. As for technology and behaviorist strategies, we have a couple programs at my school that allow students to get remediation practice while access results immediately. We use Earobics as an intervention program for students who are below grade level benchmark in one or more areas. This is a computer program that reinforces foundational skills while allowing for drill practice and rem edition. The program is able to track all of the student's progress and rewards them with levels to pass and a way to move up in the game. The kids really enjoy it and always ask for more time to play.