Questioning in the
classroom can be used as an informal assessment tool. When a teacher uses this
form of assessment they can gauge where the class knowledge based lies. From
here, the instructor can use scaffolding and cues to build upon this knowledge.
Organizing information in a visual way can help with remember and learning.
When technology is added to the equation, there are many ways to amplify these
techniques. Graphic organizer software can be used to present information to
students using pictures, video clips or web links (Hubbell, 2012). This way of
brainstorming can also become a learning activity. There are social bookmarking
such as Diigo, and Pinterest that can be used to allow students become a real
part of the brainstorming process.
Note taking and
summarizing are skills that develop over time. In order to take clear notes the
student must have an understanding of the material, and must be able to use
higher levels of thinking by synthesizing the information. Some of the
strategies suggested in this week’s readings I currently do to help my students
with learning disabilities. Guided notes can help students of all abilities
connect information in a visual way. The tool, Ultimate Research Assistant, can
be used in addition to note taking. This tool “reads” articles and “listens” to
lectures and then composes a report summarizing the information (Hubbell, 2012).
Concept mapping is an
advanced way to organize information. Students can connect information to prior
knowledge and new ideas (Laureate Education, Inc., 2011). They can gather ideas
using pictures, texts, links or links to videos. This visual way to represent
information can be an exciting tool that students and teachers alike can use.
Virtual field trips are
online tours of a location. Students can tour museums, cites, historic sites,
factories, etc. This uses of technology is beneficial since the whole world is
available to be explored. A student can tour museums that are across the globe
without leaving their school building. Virtual field trips can build on
cognitive learning because students are connecting learned topics to real
places.
Using cognitive learning
theories along with the above strategies can help learning in you classroom.
When we proved students with useful tools and rich experiences we encourage
students to learn to their fullest potential.
References
Laureate Education, Inc. (Producer). (2011). Program five:
Cognitive learning theory [Video webcast]. Bridging
learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E. R.,
& Kuhn, M. (2012). Using technology
with classroom instruction that works (2nd ed.). Alexandria, VA:
ASCD.
Jen, I know you teach art, so can you imagine ways to use these tools when you are presenting new information? I could see giving students a web with labels and spaces for them to draw examples of what you are describing or demonstrating. Usually we provide the picture and students provide the words, but in your case turning that around might have more impact. Have you done this, or do you think it might work?
ReplyDeleteMary
Mary,
ReplyDeleteI love your suggestions! I have noticed that art can use teaching strategies in more creative ways. When my students are learning art vocabulary there is always a space for them to draw pictures in addition to writing definitions. Drawing definitions helps students synthesize information because they can not copy words. Students have to translate the definition to the language of art.
Thanks for the feedback!
Jen
Drawing definitions is so cool.I remember a 6th grade teacher I had who made us draw pictures for EVERYTHING. We had cards we made for history in particular that I remember. We had to draw the Norman invasion of England, or Charlemagne being crowned leader of the Holy Roman Empire :). Lots of stick figures I tell you what.
ReplyDeleteJen,
ReplyDeleteI liked what you said about note-taking. It can be a simple visual tool. One thing I incorporate into my literacy instruction for my second graders is a strategy called Stop-and-sketch. I did not make this strategy up but have been using it for a while.
After reading a part of the text that is important I help my students summarize by giving them two minutes to stop and sketch.
For example, we were reading a fable about a greedy fox who invited a stork over for dinner. The fox served the stork soup in a flat dish so the stork was unable to eat it. Later the stork invited the fox for dinner and served some meat in a jar with a long neck. The fox was unable to reach the meat. I had the students stop and sketch what the fox looked liked trying to reach the meat in the jar. It really helped the students understand and summarize what they read.
I think teachers forget that young children need to summarize too. Summarizing can mean using pictures (cues) for understanding.
I totally agree with you that drawing pictures is an excellent tool for summarizing. I use Notability to do this because it is quick and the kids love it. They are usually more pleased with their sketches in Notability than when asked to stop-and-sketch using paper pencil.