Reflective Journal Post #3

 Description:

            This week in EDAT 6115 we explored how cognitive theories for learning can be useful in the classroom. We began with a historical perspective on education and the science of learning focusing on the contributions of Dewey, Thorndike, Gagne, and Skinner. We also took part in a video simulation showing how varied instruction and supportive strategies can assist students in forming memories and recall skills. Each of these resources showed the importance of understanding cognitive development and how essential the ability to vary instructional strategies within the classroom is.

Analysis:

            Much research has been done about the human brain, its function, as well as how memories and cognition occur. This information is of course useful to the neurologist for understanding disease and malfunction within the nervous system. However, the information gained about the working of the brain are of particular importance to educators. “It is clear that psychological changes, behavioral changes, and changes in cognition as a consequence of learning are all correlated with changes in the operation of the brain” (Slavin, 2018, p.135).  Our knowledge of how learning occurs is essential to ensure that students are receiving instruction that is cognitively appropriate, stimulating, and varied to fit their abilities. Understanding of the information-processing theory and other cognitive theories allow educators to “relate to processes that go on within the minds of learners, and ways of helping students use their minds more effectively to learn, remember, and use knowledge and skills” (Slavin, 2018, p. 122).

            The most simplistic way to explain how the brain processes information is a three-step process. As new stimuli in the environment are taken in by our senses, we register the information and either 1) get rid of it because it is not useful or 2) if it is useful, the information is moved into a working memory to further process. The “working memory is where the thinking takes place” which is important to note as an educator (Slavin, 2018, p.123). This is where our students take in new information and attempt to connect it to existing knowledge so this is the place where “ah-ha” moments can happen. Once deemed useful, information from the working memory can be connected and transferred to long-term memory. However, learning is complicated by other factors that don’t always allow new stimuli and information to be so easily processed. “At every stage, the learning process is controlled by the learner” (Slavin, 2018, p.123.). So many factors come to school with students each day that impact their ability, desire, motivation, and willingness to learn.

            There are many take-away messages from cognitive learning theories to be applied to education. As Slavin (2018) stated, “learners are, in fact, neural works in progress, altering themselves with every new activity” (p.136).  First, we must remember that physiological brain development does impact cognitive ability. This is important in deciding what content is understandable, what skills we can expect our students to perform, and the types of decisions they make. Attempting to teach students knowledge or skills far outside of their developmental cognitive ability can cause frustration and lack of success. Additionally, “not all learning is equally likely” (Slavin, 2018, p.136).  Certain things are simply harder for humans to learn to do. Understanding this allows educators to anticipate struggle, support growth, and design instruction to best help students learn.  

 Reflection:

As a biologist, I really enjoyed the readings this week. The brain, psychology, and cognitive theory have always been interesting to me. As a teacher of gifted, high schoolers most of the cognitive development has occurred by the time they get to me. My students generally are better critical thinkers than I am and are highly, intrinsically motivated. However, watching the video prompt this week was quite interesting and deserved attention in my reflection.

 I would say that I have above average recall skills typically but was pleased to remember 7/8 terms on Part 1 of the Information Processing test (Brown, 2015). I noticed that I made personal connections to a few of the terms to connect them for easy recall. For example, I created pictures in my mind of an offensive lineman (who I teach) on the field. I built on that by including a ball and our team scoring a touchdown. The word I struggled with was the term left, which was the least connected of the terms in my mind map. I was able to improve my score on Part 2 to 8/8 likely because of the second exposure to the terms and the prompt to help me remember the most unrelated term.  There were noticeable differences between the delivery of information between Part 1 and 2. Part 1 delivered the terms quickly with short transitions between terms and displaying the terms for one second each.  Part 2, however, slowed the transitions and displayed terms for four seconds before changing them. With the addition of the acrostic poem graphic organizer I was able to complete the list more quickly from memory. I also noted that I relied less on my own memory strategies to make connections to the terms and was able to simply recall them using the one letter prompt.

            After completing this activity, I thought of how I teach vocabulary in my own classroom.  As Biology major in college and now as an Advanced Placement Biology teacher, I have a strong dependence on vocabulary and the connections of terms in relation to processes in living systems. I introduce no less than fifty new, content related vocabulary terms to my students every unit. I had to develop strategies for quick, efficient acquisition of new terminology when I was in school and felt a responsibility to teach strategies to my students. I have found if the students do not have a solid vocabulary foundation in my class, they struggle to every get to higher levels of learning and application. I use an immersion type strategy from the very beginning of class. I use the terminology all the time, so the students are exposed to new terms even before they are responsible for them. As terms become relevant to their learning, we specifically define them and create mnemonic devices and memory tricks for them. We work as a class to figure out the Latin roots in the terms, identify where other words with similar stems come from, and make connections to the current topic. I use various strategies (verbal, visual, kinesthetic) dependent on the content and terminology. In certain units, more practice is needed for students to grasp the terminology because of the similarity in terms. In our genetics units, students struggle to remember coupled terminology differences (such as heterozygous and homozygous) as well as the chromosomal structures and classifications (chromosome, chromatid, centrosome, centromere).  For this reason, I include additional vocabulary intensive practice such as speed dating or creating Instagram profiles for a gallery walk to increase their exposure and usage. Using a variety of strategies to help students with the rote memorization and recall of important terminology increases their engagement and retention of knowledge. I also try to incorporate choice in how they approach learning vocabulary when possible.  Students who like flashcards can create them, those that prefer Quizlet have that option, and those that want to create graphic organizers or illustrations are able to as well. The students understand that how they learn best is considered so they are great at communicating their needs to me. I also encourage them to try a different method if they are still struggling with terminology. Some students have found they don’t learn best how they thought they did.  

References

Brown, J. (2015). Information Processing. YouTube. https://www.youtube.com/watch?v=xfZFMRnM1_Q. 

Slavin, R.E. (2018). Educational Psychology: Theory and Practice (12^th ed.). Pearson.