Our ultimate goal in teaching should be to guide students in the “task of acquiring and integrating new knowledge. We must be able to help them activate background knowledge and facilitate their process of connecting new information to what they already know”(Pitler, Hubbell, Kuhn, and Malenoski, 2007). Dr. Orey defines this process as “Knowledge Integration: allowing students to connect new information to prior knowledge and building a larger array of information” (Orey, 2007). He also states in Cognitive Learning Theories, that the more a student is able to make personal connections through dual coding and episodic events; the more likely they are to store information long term (Laureate, 2009). In essence, we must provide engaging lessons and experiences that assist in the ability to make connection that network information for life. We must provide opportunities for them to think!
“Cues, questions, and advance organizers focus on enhancing students’ ability to retrieve, use and organize information”(Pitler, Hubbell, Kuhn, and Malenoski, 2007). Trailers for the sequel to our favorite action film can now be downloaded to your palm pilots, Google page, or viewed online 24/7. We all love the excitement and a hint of what is to come. We reflect on how much we admired the heroic characters and danger filled story plot of the last film. Our senses are triggered for adventure and action. We re-live the excitement of the movie by sharing episodic events that are stored in our information network that were dual coded by powerful images, sounds and even fear. Why not create that excitement in your students about the Civil War, volcanoes, gardening, math and great literature? Advertise for what is to come, drop hints and clues on your class blog, with posters, brochures or create your own multi media video trailer.
Dictionary.com defines a question “as a problem for discussion or a matter for investigation”. Good thought provoking questions will enable a student to retrieve what they know and investigate how to add new information. The student will need a plan of action to process new information. The advance organizers are “structures that help students focus their learning by classifying and making sense of new content that is being presented to them” (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Advance organizers assist in the note taking and summarizing step. Concept mapping provides the focus for investigation by using images, essential vocabulary and dual code connections to the pertinent concept or skills. Providing students with the proper tools and skills for note taking and summarizing will enhance their ability to organize and process important necessary information. By engaging or exciting students in the process of investigation and discovery, we will develop long term connections, memories and knowledge that go beyond the big test.
Virtual field trips along with concept mapping can not only provide background knowledge and experiences but also allow students to make personal connections to new information or concepts. These trips create episodic learners that through these experiences are able to dual process or code information. The sounds, images, smells or adrenaline will help the student create a new network or connections to the material. Since many of my students never travel more that thirty miles, their experiences and opportunities are very limited. Virtual field trips will allow them to experience far away lands, diverse cultures, and concepts so they can make personal connections to the materials or concepts being taught. In the video Spotlight on Technology: Virtual Field Trips (Laureate, 2009), students were able to explore one of the greatest tragedies in our history- the assassination of President Abraham Lincoln. The students were able explore and discuss how Booth was able to have access to the president. They were able to observe many artifacts close up. The idea is that all these experiences will create a desire for the students to learn or investigate the concepts further and provide personal ownership to the learning process.
References:
Dictionary.com http://dictionary.reference.com/browse/question
Laureate, Education, Inc. (Producer). (2009).Cognitive Learning Theories [DVD]. Baltimore, MD: Author
Laureate, Education, Inc. (Producer). (2009). Spotlight on Technology: Virtual Field Trips [DVD]. Baltimore, MD: Author
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/. Section: Cognitive ToolsSection.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. Pgs 79, 76,
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Program Outcome Essay
14 years ago
7 comments:
Living out in the suburbs and about 45 miles from downtown Los Angeles you would think my students have a lot to see and do. But that really is not the case at my school. In fact we are located at the base of the mountains and it is only about a 15minute drive to get to the snow level. It was about 3 years ago it snowed in our town (and that NEVER happens in Upland) and almost all of students had never even seen or touched snow. Who would have thought that would even be possible, but it is true. That experience really set in the value of using technology to take our students to places that they have never been. Not only does this give them additional background to place with the information given, it allows the student to make those necessary connections for a lasting memory.
Dolores said...
Virtual field trips are a great resourse to bring the outside world into the classroom. Most young learners experience their immediate community and are very egosentric. By showing virtual field trips you can expose them to more of the world around them and expand their understanding. I look forward to using more virtual field trips in my class.
Wow, do I understand your students limited experiences. While discussing seeds during our science inquiry, I discovered that most of my third graders had never eaten a peach. We live in South Carolina the peach state. The next day they all had the opportunity to eat a sweet, juicy peach from their home state.
It is so true that just because you are close to museums, historical sites and other wonderful learning experiences, does not mean you are able to take advantage of them. Virtual field trips can make up for this lack by bringing the location to you in a manner that is going to meet your learning goals.
In the news this week, the Toronto District School Board has decided to create an environment where some of the art and historical items it has secured in storage will be taken out to the schools to be used to provide students with access to these items. Some of the pieces of art represent work from Canada's leading artists, I remember as a child that our centennial project in 1967 was to purchase an original Group of Seven artist's painting and that the artist, A.J. Casson, came to talk to us about this painting. I imagine it is one of the pieces in the vault now instead of hanging in the school. Can you imagine a more powerful link to a nation's artistic heritage than actually working to buy a piece of our culture?
This summer, the third grade team is taking a road trip across South Carolina. We are going to create our own podcasts to use in our SS curriculum. Our current region videoes show our textile factory towns as thriving industries unlike the unemployed ghost towns that they are.
We plan to pick up artifacts and brochures along the way. We will be armed with our digital cameras and our Ipods.
With the virtual field trips we can take the students almost anywhere. Its not the same experience but it still has an ability to enhance education. Plus in a district like mine where money is scarce, this is a good secondary solution. Your podcasts from your trip across South Carolina sounds very interesting.
This sounds amazing. I think that your podcasts will be very interesting to listen to when you are finished. What a great way to collaborate with your colleagues.
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